Gifted Students’ Conceptions of Academic Fun

An Examination of a Critical Construct for Gifted Education

James Middleton, Joan Littlefield, Richard Lehrer

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Academic fun is hypothesized to consist largely of the degree of success an individual anticipates from an activity. In this context, “fun” relates to the levels of arousal and control perceived to be afforded by the task. Gifted elementary and middle school students’ conceptions of academic fun were examined using repertory grid techniques (e.g., Kelly, 1955). Results indicate that students’ conceptions of fun are highly similar across age and gender. However, differences in ratings of academic situations suggest that gifted boys view technology and computer activities as more fun than girls do. In addition, confirming many suspicions, age trends revealed that mathematics decreases in perceived fun as children progress through school.

Original languageEnglish (US)
Pages (from-to)38-44
Number of pages7
JournalGifted Child Quarterly
Volume36
Issue number1
DOIs
StatePublished - 1992
Externally publishedYes

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Students
Education
examination
Mathematics
Arousal
elementary school
education
student
rating
mathematics
Technology
gender
trend
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Gifted Students’ Conceptions of Academic Fun : An Examination of a Critical Construct for Gifted Education. / Middleton, James; Littlefield, Joan; Lehrer, Richard.

In: Gifted Child Quarterly, Vol. 36, No. 1, 1992, p. 38-44.

Research output: Contribution to journalArticle

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