Challenging high-ability students

References

• Bakker, A.B., and E. Demerouti (2006). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22, 309–28. doi: 10.1108/02683940710733115
   Google Scholar
• Bandura, A (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75–78. doi: 10.1111/1467-8721.00064
   Web of Science ®Google Scholar
• Beijaard, D., J. van Driel, and N. Verloop (1999). Evaluation of story-line methodology in research on teachers' practical knowledge. Studies in Educational Evaluation, 25, 147–62. doi: 10.1016/S0191-491X(99)00009-7
   Google Scholar
• Black, P., and D. Wiliam (1998). Assessment and classroom learning. Assessment in Education, 5, 17–74. doi: 10.1080/0969595980050102
   Google Scholar
• Boeije, H (2010). Analysis in qualitative research, London: Sage.
   Google Scholar
• Clinkenbeard, P (1994). Motivation and highly able students: Resolving paradoxes. In J.F. Feldhusen, J.B Hansen, and S.M. Hoover (Eds.), Talent development: Theories and practice, 187–202.Dubuque, IA: Kendall/Hunt.
   Google Scholar
• Csikszentmihalyi, Mihaly (1975). Beyond boredom and anxiety: Experiencing flow in work and play, San Francisco: Jossey-Bass.
   Google Scholar
• Csikszentmihalyi, M., S. Abuhamdeh, and J. Nakamura (2005). Flow. In A. Elliot (Eds.), Handbook of competence and motivation, 598–698.New York: Guilford Press.
   Google Scholar
• Csikszentmihalyi, M., K. Rathunde, and S. Whalen (1993). Talented teenagers: The roots of success and failure, New York: Cambridge University Press.
   Google Scholar
• Deci, E.L., and R.M. Ryan (1985). Intrinsic motivation and self-determination in human behavior, New York: Plenum.
   Google Scholar
• Engeser, S., and F. Rheinberg (2008). Flow, performance and moderators of challenge–skill balance. Motivation and Emotion, 32, 158–72. doi: 10.1007/s11031-008-9102-4
   Web of Science ®Google Scholar
• Freeman, J (1990). The intellectually gifted adolescent. Encouraging the development of exceptional skills and talents. In M.J.A. Howe (Eds.), Encouraging the development of exceptional skills and talents, 89–108.Leicester: British Psychological Society.
   Google Scholar
• Freeman, J (1998). Educating the very able: Current international research, London: The Stationery Office.
   Google Scholar
• Gallagher, James, ChristineC. Harradine, and MaryRuth Coleman (1997). Challenge or boredom? Gifted students' views on their schooling. Roeper Review, 19, 3132–36. doi: 10.1080/02783199709553808
   Google Scholar
• Gentry, M., R.K. Gable, and P. Springer (2000). Gifted and nongifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, My Class Activities …?. Journal for the Education of the Gifted, 24, 174–96.
   Web of Science ®Google Scholar
• Goncalo, J.A., E. Polman, and C. Maslach (2010). Can confidence come too soon? Collective efficacy, conflict and group performance over time. Organizational Behavior and Human Decision Processes, 113, 13–24. doi: 10.1016/j.obhdp.2010.05.001
   Web of Science ®Google Scholar
• Gruber, H., and H. Mandl (2000). Instructional psychology and the gifted. In K.A. Heller, F.J. Mönks, R.J. SternbergJ., and R.F. SubotnikF. (Eds.), International handbook of giftedness and talent 2, 383–96.Oxford: Elsevier Science.
   Google Scholar
• Hattie, JohnC. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement, London and New York: Routledge.
   Google Scholar
• Heller, K.A. (1999). Individual (learning and motivational) needs versus instructional conditions of gifted education 1. High Ability Studies, 10, 19–21. doi: 10.1080/1359813990100102
   Google Scholar
• Hembree, R (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 147–77. doi: 10.3102/00346543058001047
   Web of Science ®Google Scholar
• Hembree, R. 1990. The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education 21, no. 1: 33–46
   Google Scholar
• Henze, I., J.H. van Driel, and N. Verloop (2009). Experienced science teachers' learning in the context of educational innovation. Journal of Teacher Education, 60, 184–99. doi: 10.1177/0022487108329275
   Web of Science ®Google Scholar
• Hoekman, K., J. McCormick, and M.U.M. Gross (1999). The optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43, 170–93. doi: 10.1177/001698629904300304
   Web of Science ®Google Scholar
• Järvela, S., H. Järvenoja, and M. Veermans (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47, 122–35. doi: 10.1016/j.ijer.2007.11.012
   Google Scholar
• Kanevsky, Lannie, and Tacey Keighly (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 120–28. doi: 10.1080/02783190309554235
   Google Scholar
• Keller, Johannes, and Herbert Bless (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196–209. doi: 10.1177/0146167207310026
   PubMed Web of Science ®Google Scholar
• Klein, B., D. Rossin, Y. Guo, and Y. Ro (2010). An examination of the effects of flow in learning in a graduate-level introductory operations management course. Journal of Education for Business, 85, 292–98. doi: 10.1080/08832320903449600
   Google Scholar
• Larson, R (1988). Flow and writing. In M. Csikszentmihalyi, and S.I. Csikszentmihalyi (Eds.), Optimal experience; psychological studies of flow in consciousness, 150–171.Cambridge: Cambridge University Press.
   Google Scholar
• Lens, W, and P. Rand (2000). Motivation and cognition: Their role in the development of giftedness. In K.A. Heller, F.J. Mönks, R.J. Sternberg, and R.F. Subotnik (Eds.), International handbook of giftedness and talent 2, 193–202.Oxford: Elsevier Science.
   Google Scholar
• Marra, R, and B. Palmer (2004). Encouraging intellectual growth: Senior college student profiles. Journal of Adult Development, 11, 2111–22. doi: 10.1023/B:JADE.0000024544.50818.1f
   Web of Science ®Google Scholar
• Meijer, P.C., G.J. de Graaf, and J. Meirink (2011). Key experiences in student teachers' development. Teachers and Teaching, 17, 1115–29. doi: 10.1080/13540602.2011.538502
   Web of Science ®Google Scholar
• Meyer, D.K., and J.C. Turner (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychological Review, 18, 377–90. doi: 10.1007/s10648-006-9032-1
   Web of Science ®Google Scholar
• Nakamura, J, and M. Csikszentmihalyi (2005). The concept of flow. In C.R. Snyder, and S.J. Lopez (Eds.), Handbook of positive psychology, 89–105.Oxford: Oxford University Press.
   Google Scholar
• Nicol, D.J., and D. Macfarlane-Dick (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31, 2199–218. doi: 10.1080/03075070600572090
   Web of Science ®Google Scholar
• Pajares, F, and T. Urdan (1996). Exploratory factor analysis of the Mathematics Anxiety Scale. Measurement and Evaluation in Counseling and Development, 29, 35–47.
   Web of Science ®Google Scholar
• Pekrun, R (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 5497–506. doi: 10.1016/j.learninstruc.2005.07.014
   Web of Science ®Google Scholar
• Pekrun, R (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychological Review, 18, 315–41. doi: 10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pekrun, R, T. Goetz, and W. Titz (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 291–105. doi: 10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Phillips, N, and G. Lindsay (2006). Motivation in gifted students. High Ability Studies, 1, 57–73. doi: 10.1080/13598130600947119
   Web of Science ®Google Scholar
• Pintrich, P.R., and A. Zusho (2007). Student motivation and self-regulated learning in the college classroom. In P.P. Raymond, and J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective, 731–81.Dordrecht: Springer.
   Google Scholar
• Reis, S.M., and J.S. Renzulli (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Difference, 20, 308–17. doi: 10.1016/j.lindif.2009.10.012
   Web of Science ®Google Scholar
• Rogers, K.B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382–96. doi: 10.1177/0016986207306324
   Web of Science ®Google Scholar
• Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–44. doi: 10.1007/BF00117714
   Web of Science ®Google Scholar
• Sansone, C, and D.B. Thoman (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10, 175–86. doi: 10.1027/1016-9040.10.3.175
   Web of Science ®Google Scholar
• Sayler, M.F. (2009). Gifted and thriving: A deeper understanding of the meaning of GT. In L. Shavinina (Eds.), The international handbook on giftedness, 215–30.Amsterdam: Springer Science & Business Media.
   Google Scholar
• Shernoff, D.J., M. Csikszentmihalyi, B. Schneider, and E.S. Shernoff (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158–76. doi: 10.1521/scpq.18.2.158.21860
   Web of Science ®Google Scholar
• Shore, B.M., and L.S. Kanevsky (1993). Thinking processes: Being and becoming gifted. In H.A. Heller, and F.J. Mönks, and A.H. Passow (Eds.), International handbook of research and development of giftedness and talent, 133–47.New York: Pergamon.
   Google Scholar
• Snow, R.E., and J. Swanson (1992). Instructional psychology: Aptitude, adaptation, and assessment. Annual Review of Psychology, 43, 583–626. doi: 10.1146/annurev.ps.43.020192.003055
   PubMed Web of Science ®Google Scholar
• Van Tassel-Baska, J, and E.F. Brown (2007). Toward the best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 4342–58. doi: 10.1177/0016986207306323
   Web of Science ®Google Scholar
• Vollmeyer, R, and F. Rheinberg (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18, 239–53. doi: 10.1007/s10648-006-9017-0
   Web of Science ®Google Scholar
• Wallace, B (2000). Teaching the very able child, London: David Fulton.
   Google Scholar
• Wiegant, Fred, Karin Scager, and Johannes Boonstra (2011). An undergraduate course to bridge the gap between textbooks and scientific research. CBE–Life Sciences Education, 10, 83–94. doi: 10.1187/cbe.10-08-0100
   PubMed Web of Science ®Google Scholar
• Wubbels, T, and M. Brekelmans (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43, 6–24. doi: 10.1016/j.ijer.2006.03.003
   Google Scholar
• Yorke, M (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501. doi: 10.1023/A:1023967026413
   Web of Science ®Google Scholar