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A Study on Math Motivation, Mathematically Affective Characteristics and Mathematical Achievements between Gifted and Non-gifted Students Based on Keller`s ARCS Theory
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 Title & Authors
A Study on Math Motivation, Mathematically Affective Characteristics and Mathematical Achievements between Gifted and Non-gifted Students Based on Keller`s ARCS Theory
Lee, Jihyun; Kim, Min Kyeong;
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 Abstract
The purposes of the study are to recognize importance of motivation in math education and to increase interest in students` motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller`s ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students` lessons regarding to learners` giftedness.
 Keywords
gifted children;math motivation;mathematically affective characteristics;mathematical achievements;
 Language
Korean
 Cited by
 References
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