Home > Publications . Search All . Browse All . Country . Browse PSC Pubs . PSC Report Series

PSC In The News

RSS Feed icon

Shaefer says drop child tax credit in favor of universal, direct investment in American children

Buchmueller breaks down partisan views on Obamacare

ISR's Conrad says mobile phone polling faces non-response bias

More News


Gonzalez, Alter, and Dinov win NSF "Big Data Spokes" award for neuroscience network

Post-doc Melanie Wasserman wins dissertation award from Upjohn Institute

ISR kicks off DE&I initiative with lunchtime presentation: Oct 13, noon, 1430 ISR Thompson

U-M ranked #4 in USN&WR's top public universities

More Highlights

Next Brown Bag

Mon, Oct 24 at noon:
Academic innovation & the global public research university, James Hilton

Developing and Fostering Passion in Academic and Nonacademic Domains

Archived Abstract of Former PSC Researcher

Fredricks, J.A., C. Alfeld, and Jacquelynne S. Eccles. 2010. "Developing and Fostering Passion in Academic and Nonacademic Domains." Gifted Child Quarterly, 54(1): 18-30.

The purpose of this study was to explore how passion was manifested among gifted and talent youth selected from a larger longitudinal study of child and adolescent development. The gifted sample included 25 high school and college students who were selected because they were in a gifted program in elementary school. The talent sample included 41 high school students who were selected because they were highly involved in athletics and the arts in middle childhood. The authors found that passion was more characteristic of participation in nonacademic activities (i.e., sports and the arts). Talented youth were more likely to talk about wanting to do their activity all the time, experiencing flow, getting emotional release from participation, and internalizing the activity into their identity. The authors also found that school settings, and especially regular classrooms as compared with gifted and advanced classes, appeared to undermine rather that support passion. The authors discuss implications of their findings for creating school environments that can foster passion.

DOI:10.1177/0016986209352683 (Full Text)

Country of focus: United States of America.

Browse | Search : All Pubs | Next