How can parents support the academic motivation of gifted children?

Gifted children often possess a remarkable capacity for learning and a natural curiosity. However, these traits do not always translate into sustained academic motivation (Garn, Matthews, & Jolly, 2010). Motivation is not a fixed attribute; it is shaped by internal factors such as self-confidence, perseverance, or a growth mindset, as well as external influences, including parental support, educational resources, or the school environment. This article explores scientific insights and practical strategies to enhance the motivation of gifted children.

The foundations of motivation: autonomy, competence, and relatedness

According to Self-Determination Theory (SDT), there are three fundamental psychological needs that enhance motivation: autonomy, competence, and relatedness (Ryan & Deci, 2000). Parents can play a key role in fulfilling these needs.

Gifted children thrive when they are given the freedom to make their own decisions, supporting their autonomy, or the ability to choose independently. For example, a child interested in science may become highly motivated when allowed to design their own experiment. This not only gives them control over their learning process but also fosters intrinsic motivation. However, when this autonomy is limited—such as by parents overly directing how the experiment should be conducted or focusing solely on outcomes rather than the learning process—it can have a demotivating effect. The child may feel that their ideas and approach are undervalued, significantly reducing their motivation to explore and learn independently (Garn & Jolly, 2015).

In addition to autonomy, competence—or the feeling of being capable—is essential for motivation. Parents play a crucial role in building their child’s confidence by recognizing, showcasing, and celebrating skills and progress. For example, watching an earlier video together of their first attempts to kick a ball perfectly into the top corner of the goal can highlight how much they’ve improved. Solving a complex puzzle or mastering a new math concept are achievements worth celebrating to strengthen their sense of competence (Siegle, 2000).

Relatedness, the feeling of being valued by others, is the third pillar of motivation. A supportive parent-child relationship can strengthen this feeling. It doesn’t have to be complicated; actively listening to what a child has learned or is excited about can make a big difference. When parents show genuine interest in their child’s passions, the child feels understood and appreciated, further boosting their motivation (Garn, Matthews, & Jolly, 2010).

The dangers of achievement-oriented control

While most parents have their child’s best interests at heart, achievement-oriented expectations can sometimes lead to unintended negative consequences. Research shows that children who are constantly pressured to excel academically are more likely to experience anxiety, maladaptive perfectionism, and even school burnout (Garn & Jolly, 2015). This pressure often stems from a parental desire to fully harness their child’s potential, but it can inadvertently create a sense of inadequacy in the child.

A concrete example is a parent reacting angrily to a poor test result, even though the teenager put in significant effort but may not have used the right study strategies. Instead of acknowledging the effort, the focus is placed on the result, which can be demotivating. This may lead to feelings of failure and withdrawal from the learning process, with the child becoming less inclined to take on new challenges out of fear of failing again.

A more constructive approach is to view mistakes and setbacks as learning opportunities. By asking questions like, “What did you learn from this experience?” and “How could you approach it differently next time?” the focus shifts to growth and improvement rather than outcomes. This not only helps children develop more effective strategies but also fosters a resilient attitude toward challenges. A child who feels supported in their learning process is more likely to take risks and try new things, which is essential for both personal and academic growth.

It’s tempting to emphasize achievements like grades and awards, but focusing on the process can build more sustainable motivation. When parents shift their attention from what their child achieves to how their child learns, they create space for intrinsic motivation (Garn, Matthews, & Jolly, 2013). For example, a parent might say, “I loved seeing how you tackled that challenging problem and didn’t give up,” instead of, “Great job getting a perfect score.” The former highlights effort and approach, while the latter places focus on an external result.

Fostering self-confidence and growth

Self-confidence plays a crucial role in motivating children, and strengthening it can make a world of difference in how they learn and perform. When children believe in their abilities, they are more likely to take on challenges and persevere in achieving their goals. Parents play a key role in fostering this confidence, particularly by celebrating successes and making progress visible (Siegle, 2000). This can be achieved in several ways.

An effective strategy is to keep a portfolio that collects projects and achievements. This provides children with a tangible overview of what they’ve accomplished, which not only boosts their self-confidence but also motivates them to keep going. A portfolio can include drawings, essays, experiments, or other completed tasks that showcase how their skills and knowledge have developed over time.

Additionally, as previously mentioned, looking back together at videos or photos of past activities can provide a valuable moment for reflection. For example, watching a video of the first time a child played a musical instrument can highlight how much they have grown in technique and musicality. This not only fosters pride in their progress but also reinforces the understanding that practice and perseverance lead to results.

Setting goals also plays an important role in fostering self-confidence and growth. Parents can support children in formulating challenging yet achievable goals and breaking them down into smaller, manageable steps. For instance, if a child wants to complete a complex art project, the process can be divided into stages such as sketching, choosing colors, and working on specific details. By completing each step individually, the child gains a sense of accomplishment, building confidence in their ability to achieve the final goal.

By applying these approaches, parents can create an environment where children not only develop their skills further but also learn to take pride in their own efforts and achievements. This foundation of self-confidence supports them in tackling future challenges, both academically and beyond. It’s an investment that fosters resilience, motivation, and success.

Conclusion

Gifted and highly gifted children benefit not only from intellectual challenges but also from emotional support and an environment that recognizes their unique needs. As a parent, you can play a key role by supporting autonomy, competence, and relatedness, and by focusing on the learning process rather than the outcomes. By applying these approaches, you will not only enhance their academic performance but also strengthen their self-confidence and well-being.

References

• Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263–272. https://doi.org/10.1177/0016986210377657

• Garn, A. C., Matthews, M. S., & Jolly, J. L. (2013). Parental strategies that support academic motivation in gifted children. Parenting for High Potential, 4(3), 4–6.

• Garn, A. C., & Jolly, J. L. (2015). A model of parental achievement-oriented psychological control in academically gifted students. High Ability Studies, 26(1), 105–116. https://doi.org/10.1080/13598139.2015.1028614

• Siegle, D. (2000). Parenting achievement-oriented children. Parenting for High Potential.

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