Self-determination theory posits that students' motivation is fostered when students' basic psychological needs for autonomy, competence, and relatedness are satisfied. There are indications that teachers support the needs of gifted students differently than the needs of non-gifted students. However, research on need support and need satisfaction among gifted students is scarce as well as research on how motivation of gifted students can be promoted. Questionnaires were filled out by 1975 Grade 3 to 6 students (10.5% gifted according to teacher nominations) and their teachers (n = 80) from eleven primary schools in the Netherlands. Teacher reports indicated that teachers provided gifted students with more autonomy, less structure, and equal levels of involvement compared to non-gifted students. Furthermore, gifted students perceived equal levels of autonomy satisfaction and relatedness satisfaction with their teachers, but reported more competence satisfaction, and less relatedness satisfaction with classmates than non-gifted students. Gifted students also reported higher levels of adaptive as well as more maladaptive forms of motivation than non-gifted students. Finally, relations between need support, need satisfaction, and motivation were similar for gifted students and non-gifted students, indicating that, similar to non-gifted students, motivation of gifted students can be fostered when their basic psychological needs are satisfied.

自我决定理论认为，满足学生对自主性，能力和相关性的基本心理需求时，就会培养学生的动机。有迹象表明，教师对资优学生的需求与非资优学生的需求不同。但是，关于天才学生的需求支持和需求满意度的研究很少，关于如何促进天才学生的动机的研究也很少。到1975年，3至6年级的学生（根据老师的提名有10.5％的天赋）和他们的老师（n = 80）来自荷兰的11所小学。老师的报告显示，与非有才华的学生相比，教师为有才华的学生提供了更多的自主权，更少的结构和同等程度的参与。此外，资优学生与非资优学生相比，与老师的自治满意度和亲属满意度相同​​，但与同伴相比，其能力满意度更高，与同学的亲戚满意度较低。有天赋的学生也比没有天赋的学生报告了更高水平的适应性和不良适应动机。最后，天才学生和非天才学生的需求支持，需求满意度和动机之间的关系相似，这表明，与非天才学生相似，