Abstract
The study analysed age differences in the motivational potential for self-realisation among gifted young people. The sample consisted of respondents with a high level of giftedness who need targeted psychological support and stimulation of learning motivation, motivation to overcome difficulties and set goals. Motivational potential was considered as a resource for the development and realisation of abilities in various spheres of life. The aim of the study was to empirically identify and analyse age differences in the motivational potential for self-realisation among gifted young people. To achieve this goal, five psychodiagnostic methods were used: “Resources” by N. Vodopyanova, “Coping strategies” by D. Amirkhan, “Motivation for success and fear of failure” by A. Rean, the author's questionnaire “Learning motivation”, and “SAT” by E. Shostrom. The results of the empirical study were presented in a table showing age differences according to the criteria of F. Fisher and T. Student, mean values and standard deviations, as well as an interpretation of the obtained indicators. It has been established that older school-age boys and girls had a higher level of motivational potential for self-realisation than adolescents. The older group was more characterised by such motivational tendencies as ideas about human nature, self-respect, behavioural flexibility, value orientations, time orientation, orientation towards professional realisation, academic success, motivation to avoid failure, creativity, cognitive needs and synergy. In adolescence, other motivational orientations dominate: motivation for prestige, social significance, external negative motivation, need for support, sensitivity, avoidance of problems, social support, lack of clear motivation, self-criticism, and motivation to achieve success. The practical significance of the results obtained lies in identifying age-related psychological barriers and obstacles that affect the self-realisation of gifted individuals, as well as in the possibility of using the data to develop programmes for counselling, therapy and training