Achievement and Motivation
TIP’s research in this area examines the achievement and motivations of academically talented students to understand what drives their behaviors and performance.
Peters, S. J., Matthews, M. T., Rambo-Hernandez, K., Makel, M. C., & Plucker, J. A. (2017). Should millions of students take a gap year? Large numbers of students start the school year above grade level. Gifted Child Quarterly, 61, 229-238. doi: 10.1177/0016986217701834
Li, Y., Alfeld, C., Kennedy, R. P., & Putallaz, M. (2009). Effects of summer academic programs in middle school on high school test scores, course-taking, and college major. Journal of Advanced Academics, 20, 404-436.
Linnenbrink-Garcia, L., Patall, E. A., & Messersmith, E. E. (2012). Antecedents and consequences of situational interest. British Journal of Educational Psychology. [Keywords: Achievement and Motivation]
Matthews, M. S., & Farmer, J. L. (2008). Factors affecting the Algebra I achievement of academically talented learners. Journal of Advanced Academics, 19, 472-501.
Matthews, M. S., & McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51, 167-181.
Matthews, M. S. (2006). Gifted students dropping out: Recent findings from a Southeastern state. Roeper Review, 28, 216-223.
O'Keefe, P. A., Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2012). Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. Motivation and Emotion.
Wai, J., & Putallaz, M. (2011). The Flynn effect puzzle: A 30-year examination from the right tail of the ability distribution provides some missing pieces. Intelligence, 39, 443-455.http://dx.doi.org/10.1016/j.intell.2011.07.006