Motivational profiles among high-ability students from a self-determination perspective: Stability, antecedents, and comparisons with average-ability students

Abstract

According to self-determination theory, motivation varies based on the fulfillment of psychological needs, ranging from autonomous to controlled forms. Cognitively high-ability students (IQ ≥120) may face unmet needs in general education, which is designed primarily for average learners. This study, involving two large samples (Sample 1: N = 3429 students; Sample 2: N = 5740 students) explores motivational profiles among high-ability students across four education stages, comparing them with average-ability students. Using latent profile and transition analysis, it identifies consistent profiles and transitions. High-ability students, more prevalent in profiles characterized by lower autonomous motivation, shifted towards even lower levels during secondary school. Insufficient curricular challenge, reported to a greater extent by the high-ability students, was linked to the lower quality profiles. Findings emphasize the necessity for tailored secondary school environments to better address the unique needs of high-ability students, highlighting the importance of adequate challenge for fostering quality motivation.

Educational relevance and implications

This study found less optimal motivation among high-ability students when compared to their peers. This was especially apparent in secondary school. Sufficient challenge in the curriculum was linked to higher quality motivation, and the high-ability students reported lower levels of adequate curricular challenge. These findings suggest that school environments must do more to meet the educational needs of high-ability students to foster their motivation for school, particularly by offering adequate challenge.