ScholarWorks@숙명여자대학교

초록

Gifted learners are generally known to possess high cognitive abilities and strong motivation for learning. However, in areas such as science, which are perceived to require high cognitive demands, they may also exhibit excessive competitive goals or psychological stress. This study examines the longitudinal reciprocal relations between gifted learners' perceived cost and achievement goals in science. To this end, auto-regressive cross-lagged analyses were conducted to explore the relation between perceived cost and three types of achievement goals (mastery goals, performance-approach goals, and performance-avoidance goals) in science at four time points (T1- T4). The participants included 1,478 elementary school students (grades 5 and 6) and middle school students (grades 1-3) who participated in an online gifted education program provided by a gifted education center at K university. The results showed that higher perceived cost at T1 was associated with lower mastery goals at T2. Similarly, higher mastery goals at T1 and T3 were associated with lower perceived cost at T2 and T4. In addition, higher perceived cost at T1 and T2 were linked to higher performance-avoidance goals at T2 and T3, and higher performance-avoidance goals at T2 and T3 were associated with higher perceived cost at T3 and T4. There was no significant cross-lagged path between perceived cost and performance- approach goals. This study’s findings suggest that in order to support motivation gifted learners’ motivation in science, it is essential to prioritize reducing perceived cost by strengthening support for mastery goals and avoiding performance goals, particularly performance-avoidance goals.

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