It is a myth that high potential learners are always motivated. True, their drive and enthusiasm can be powerful; however, when motivation wanes, how can they steer away from underachievement?<\/p>\n
\u201cInternal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers.\u201d<\/em> (Source: https:\/\/www.bussinessdictionary.com\/definition\/motivation<\/a>)<\/p>\n This encapsulates how motivation is complex, may not automatically last and is dependent on a combination of external and internal factors.<\/p>\n \u2018Extrinsic\u2019<\/strong> – external motivators are factors that lie outside of the individual. Examples in a young learner might be: aiming for extra pocket money or peer group kudos by scoring highly in a test; believing success only comes with good grades; or \u2018people pleasing\u2019 parents and teachers.<\/p>\n \u2018Intrinsic\u2019<\/strong> – internal motivators would drive a child via their natural curiosity or a tendency to \u2018get lost in thought\u2019 when working on a project. In studies, intellectually talented adolescents showed a stronger than average intrinsic motivation for reading, thinking and solitude,i<\/sup> whilst those with an IQ over 130 registered high academic intrinsic motivationii<\/sup>.<\/p>\n A tendency towards extrinsic or intrinsic motivation is thus thought to be part of our character, however, we are naturally swayed by the nature of any particular task or reward.<\/p>\n Expectancy-value theory<\/strong> maintains that motivation is driven (or not) by individual- and peer group expectations and values. Expectations<\/em> decide whether someone believes they are capable of succeeding. Values<\/em> determine whether an individual perceives a project to be useful or appropriate; if so, they are likely to concentrate better and already know something about the topic (for example, due to a long-held passion for the periodic table). Motivation flourishes with the belief that one is capable of tackling a task that is worth doing.<\/p>\n Csikszentmihalyi\u2019s \u2018flow\u2019 theory <\/strong>describes how an intrinsically motivated individual can reach a state of deep involvement (\u2018flow\u2019) when the level of challenge matches their capability. A high-achieving gifted student is likely to attempt any work assigned; however, \u2018flow\u2019 theory predicts that too high a challenge leads to anxiety, whereas boredom results from the bar being set too low.<\/p>\n Self-determination theory<\/strong> centres around a person\u2019s need for autonomy. It is important to feel simultaneously connected to others, yet individually competent.<\/p>\n Research is clear that even amongst high potential learners, motivation is not a \u2018given\u2019. There is a strong link between ability and achievement \u2013 and between motivation and achievement. An unmotivated (albeit highly able) student is set to underachieve.<\/p>\n Encouragingly, gifted adolescents have been seen to reverse underachievement by nurturing intrinsic motivators, linking their academic success to personal goals, pursuing strong intellectual or creative interests outside of school\/home education and learning in a way that allows advanced and independent study.<\/p>\n Some studies show underachieving gifted students are motivated by high grades and positive feedback. Conflicting research suggests that they perceive grades to be of little value.iii<\/sup> \u2013 Therefore, learn what works well for your particular child and be prepared to mix motivational means in different areas. For example, they may be passionate about science and therefore intrinsically motivated in that particular area, but perhaps they need extrinsic motivation for a subject like music.<\/p>\n Motivation is also one of the core traits recognised by Potential Plus UK and singled out by specialist tools such as Gifted Rating Scales<\/a> as being observable in children with high learning potential. The six traits generally screened for are Motivation, Academic Ability, Intellectual Ability, Creativity, Artistic Talent and (for Year 2 equivalent and above) Leadership.<\/p>\n Children and young people with high learning potential will benefit from a secure home life and a consistent relationship with their carers and educators, from whom they should receive support, but not undue pressure.<\/p>\n Conversely, inconsistency and disagreement between those in authority is likely to damage their motivation and \u2018buy-in\u2019 to a project.<\/p>\n Underachievement can sometimes be traced back to an unavoidable \u2018initiating situation\u2019 \u2013 perhaps a family breakdown, birth or bereavement. Parents can promote mental stability by discussing large changes in advance and planning support accordingly.<\/p>\n Carers should also be vigilant for signs of a mental health issue or physical problem. Challenges such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), or Dyslexia, can lead to great difficulty in maintaining focus and motivation even if the child is inherently fascinated. Consult your child\u2019s GP, Occupational Therapist, Psychologist or other support worker if you suspect this is the case.<\/p>\n Articles and blogs <\/strong><\/p>\n Fact sheets <\/strong><\/p>\n Research \u00a0<\/strong><\/p>\n <\/p>\nExtrinsic and Intrinsic Motivation<\/h3>\n
Other Theories about Motivation<\/h3>\n
What is the Relevance of Motivation for Young People with High Learning Potential?<\/h3>\n
Inspiring Motivation in a High Potential Learner<\/h3>\n
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\u00a0Role of Parents and Teachers<\/h3>\n
Additional Resources<\/h3>\n
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