A Study of Factors Influencing Academic Motivation In Intellectually Gifted Youth

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Frances A. Karnes

Advisor Department

Educational Leadership and School Counseling


The present study was designed to examine the relationship between the criterion variable of motivation and the predictor variables of grade level, gender, self-concept, race, academic achievement, and school socioeconomic status in selected gifted students. One hundred forty seven intellectually gifted students in grades 4 through 8 from a school district in central Mississippi were administered the Children's Academic Intrinsic Motivation Inventory (CAIMI) (Gottfried, 1986) and the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969). Multiple linear regression was used to analyze the data. A significant relationship was found between the combined group of predictor variables and motivation in the gifted students in this study. A significant independent relationship was found between motivation and self-concept. Conclusions and recommendations for future research are included.