Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.

中文翻译：

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参与循证充实实践的资优中学生的环境认知

这个定性案例研究以成就导向模型为基础，考察了有天赋的中学生对丰富和环境感知的参与。参与者包括 10 名有天赋的中学生、他们的父母和他们的班主任。数据包括学生、家长和教师在半结构化访谈、简答调查和学生作业中的反应。调查结果表明参与丰富和环境感知之间的关系。学生参与者受益于受过资优教育培训的老师，他培养了情感和认知发展、与志同道合的同龄人的同质分组、参与的父母以及与项目导师的关系。