Аналіз зарубіжних досліджень мотиваційних аспектів у структурі особистісного потенціалу обдарованих дітей юнацького віку

Abstract

The article highlights foreign studies of motivational aspects in the structure of personal potential of gifted adolescents. The analysis of scientific works on the relevant topics of a number of foreign scientists: Pamela R. Klinkenboard, Catherine A. Little, Elliott, McGregor, Dweck, Van Tessel-Vaska, Horn, Fischer, Ames, Archer, Ryan, Desi, Ames, Froes Danuta Chesor, Rintrich, Ryan, Lepper, Green, Leonie Matthews Cronborg, Manfred Schmitt, Francis Prekel, Katie Williams, Catherine Guckman, John McCormick, Miraca M. Gross, Naoko Kojima, Ayla Chetin-Dindyu Roper. The National Association of Gifted Children of the United States calls for a more sophisticated curriculum that is one of the most common and consistent areas of protection among those who work with gifted students at all levels of development. Research by the National Association of Governors' Center of Excellence [NGA Center] and the Board of Directors of Public Schools [CCSSO] emphasizes that school outcomes and expectations often do not take into account the needs of specific populations, namely gifted categories. There is no systematic strategy for gifted children in the Republic of Serbia. Different programs contain indifferent documents, there are no clear recommendations for meeting the needs of the gifted. Regular enrollment programs are usually used, followed by special schooling, mainly for mathematical, musical and linguistic talents, and less often acceleration. A study in the United States (Archambault) found that 61 % of school teachers did not receive any training in gifted education. The University of New South Wales tested the effectiveness of a conceptual model designed to study the relative effectiveness of various educational interventions in terms of self-assessment of gifted students' satisfaction with effective and motivational needs. Empirical research at a Japanese university describes the experience of gifted Japanese students and problems in learning English in terms of motivation. Using the theory of self-determination as a basis, the first part shows the absence of three psychological needs (autonomy, competence, connectivity), which leads to the loss of students' initial interest in learning English and its content.