Abstract: Achievement motivation is believed to promote
giftedness attracting people to invest in many programs to adopt
gifted students providing them with challenging activities.
Intellectual giftedness is founded on the fluid intelligence and
extends to more specific abilities through the growth and inputs from
the achievement motivation. Acknowledging the roles played by the
motivation in the development of giftedness leads to an effective
nurturing of gifted individuals. However, no study has investigated
the direct and indirect effects of the achievement motivation and
fluid intelligence on intellectual giftedness. Thus, this study
investigated the contribution of motivation factors to giftedness
development by conducting tests of fluid intelligence using Cattell
Culture Fair Test (CCFT) and analytical abilities using culture
reduced test items covering problem solving, pattern recognition,
audio-logic, audio-matrices, and artificial language, and self report
questionnaire for the motivational factors. A number of 180 highscoring
students were selected using CCFT from a leading university
in Malaysia. Structural equation modeling was employed using Amos
V.16 to determine the direct and indirect effects of achievement
motivation factors (self confidence, success, perseverance,
competition, autonomy, responsibility, ambition, and locus of
control) on the intellectual giftedness. The findings showed that the
hypothesized model fitted the data, supporting the model postulates
and showed significant and strong direct and indirect effects of the
motivation and fluid intelligence on the intellectual giftedness.
Abstract: Jordan exerts many efforts to nurture their academically gifted students in special schools since 2001. During
the past nine years of launching these schools, their learning and excellence environments were believed to be distinguished compared
to public schools. This study investigated the environments of gifted
students compared with other non-gifted, using a survey instrument
that measures the dimensions of family, peers, teachers, school- support, society, and resources –dimensions rooted deeply in supporting gifted education, learning, and achievement. A total
number of 109 were selected from excellence schools for
academically gifted students, and 119 non-gifted students were selected from public schools. Around 8.3% of the non-gifted students
reported that they “Never" received any support from their surrounding environments, 14.9% reported “Seldom" support, 23.7% reported “ Often" support, 26.0% reported “Frequent" support, and
32.8% reported “Very frequent" support. Where the gifted students reported more “Never" support than the non-gifted did with 11.3%,
“Seldom" support with 15.4%, “Often" support with 26.6%,
“Frequent" support with 29.0%, and reported “Very frequent" support less than the non-gifted students with 23.6%. Unexpectedly,
statistical differences were found between the two groups favoring
non-gifted students in perception of their surrounding environments
in specific dimensions, namely, school- support, teachers, and society. No statistical differences were found in the other dimensions
of the survey, namely, family, peers, and resources. As the
differences were found in teachers, school- support, and society, the
nurturing environments for the excellence schools need to be revised to adopt more creative teaching styles, rich school atmosphere and
infrastructures, interactive guiding for the students and their parents, promoting for the excellence environments, and re-build successful
identification models. Thus, families, schools, and society should
increase their cooperation, communication, and awareness of the
gifted supportive environments. However, more studies to investigate
other aspects of promoting academic giftedness and excellence are recommended.