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Computer usage as a Factor that Enriches Motivation and Academic Optimism among Nominally Gifted Students,

TitleComputer usage as a Factor that Enriches Motivation and Academic Optimism among Nominally Gifted Students,
Publication TypeConference Paper
Year of Publication2016
AuthorsHasanagic, A, Edin, T
Conference NameEDUCATION, CULTURE AND IDENTITY: New Trends and Challenges in Today’s Europe
PublisherInternational University of Sarajevo
Place PublishedSarajevo
ISBN Number978-9958-896-25-5
Keywordsacademic optimism, computer usage, gifted children, motivation

Using of computers in the teaching process is not new in theoretical field, but when it comes to practical application; unfortunately, it is not so much established. On the other hand,
students enjoy using new techniques and sources, they feel more interested and motivated when they have opportunity to use computers in getting the knowledge. Purpose of this paper
was to examine whether the enriched computer usage in school setting is the factor that will increase motivation and academic optimism among students in elementary school, with special
accent on nominally gifted students. Participants were students from fifth to ninth grades of elementary schools in Kanton Tuzla, 285 of them. As instruments we used Questionnaires for
assessment of giftedness of children, (fulfilled by parents, children and teachers), in order to get information about the giftedness of children. Out of 285 observed children, 19 of them were
nominally identified like gifted. Also questionnaires for motivation (author D. McInerney) and academic optimism (SAOS and APS-R) were used. Results show that the enriched computer
usage in teaching process was effective in terms of increased motivation between first and second measuring, academic optimism, but also the grades in courses Computer Technology
and Technical Culture. When observing gifted children, differences between first and second measuring were statistically significant in all dependent variables. Among ungifted children
statistically significant differences were in academic optimism APSR, Computer Technology and Technical Culture. According to these results, we can conclude that enriching teaching process
with computer usage had important impact on motivation, academic optimism, but as well on success of students in two courses, and that this impact was more significant when it comes to
the gifted children. Gifted children were able to accomplish their abilities through the computer usage, and therefore they felt more motivated and they had higher optimism.