Positions in relation to educational activities of gifted primary school students

Introduction. The article presents an analysis of various aspects of educational motivation and satisfaction with school as an important aspect of the psychological well-being of children in primary school age. Domestic and foreign studies on these issues are analyzed.

Materials and methods. The following research methods were used: the theoretical method (analysis of scientific sources), the experimental method (psychodiagnostic techniques), methods of processing, interpreting and presenting experimental data. The study involved gifted primary school students, 74 students enrolled in grades 3-4 of a school with an enriched curriculum. The control group consisted of 80 children enrolled in grades 3-4 of a secondary school.

Results. It is shown that in the motivational profile of gifted children, the subjective position in relation to learning activities is more expressed than the object one, while these positions are equally significant by their peers with normative intellectual development. It also shows a positive relationship between school satisfaction and a subjective position and a negative relationship with a negative attitude towards learning activities. There is no relationship between school satisfaction and object position.

Discussion and conclusions. As a result of the theoretical analysis and experimental verification, it can be concluded that gifted primary school students (with a high level of intellectual development, being in an enriched educational environment) by the end of their primary school education lose faster the importance of the external motivation underlying the object position and there forefeel more like subjects of educational activity than their normotypic peers.

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