Patterns of goal orientations, goal structures, and achievement-related outcomes of high potential students

Early adolescence is characterized as a developmentally critical period. Young adolescents experience cognitive, biological, and social changes, as well as academic transitions. Research has shown that a decrease in academic motivation occurs during this period. Academically gifted and talented adolescents may have even more difficulties with academic motivation, not only because they face the same challenges that their peers may face, but also because they have exceptional academic interests and cognitive characteristics. This study used achievement goal theory (AGT), which emphasizes an individual’s beliefs and cognition during achievement-related tasks, to explore how different students learn. This research will be useful and easily applicable for educators and those outside of the field. Previous studies have shown that students' reasons for participating in certain tasks are associated with their performance and engagement. Studies on the motivation of gifted students have focused on a variable-centered approach which examines the relationship between variables of interest (e.g., academic efficacy and math achievement). To understand unique profiles of students' motivation, this study uses a latent profile analysis (LPA). The findings of this study looked at multiple variables (personal goal orientations and classroom goal structures) at once to try to identify latent subgroups within the sample population. These subgroups demonstrate three profile types, including 1) Low Learning and Demonstrating, 2) High Learning and Demonstrating, and 3) High Learning/Low demonstrating. Differences were found in achievement-related outcomes across the profiles. The High Learning/Low Demonstrating profile, or students who are oriented to mastering skills and focus less on demonstrating their competence (or lack thereof), exhibited the most adaptive patterns in achievement-related outcomes. These findings have educational and clinical implications and provide an impetus for future research.