| Title: |
Academic Motivation in Gifted-Only and Twice-Exceptional Elementary Students with ADHD or Specific Learning Disorder: A Differential Portrait Based on the Self-Determination Theory and Gender Differences |
| Language: |
English |
| Authors: |
Anna Ba; Clémence Dumas; Juliette François-Sévigny; Océane Hui; Mélianne Cloutier; Gabrielle Lelièvre; Mathieu Pilon (ORCID 0000-0003-3857-0589) |
| Source: |
Journal for the Education of the Gifted. 2026 49(2):151-173. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Academically Gifted; Twice Exceptional; Elementary School Students; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Self Determination; Gender Differences; Student Motivation; Self Efficacy; Self Management; Foreign Countries |
| Geographic Terms: |
Canada |
| Assessment and Survey Identifiers: |
Academic Motivation Scale |
| DOI: |
10.1177/01623532261433004 |
| ISSN: |
0162-3532; 2162-9501 |
| Abstract: |
Little is known about the academic motivation of twice-exceptional students, although it represents a protective factor for academic success. Guided by Self-Determination Theory, this study investigated academic motivation among gifted-only and twice-exceptional students with Attention Deficit/Hyperactivity Disorder (ADHD) or a specific learning disorder (SLD), considering parent and student perspectives as well as student gender. Participants were 214 Canadian parents (M[subscript age] = 41.09; 93.50% mothers) of gifted-only and twice-exceptional elementary school students, and 103 of those students (M[subscript age] = 9.50; 62.10% boys) who completed online questionnaires. Twice-exceptional students reported lower levels of intrinsic motivation, integrated regulation, and self-efficacy than gifted-only students. Twice-exceptional girls showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation than twice-exceptional boys. These findings highlight the presence of a gender-masking effect on academic motivation among twice-exceptional students with ADHD or SLD, emphasizing the necessity of examining academic motivation through a gender-specific perspective within this population. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1505950 |
| Database: |
ERIC |