a study of the relationship between epistemological and motivational beliefs of gifted students about learning process and knowledge of mathematics

the purpose of this study is to examine the relationship between epistemological and motivational beliefs about mathematics among gifted students. to this end , 334 first year high school gifted students were selected through applying the otis intelligence test. epistemological beliefs questionnaire (ebq) and motivational beliefs about mathematics scale (mbms) were also used as measurement instruments. factor analysis showed four factors in ebq: quick learning, sorce of knowledge, fixed ability and certainly of knowledge. seven factors of mbms were self efficacy , task value, test anxiety. control beliefs. mastery goal orientation, performance - approach goal orientation and performance - avoidance goal orientation cronbach alpha for these factors varied from .53 to. 83. results from a series of multiple regressions indicated that several patterns of epistemological beliefs, could be used to explain motivational variables in gifted students. it was found that students' beliefs on quick learning, sorce of knowledge and fixed ability predicted maladaptive motivational patterns. in contrast. the belief on certainty of knowledge positively influenced gifted puples motivations to learn mathematics. these findings were interpreted in light of epistemological and motivational models. the applications for mathematics instruction for gifted students were discussed.