Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school

ABSTRACT

A consistent body of research has indicated that intrinsic motivation, self-regulation, and creative ideation tend to facilitate academic performance. This article examines differences in self-regulated learning strategies, motivational beliefs, and creative ideation among academically talented students, high achievers, and ordinary achieving students in Greek secondary school. To assess the relationship between motivational strategies for learning, ideational behavior, and academic performance, a sample of 287 students between the ages of 13 and 18 completed the Runco Ideational Behavior Scale and the Motivated Strategies for Learning Questionnaire. Furthermore, their school grades were used to provide data about their academic performance. The results indicated that academically talented students tended to use more self-regulated learning strategies and displayed higher self-efficacy and stronger motivational beliefs. Creative ideation was found to be negatively correlated with academic achievement, especially for low and moderate achievers. In conclusion, according to the results, high academic performance appeared to be related to higher academic self-efficacy, intrinsic motivation, self-regulation, and use of cognitive strategies. Nevertheless, it appeared to be related to lower creative ideation.

KEYWORDS:

• Motivational learning strategies
• self-regulation
• motivational beliefs
• creativity
• ideation
• academic performance

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Dimitrios Zbainos

Dimitrios Zbainos is an Assistant Professor in Harokopio University. He graduated the Pedagogic department of University of Thrace and continued his studies at a postgraduate level at the Institute of education, University of London, (Diploma in Education, M.A. in Psychology of Education) where he was awarded a PhD. He has taught in Primary Schools, in the Department of Psychology of the University of Crete, and in postgraduate courses in the School of Philosophy of University of Athens. His articles have been published in Greek and international journals and he has participated in Greek and international conferences. His research interests include themes in Psychology of Education, Creativity, Motivation, Giftedness, Individual Differences, Assessment in Education and Educational Curricula. He is the secretary of the International Association for Cognitive Education and Psychology and member to the executive committee of the Hellenic Association of Educational Assessment.

Vassiliki Beloyianni

Vassiliki Beloyianni is a doctorate student in Harokopio University of Athens. She graduated the Classics department of University of Peloponnese and also holds a Diploma in Special Education and Psychometric Assessment (University of Thessaly) and a Master’s degree in Educational Psychology and Practice (Harokopio University of Athens). She is currently working as a special education teacher. Her research interests span both special education and educational psychology.