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The role of motivation

McCoach, D. Betsy ; Flake, Jessica Kay Pfeiffer, Steven I ; Shaunessy-Dedrick, Elizabeth ; Foley-Nicpon, Megan

APA handbook of giftedness and talent, 2018, p.201-213

Washington, DC: American Psychological Association

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  • Título:
    The role of motivation
  • Autor: McCoach, D. Betsy ; Flake, Jessica Kay
  • Pfeiffer, Steven I ; Shaunessy-Dedrick, Elizabeth ; Foley-Nicpon, Megan
  • Assuntos: Ability ; Gifted ; Gifted & Talented ; Human ; Motivation ; Psychology: Professional & Research
  • É parte de: APA handbook of giftedness and talent, 2018, p.201-213
  • Notas: SourceType-Books-1
    ObjectType-Book-1
    ObjectType-Reference Document-2
    content type line 8
    ObjectType-Book Chapter-3
  • Descrição: Motivation is generally regarded as an important component for success, in school and at work. Motivation provides the fuel to ignite abilities and transform them into achievements. Although natural talent or giftedness predicts academic and career success, motivation is the catalyst that allows ability to be harnessed to accomplish those great successes. Even when endowed with natural talent or potential, without adequate motivation, gifted students are unable to fully develop their talents. The word motivation comes from the Latin root moveo, which means “to move.” In the Merriam-Webster dictionary motivation is defined as the act or process of giving someone a reason for doing something. It is also described as a force or influence that causes someone to do something. These general definitions of motivation capture the emphasis on being moved to action. Deckers (2001) defines motivation as “inducing behavior”—stimuli that motivate us to take action are those that transform potential energy into kinetic energy. This transformation is literal and figurative. In the absence of motivation, ability or potential cannot be transformed into products or performance. Therefore, ability without motivation is like wind without a windmill. The energy produced by the wind must be harnessed to produce electricity. So too must ability be coupled with motivation to produce achievement. Often motivation and ability are pitted against each other. An admission of the importance of one of these traits is often perceived as an indictment of the other. In fact, a recent issue of Intelligence was devoted to answering the question “Is ability necessary to explain the development of expertise?” (Detterman, 2014, p. 1). Interestingly, the special issue treated as fact the necessity of motivation and deliberate practice on the development of expertise in a domain. Instead, the authors debated whether ability played any role in the development of expertise. We agree with Ackerman (2014) that achievement or performance in any domain requires ability and motivation: “In any theory of performance…, motivation is one of the two essential ingredients of performance (the other being the capacity to perform the behavior)” (p. 11; see also Chapter 17, this handbook). Although academic and occupational success appear to require ability and motivation, the relationship between giftedness and motivation is less clear. Are gifted students more motivated than other students? Are gifted adults more motivated than other adults? Does motivation manifest itself differently in the gifted? Is motivation more or less essential to the success of the gifted? Do traditional motivational theories apply to the gifted? Or are different theories necessary to explain the formation and role of motivation within gifted populations? In this chapter, we explore the empirical research on motivation as it relates to giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
  • Títulos relacionados: APA handbooks in psychology
  • Editor: Washington, DC: American Psychological Association
  • Idioma: Inglês
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