The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students


Leana-Tascilar M. Z.

AUSTRALIAN EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST, vol.32, no.1, pp.41-55, 2015 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 32 Issue: 1
  • Publication Date: 2015
  • Doi Number: 10.1017/edp.2015.6
  • Journal Name: AUSTRALIAN EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center)
  • Page Numbers: pp.41-55
  • Istanbul University Affiliated: Yes

Abstract

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.