Go to the article page in English / Pojdi na angleško stran članka
Učna motivacija in nadarjenost v sociokulturno raznoliki Latinski Ameriki in Karibskih državah
Polno besedilo (pdf) | Ogledi: 76 | Napisan v angleščini. | Objavljeno: 29. marec 2015
https://doi.org/10.20419/2014.23.413 | Citati: CrossRef (2)
Povzetek: Namen prispevka je predstaviti prevladujoče teoretske koncepte na področju učne motivacije znotraj razvojnih modelov nadarjenosti in talentiranosti za avtohtone otroke, ki živijo v sociokulturno raznoliki Latinski Ameriki in Karibskih državah. Motivacija je analizirana kot ključni dejavnik in spodbujevalec izjemnih dosežkov. Izpostavljen je odnos med motivacijo, izjemnimi dosežki in učno poduspešnostjo, prikazane so tudi ugotovitve o povezavah med socialno-čustvenim razvojem nadarjenih ter njihovo motivacijo. Sklepni poudarki so namenjeni pomembni vlogi motivacije v okviru učne uspešnosti nadarjenih in talentiranih, izpostavljenim raznolikim sociokulturnim vplivom, ki krojijo njihove dosežke na standardiziranih merjenjih. V podanih predlogih je poudarjena potreba po nadaljnjem raziskovanju, ki bi združilo posamezne teoretske in praktične elemente, potrebne za spodbujanje talentov otrok v Latinski Ameriki.
Ključne besede: učna motivacija, nadarjenost, razvoj talentov, učna uspešnost, sociokulturni dejavniki
Citiraj:
Blumen, S. (2014). Learning motivation and giftedness in sociocultural diverse Latin America and the Caribbean societies. Psihološka obzorja, 23, 125–135. https://doi.org/10.20419/2014.23.413
Seznam literature v članku
Abuhamdeh, S., & Csikszentmihalyi, M. (2012). Attentional involvement and intrinsic motivation. Motivation and Emotion, 36(3), 257–267. CrossRef
Albert, R. S. (1992). Genius and eminence: The social psychology of creativity and exceptional achievement(2nd ed.). Oxford, UK: Pergamon Press.
Amabile, T. M. (1990). Within you, without you: Toward a social psychology of creativity and beyond. In M. A. Runco & R. S. Albert (Eds.), Theories of creativity (pp. 61–91). Newbury Park, CA, USA: Sage.
Amabile, M. T., & Kramer, S. (2011). The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work. Cambridge, MA, USA: Harvard Business Review Press.
Bamberger, J. (2006). What develops in musical development? A view of development as learning. In G. MacPherson (Ed.), The child as musician: Musical development from conception to adolescence (pp. 60–74). Oxford, UK: Oxford University Press.CrossRef
Bandura, A. (2012). On the functional properties of self-efficacy revisited. Journal of Management, 38, 9–44. CrossRef
Barab, S. A., & Plucker, J. (2002). Smart people or smart contexts? Talent development in an age of situated approaches to learning and thinking. Educational Psychologist, 37, 165–182. CrossRef
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.CrossRef
Bloom, B. S. (Ed.). (1985). Developing talent in young people. New York, NY: Ballantine Books.
Blumen, S. (2007). Identificación del talento y la superdotación e intervención en entornos multiculturales [Gifted and talent identification and intervención in multicultural contexts]. In L. Pérez Sánchez (Ed.), Alumnos con capacidad superior: Experiencias de intervención educativas [Students with high ability: Educational intervention experiences] (pp.45–77). Madrid, Spain: Agapea.
Blumen, S. (2009). Motivación y emoción en el talento y la sobredotación [Motivation and emotion in giftedness and talent]. In D. Herrera (Ed.), Teorías contemporáneas de la motivación: Una perspectiva aplicada [Contemporary theories of motivation: An applied perspective] (pp. 95–118). Lima, Peru: Fondo Editorial de la Pontificia Universidad Católica del Perú.
Blumen, S. (2013a). Motivacao e desenvolvimento de talentos no Peru [Motivation and talent development in Peru]. In de Souza Fleith, D., & Soriano de Alencar E. M. L. (Eds.), Superdotados: Trajetorias de desenvolvimento e realizacoes [The Gifted: Developmental trajectories and accomplishments] (pp. 193–206). Brasilia, Brazil: Juruá Editora Psicologia.
Blumen, S. (2013b). New trends in talent development in Peru. Journal for the Education of the Gifted, 36(3), 346–364. CrossRef
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568–586. CrossRef
Cabezas, D., & Carpintero, E. (2007). Comparative analysis of implicit theories on intelligence elaborated by teachers and students of educational careers. EduPsykhé, 6(1), 109–121.
Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Boston, MA, USA: Houghton Mifflin.
CEPAL/UNICEF TACRO (2010). Child poverty in Latin America and the Caribbean. Santiado de Chile, Chile: División de Desarrollo Social CEPAL, Naciones Unidas.
Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 325–339). New York, NY, USA: Cambridge University Press.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. CrossRef
Feldhusen, J. F. (1998). Programs for the gifted few or talent development for the many? Phi Delta Kappan, 79(10), 735–738.
Feldman, D. H. (1986). Giftedness as a developmentalist sees it. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 285–305). New York, NY, USA: Cambridge University Press.
Fleith, D., & Soriano de Alencar, E. M. L. (Ed.) (2007). Desenvolvimento de talentos e altas habilidades [Development of talents and high skills]. Porto Alegre, Brazil: Artmed.
Forgeard, M., Winner, E., Norton, A., & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. PLoS ONE, 3(10), e3566. CrossRef
Gagné, F. (2013). Yes, Giftedness (aka "Innate" Talent) Does Exist. In S. B. Kaufman (Ed.), The Complexity of Greatness: Beyond Talent and Practice (pp. 191–222). New York, NY, USA: Oxford University Press. CrossRef
Galton, F. (1869/1976). Hereditary Genius. In A. Rothenberg & C. Hausman (Eds.), The creativity question (pp.42–47). Durham, NC, USA: Duke University Press.
García Cepero, M. A. & McCoach, D. B. (2009). Educators' implicit theories of intelligence and beliefs about the identification of gifted students. Universitas Psychologica, 8(2), 295–310.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY, USA: Basic Books.
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113–117. CrossRef
Gruber, H. E. (1986). The self-construction of the extraordinary. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 247–263). New York, NY, USA: Cambridge University Press.
Guilford, J. P. (1959). Three faces of intellect. American Psychologist, 14, 469–479. CrossRef
Heller, K. A. (2010). Fundamental questions about gifted education. In K. A. Heller (Ed.), Munich Studies of Giftedness (pp. 345–354). Berlin, Germany: Lit Verlag.
Heller, K. A., Finsterwald, M., & Ziegler, A. (2010). Implicit theories of mathematics and physics teachers. In K. A. Heller (Ed.), Munich Studies of Giftedness (pp. 239–252). Berlin, Germany: Lit Verlag.
Janos, P. M., & Robinson, N. M. (1985). Psychosocial development in intellectually gifted children. In F. E. Horowitz & M. O'Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149–195). Washington, DC, USA: American Psychological Association. CrossRef
Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion –Is it all in your head? Implicit theories about willpower affect self-regulation. Psychological Science, 21(11), 1686–1693. CrossRef
Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24, 648–659. CrossRef
Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46, 352–367. CrossRef
Lens, W., Vansteenkiste, M., & Simons, J. (2009). El rol de la perspectiva de tiempo futuro en la motivación estudiantil [The role of future time perspective on student motivation]. In D. Herrera (Ed.), Teorías contemporáneas de la motivació: Una perspectiva aplicada [Contemporary theories of motivation: An applied perspective] (pp. 267–294). Lima, Peru: Fondo Editorial de la Pontificia Universidad Católica del Perú.
Li, Q., & Csikszentmihalyi, M. (2014). Moral creativity and creative morality. In S. Moran, D. Cropley, & J.C. Kaufman (Eds.), The ethics of creativity (pp. 75–91). New York, NY, USA: Palmgrave Macmillan. CrossRef
Lillemyr, O. F., Søbstad, F., Marder, K., & Flowerday, T. (2010). Indigenous and non-indigenous primary school students' attitudes on play, humor, learning and self-concept: A comparative perspective. European Early Childhood Education Research Journal, 18(2), 243–267. CrossRef
Maynard, A. E. (2004). Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home. Cognitive Development, 19(4), 517–535. CrossRef
MINEDU [Ministerio de Educación] (2011). Reglamentación de la ley general de educación No. 28044 [Regulation of the General Law of Education No. 280044]. Lima, Peru: MINEDU / Dirección Nacional de Educación Básica Especial.
Mönks, F. J., & Katzko, M. W. (2005). Giftedness and gifted education. In R. J. Sternberg & J. E. Davidson (Eds.), Concepts of giftedness(2nd ed., pp.187–200). New York, NY, USA: Cambridge University Press. CrossRef
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMMS 2011. International results in math. Chestnut Hill, MA, USA: TIMSS & PIRLS International Study Center, Boston College.
Necka, E. (1986). On the nature of creative talent. In A. J. Cropley, K. K. Urban, H. Wagner, & W. H. Wieczerkowski (Eds.), Giftedness: A continuing worldwide challenge (pp. 131–140). New York, NY, USA: Trillium.
Olson, K. R., Dunham, Y., Dweck, C. S., Spelke, E. S., & Banaji, M. R. (2008). Judgments of the lucky across development and culture. Journal of Personality and Social Psychology, 94(5), 757–776. CrossRef
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., Nass, M., Simha, A., Stillerman, B., Yang, S., & Zhou, M. (2012). Media use, face-to-face communication, media multitasking and social well-being among 8-12 year old girls. Developmental Psychology, 48(2), 327–336. CrossRef
Piaget, J. (1976). To understand is to invent. New York, NY: Penguin.
Piirto, J. (2014). Organic creativity in the classroom: Teaching to intuition in academics and the arts. Waco, TX, USA: Prufrock Press.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Clifs, NJ: Prentice Hall.
Renzulli, J. S. (2005). The three-ring conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness(2nd ed., pp. 53–92). Cambridge, UK: Cambridge University Press. CrossRef
Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield, UK: Creative Learning Press.
Rogoff, B. (2011). Developing destinies: A Mayan midwife and town. Cambridge, UK: Oxford University Press. CrossRef
Rosenthal, R., & Jacobson, L. (1992). Pygmalion in the classroom: Teacher expectation and pupils' intellectual development. New York, NY, USA: Irvington.
Rubenson, D. L., & Runco, M. A. (1995). The psycho-economic view of creative work in groups and organizations. Creativity and Innovation Management, 4, 232–241. CrossRef
Runco, M. A. (2014). Creativity theories and themes: Research, development, and practice(2nd ed.). Boston, MA, USA: Elsevier.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. CrossRef
Schlaug, G., Forgeard, M., Zhu, L., Norton, A., & Winner, E. (2009). Training-induced neuroplasticity in young children. Annals of the New York Academy of Sciences, 1169(1), 205–208. CrossRef
Simonton, D. K. (2009). Genius 101. The Psych 101 Series. New York, NY, USA: Springer Publishing Company.
Snow, R. E. (1997). Aptitudes and symbol systems in adaptive classroom teaching. Phi Delta Kappan, 78(5), 354–360.
Stanley, J. C. (1979). Educational non-acceleration: An international tragedy. In J. J. Gallagher (Ed.), Gifted children: Reaching their potential (pp. 16–43). Jerusalem, Israel: Kollek & Sons.
Stanley, J. C., & Benbow, C. P. (1986). Youths who reason exceptionally well mathematically? In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 361–387). New York, NY, USA: Cambridge University Press.
Sternberg, R. J. & Davidson, J. E. (Eds.) (2005). Conceptions of giftedness(2nd ed.). New York, NY: Cambridge University Press. CrossRef
Terman, L. M. (1954). The discovery and encouragement of exceptional talent. American Psychologist, 9, 221–230. CrossRef
Tirri, K., Tallent-Runnels, M., Adams, A., Yen M., & Lau, P. (2002). Cross-cultural predictors of teachers' attitudes toward gifted education: Finland, Hong Kong, and the United States. Journal for the Education of the Gifted, 26(2), 112–131. CrossRef
Treffinger, D. (2008). Understanding and developing creativity: A practical approach. Revista de Psicología, 26(1), 7–22.
Walters, J., & Gardner, H. (1986). The crystallizing experience: Discovering an intellectual gift. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 306–331). New York, NY: Cambridge University Press.
Webb, J. T., Gore, J. L., Amend, E. R., & DeVries, A. R. (2007). A parent's guide to gifted children paperback. Scottsdale, AZ, USA: Great Potential Press.
Winner, E. (2000). Giftedness: Current theory and research. Current Directions in Psychological Science, 9, 153–156. CrossRef
Valenzuela, J. (2007). Más allá de la tarea: pistas para una redefinición del concepto de Motivación Escolar [Beyond the task tracks for a redefinition of School Grounds]. Educação e Pesquisa, 33(3), 409–426. CrossRef
Zevalkink, J., Riksen-Walraven, J. M., & Bradley, R. H. (2008). The quality of children's home environment and attachment security in Indonesia. The Journal of Genetic Psychology, 169(1), 72–91. CrossRef
Citati prek sistema CrossRef (2)
New trends on intellectual assessment in Peru
Sheyla Blumen
International Journal of School & Educational Psychology, 2016
https://doi.org/10.1080/21683603.2016.1166744
High Achieving Deprived Young People Facing the Challenges of the 21st Century
Sheyla Blumen
Giftedness and Talent in the 21st Century. Advances in Creativity and Giftedness, Vol. 10, 2016
https://doi.org/10.1007/978-94-6300-503-6_9
