Thematische Bibliographien / Gifted children

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Auswahl der wissenschaftlichen Literatur zum Thema „Gifted children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. August 2024

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Zeitschriftenartikel zum Thema "Gifted children"

V. Mrunalini, V. Mrunalini, Dr J. Sujathamalini Dr. J. Sujathamalini und A. Catherin Jayanthy. „Gifted Children – A Pleasant Challenge“. Indian Journal of Applied Research 3, Nr. 6 (01.10.2011): 153–55. http://dx.doi.org/10.15373/2249555x/june2013/52.

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Murphy, Mary, und Nancy Risser. „Gifted Children“. Nurse Practitioner 22, Nr. 3 (März 1997): 205. http://dx.doi.org/10.1097/00006205-199703000-00017.

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Gallagher, James J. „Gifted Children“. Contemporary Psychology: A Journal of Reviews 34, Nr. 5 (Mai 1989): 509–10. http://dx.doi.org/10.1037/028071.

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Leung, Alexander K. C., Wm Lane M. Robson und Stephen H. N. Lim. „Gifted Children“. Journal of the Royal Society of Health 112, Nr. 3 (Juni 1992): 124–26. http://dx.doi.org/10.1177/146642409211200305.

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Panov, V. I. „Gifted Children“. Russian Education & Society 44, Nr. 10 (Oktober 2002): 52–80. http://dx.doi.org/10.2753/res1060-9393441052.

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Cho, Seokhee, und Doehee Ahn. „Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children“. Exceptional Children 69, Nr. 4 (Juli 2003): 497–505. http://dx.doi.org/10.1177/001440290306900407.

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Young childrens strategy acquisition and maintenance were examined by comparing the recall, clustering, and study behaviors of children of different ages and intelligences. Three groups were included in the study: 5-year-old gifted children, 5-year-old nongifted children, and 7-year-old nongifted children. All were observed and measured on 5 consecutive days, with training on strategy use provided on the third day. Several differences among groups were found, generally favoring the gifted children in terms of performance and maintenance of strategies. In addition, the 5-year-old gifted children seemed to spontaneously use categorization strategies and clustered items in recall before training, while the 7-year-old children used categorization and clustering in recall after training. Implications for instruction for gifted students are discussed.

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Dabrišienė, Vilija, und Bronė Narkevičienė. „Competition in mathematics as a form of educating gifted children: Kaunas case study“. Lietuvos matematikos rinkinys 42 (20.12.2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized education of giftted children. The individualization of giftted children in the secondary school is incomplete, the diversity in the modes of teaching activities is scarce and used episodically, this work is not planned, and it is not organized systematically. It is necessary to stimulate this activity of pedagogues and implement the system of motivation.

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Plowman, Paul D. „Preschool Gifted Children“. Gifted Child Today Magazine 10, Nr. 6 (November 1987): 24–26. http://dx.doi.org/10.1177/107621758701000607.

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Hansen, Jan B. „Exceptionally Gifted Children“. Gifted International 8, Nr. 1 (September 1993): 52. http://dx.doi.org/10.1080/15332276.1993.11672779.

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Little, Catherine A. „Exceptionally Gifted Children“. Gifted and Talented International 19, Nr. 2 (September 2004): 109–11. http://dx.doi.org/10.1080/15332276.2004.11673045.

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Dissertationen zum Thema "Gifted children"

Corber-Wiltzer, Cheryl Lisa. „Learned helplessness in gifted, gifted underachieving, and unselected children“. Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26060.

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Simulated learned helpless behavior was examined among gifted, gifted underachievers, and unselected children. Using the Intellectual Achievement Responsibility (IAR) Scale (Crandall, Katkovsky, & Crandall, 1965), after the children read a brief story and cast themselves in a failing role, the three groups of children were compared before and after the intervention (a week or two after the initial testing) on their positive and negative IAR scores. Learned helplessness theory would predict that helpless children would have high negative scores (attributing failure to themselves) and low positive scores (attributing success to external factors). Negative IAR scores did not differ or change across trials. Positive IAR scores for both gifted groups declined considerably over trials. The unselected group's positive IAR scores differed from those of both groups of gifted children in that they declined but not as drastically at posttest. All three groups' positive scores decreased to varying degrees across trials, indicating that nobody took personal responsibility for success after imagining themselves as a failure. In this respect, one aspect of learned helpless behavior was elicited. The results suggest that gifted children are capable of showing behavior which might indicate learned helplessness.

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Harrison, Catherine Anne. „Giftedness in early childhood : the search for complexity and connection /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040429.115305/index.html.

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Thesis (D. Ed.)--University of Western Sydney, 2003.
"A portfolio submitted in the fulfillment of the requirements for the degree of Doctor of Education at University of Western Sydney." Includes bibliography and appendices.

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Ellett, Phyllis B. Baker Paul J. „Placement of identified gifted students in a full-time gifted program versus placement in a regular education classroom an analysis of benefit /“. Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128273.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker, Margaret B. Kolloff (co-chairs), Patricia H. Klass, Lucille T. Eckrich. Includes bibliographical references (leaves 176-183) and abstract. Also available in print.

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Lui, Ching Salina. „A talent development programme from students' perspective“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Phillips, Eunice Dunbar. „The educational needs of gifted children“. Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/960/.

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This study assesses the extent to which the educational needs of a group of very able Year 10 students reflect the perceived educational needs of gifted children as drawn from a study of the literature. In consultation with their teachers, fifteen students from five schools in two counties were selected to take part in the research. Using the case-study method, these students, their parents and teachers were interviewed. The information collected from their parents and teachers was used mainly for the process of triangulation. Letters were sent to all who were involved in the research in any capacity, explaining what the research was about and inviting them to participate in the project or seeking permission to approach others where this was necessary. There was eventually a full complement of interested and co-operative participants. Those interviewed gave responses which were very useful to the research and raised some unexpected and very interesting issues. Interview schedules were used and, to facilitate comparisons in the responses, the schedules for the students, parents and teachers were very similar. The responses of all three groups have been compiled into a series of tables and these and bar graphs illustrate the extent to which students' parents' and teachers' responses were in accord. The conclusions drawn from the study are that, in general, there was a good correspondence in the needs of this particular group of students with those needs in the list drawn from the literature and their needs were largely being met by their schools. However, some of the perceived needs were not confirmed as such for this group and there was a variation in emphasis in some of their identified needs. A number of issues also emerged suggesting needs which were not included in the original list. An especially interesting example of these was the part played by in-family role models, especially older sibling rival I role models, who appeared to have been very important in the motivation and achievement of some students. All the issues which emerged which were not included in the original list of perceived needs would make interesting topics for further research.

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Holland, Susan M. „Attitudes toward technology and development of technological literacy of gifted and talented elementary school students“. Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101864404.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xv, 256 p.; also includes graphics (some col.). Includes bibliographical references (p. 227-244).

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Collier, Robyn Maree. „Differences in perceptual abilities in gifted and non-gifted children as measured by the Macgregor perceptual index“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26802.

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Until about 1970, little was published on research pertaining to the influence of perceptual acuity in relation to gifted children. This study was undertaken to provide empirical data that might lead to a better understanding of such a relationship, to review research performed in the fields of both perception and giftedness, and to assess the usefulness of a non-verbal instrument for elementary teachers of art in diagnosing giftedness at a perceptual level. The study was designed to determine, by means of a perceptual index test, whether or not gifted children who display above average intellectual skills, also exhibit above average perceptual skills. The MacGregor Perceptual Index (MPI) was administered to a group of twenty-four gifted and twenty-six non-gifted children between the ages of ten and twelve years. Categories included:- perception of distance, perception of embedded figures, perception of shape, perception of similarities and differences, perception of the vertical, perception modified by constancy, and perception of contour. The investigation revealed similarities and differences among children of specific intellectual capacity and ages in how they perceive and interpret visual stimuli. It was found that children with above average intellectual ability performed at a higher level on the Perceptual Index test than did subjects drawn from an average group. The findings in this study led to recommendations for further investigation. The MPI, a non-verbal perceptual test, was judged to be a reliable instrument for diagnosing gifted children. In the synopsis of factors revealed in this study, it was concluded that there is a statistically significant relationship between perceptual ability and intellectual ability. The results of the study imply that training in perceptual problem-solving skills may generally enhance a child's intelligence level, and thus should be considered as part of the school curriculum.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Hannah, C. Lynne (Cornelia Lynne). „Metacognition in learning-disabled gifted students“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

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Greene, Debra Blatt. „An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.

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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the sociometric results. The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group. This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.

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Hay, Peta Kerin Education Faculty of Arts &amp Social Sciences UNSW. „Prosocial reasoning and empathy in gifted children“. Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/41756.

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This study aimed to enhance understanding of the moral reasoning of gifted children. While research has explored the justice moral reasoning of gifted children (Arbuthnot, 1973; Chovan & Freeman, 1993; Gross, 1993; Henderson, Gold, & Clarke, 1984; Howard-Hamilton, 1994), this study explored prosocial moral reasoning, moral reasoning which involves conflict between one??s own needs and desires and the needs and desires of others. In addition, this study sought to gather empirical evidence for literature claims that gifted children have higher levels of empathy than their age peers (Lovecky, 1997; Piechowski, 2003; Silverman, 1993b). The study aimed to investigate the possible relationships among giftedness, prosocial reasoning and empathy. Primary (elementary) school students aged between 9 and 12 years in the Sydney Metropolitan area were administered The Prosocial Reasoning Objective Measure (PROM), The Interpersonal Reactivity Index (IRI) and The Index of Empathy for Children and Adolescents (IOE) questionnaires. The results for gifted students (n = 176) were compared with a control group of students not identified as gifted (n = 128). The study found that gifted students used more of the highest level of prosocial reasoning in the PROM than their age peers. Furthermore, gifted students used more empathic concern, fantasy empathy and cognitive empathy than their age peers, although ability was not predictive of the other empathy factors in the instruments. Small but significant correlations between some types of empathy and some levels of prosocial reasoning were also found, indicating possible relationships between empathy and prosocial reasoning. Interviews were conducted with selected students (n = 13) from the above sample, along with some of their teachers (n = 5) and parents (n = 2). Despite the small sample, the interviews seemed to indicate a relationship between experience with bullying and prosocial reasoning. The study highlights the need for an empathy questionnaire that specifically tests cognitive and affective empathy in children. A new questionnaire may unravel some of the seemingly contradictory results in the present study. The study also provides empirical evidence that gifted children use higher levels of prosocial moral reasoning and empathy than their age-peers.

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Bücher zum Thema "Gifted children"

Jolly, Jennifer L., Donald J. Treffinger, Tracy Ford Inman und Joan Franklin Smutny. Parenting Gifted Children. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020.

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Danielian, Jeff, C. Matthew Fugate und Elizabeth Fogarty. Teaching Gifted Children. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638.

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Gross, Miraca U. M. Exceptionally Gifted Children. London: Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. 2. Aufl. New York: Routledge, 2004.

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Gross, Miraca U. M. Exceptionally Gifted Children. London: Taylor & Francis Inc, 2004.

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Gross, Miraca U. M. Exceptionally gifted children. West Lafayette, IN: Kappa Delta Pi, 1995.

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Callard-Szulgit, Rosemary. Perfectionism and gifted children. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Speigel, Donna. Identification of gifted children. [s.l: s.n.], 1989.

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White, Karey Lynn. Gifted. Springville, Utah: Bonneville Books, 2010.

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Evangelista, Beth. Gifted. New York: Walker & Co., 2005.

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Buchteile zum Thema "Gifted children"

Chess, Stella, und Mahin Hassibi. „Gifted Children“. In Principles and Practice of Child Psychiatry, 390–94. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_20.

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Renner, Karen J. „Gifted Children“. In Evil Children in the Popular Imagination, 43–68. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59963-6_3.

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Kircher-Morris, Emily. „Gifted and …“. In Raising Twice-Exceptional Children, 19–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237532-4.

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Matthews, Michael S., und Jennifer L. Jolly. „Parenting Gifted Children“. In Critical Issues and Practices in Gifted Education, 335–48. 3. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-25.

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Shanley, Mary Kay, und Julia Johnston. „Real Fears of Incoming First-Year College Students: What Parents Can Do“. In Parenting Gifted Children, 111–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-14.

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Robinson, Ann, und Sidney M. Moon. „Advocating for Talented Youth: Lessons Learned From the National Study of Local and State Advocacy in Gifted Education“. In Parenting Gifted Children, 369–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-44.

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Dunn, Rita, Karen Burke und Janet Whitely. „What Do You Know About Learning Style? A Guide for Parents of Gifted Children“. In Parenting Gifted Children, 53–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-8.

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Trail, Beverly A. „Parenting Twice-Exceptional Children Through Frustration to Success“. In Parenting Gifted Children, 387–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-46.

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Moon, Sidney M. „Parenting Gifted Children With ADHD“. In Parenting Gifted Children, 405–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-48.

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McCluskey, Ken W. „The Importance of Being Early: A Case for Preschool Enrichment“. In Parenting Gifted Children, 65–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-9.

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Konferenzberichte zum Thema "Gifted children"

Shumakova, Natalia. „Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art“. In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Mara, Elena Lucia. „INCLUSIVE EDUCATION AND GIFTED CHILDREN“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.1242.

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Pronyaeva, Nadezhda Anatolevna. „The Specifics of Work With Gifted Children in Special Piano Lessons at Children’s Art School“. In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75365.

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The concept of “musical talent” is considered, as well as the main musical and performance abilities and skills of students-pianists. The features of teachers’ modern teaching approach in piano lessons with gifted children are characterized. The distinctive features of the manifestation of the basic musical talent of gifted children in the piano lessons are analyzed. The importance of enlightening the teacher to the individual characteristics of a gifted child is emphasized.

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Chugunova, Olga Pavlovna. „Innovative Forms and Methods of Teaching Giften Children in a Geneal Education School“. In International Scientific and Practical Conference, chair Valentina Aleksandrovna Davydenko. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530878.

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Ratner, Faina. „PROBLEMS AND DIFFICULTIES OF GIFTED CHILDREN“. In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.090.

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Benharrath, Kawther, Balkine Khaddoumi, Mounir Sayadi, Herve Rix, Olivier Meste, Jerome Lebrun, Sophie Guetat und Marie-Noele Magnie-Mauro. „Feature Optimization for Gifted Children Diagnosis“. In 2020 5th International Conference on Advanced Technologies for Signal and Image Processing (ATSIP). IEEE, 2020. http://dx.doi.org/10.1109/atsip49331.2020.9231719.

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Voloskov, I. V., und I. Vallis. „The psychological concept of gifted children“. In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-14.

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The article examines the basic approaches to children's giftedness, common in Russian and foreign psychology. The authors consider it necessary to combine the best achievements of Russian and foreign concepts of giftedness in order to create a unified theory of giftedness.

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Breshkovskaya, Karine Yurevna, und Anna Vladimirovna Morozova. „Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils“. In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75191.

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A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.

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Ryzhova, Viktoria Sergeevna, und Olga Semenovna Ryzhova. „Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children“. In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's program in psychological and pedagogical direction, implemented at the Southern Federal University.

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Yuliana, Syari. „The Unique Things of Gifted Children Development“. In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.22.

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Berichte der Organisationen zum Thema "Gifted children"

Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5276.

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Lavy, Victor, und Yoav Goldstein. Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge-Economy. Cambridge, MA: National Bureau of Economic Research, Februar 2022. http://dx.doi.org/10.3386/w29779.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.

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