The contribution, starting from the general construct of self-efficacy, examines the mechanisms of construction of a motivational attributive style, to achieve academic success in gifted students. The models of interpretation of cognitive giftedness agree in retaining motivation and perseverance as factors determining the success of learning and the transformation of the giftedness into real talent. The perception of self-efficacy and the attributive style guide the motivation and in the persons with high cognitive potential they are not always present. This can lead to a non-directional potential. What is the function of self-efficacy in promoting talent in students with high cognitive potential? What is the most appropriate type of attributive style to promote in these students? And the role of teachers to enhance motivation, in order to avoid the risk of underachievement and dropout? The contribution, after having analysed the constructs in the literature proposes an answer to the questions.

SELF-EFFICACY AND ATTRIBUTIONAL STYLE IN GIFTED STUDENTS

S. Pinnelli
Membro del Collaboration Group
2019

Abstract

The contribution, starting from the general construct of self-efficacy, examines the mechanisms of construction of a motivational attributive style, to achieve academic success in gifted students. The models of interpretation of cognitive giftedness agree in retaining motivation and perseverance as factors determining the success of learning and the transformation of the giftedness into real talent. The perception of self-efficacy and the attributive style guide the motivation and in the persons with high cognitive potential they are not always present. This can lead to a non-directional potential. What is the function of self-efficacy in promoting talent in students with high cognitive potential? What is the most appropriate type of attributive style to promote in these students? And the role of teachers to enhance motivation, in order to avoid the risk of underachievement and dropout? The contribution, after having analysed the constructs in the literature proposes an answer to the questions.
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11587/431539
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact