Creative Climate and Motivation for Learning in the 1st Cycle of Elementary Education: A Comparative Study Between Gifted and Typically Developing Students.

This study examines differences between gifted and typically developing Portuguese elementary students regarding their perceptions of the classroom creative climate and motivation to learn. Using validated scales, the research found that gifted students reported higher self-perceived creativity and autonomy, while typically developing students exhibited greater intrinsic motivation. Both groups showed positive correlations between creative classroom factors and motivation, with extrinsic motivation linked to support for idea expression and interest in learning among gifted students. The findings highlight the need for differentiated, flexible pedagogical practices and inclusive educational policies in Portugal that foster creativity, autonomy, and motivation tailored to diverse student profiles, especially addressing the under-identification of gifted girls.