High-performing secondary schools, particularly selective schools for gifted students, have become a prominent feature of education systems across Europe and beyond. These institutions are designed to maximise academic potential and produce high achievement. However, growing research suggests that high ability and academic success do not automatically guarantee sustained student motivation, engagement, or well-being (Hornstra et al., 2023). In competitive environments, talented students may experience pressure, social comparison, and emotional strain, which can undermine their motivation over time (Luthar et al., 2020).

This study is situated in the context of Kazakhstan’s Nazarbayev Intellectual Schools (NIS), a nationwide network of selective high-performing schools established to educate gifted students and prepare future national leaders (Yakavets, 2014). While NIS schools demonstrate strong academic outcomes, less is known about how students themselves experience motivation within these demanding environments. This research addresses this gap by exploring students’ lived experiences of motivation and demotivation, focusing on the idea that being talented is not enough to sustain engagement without appropriate pedagogical and emotional support.

Existing literature on gifted education highlights that motivation among gifted learners is shaped by both individual dispositions and school-level factors. Studies have shown that teacher practices, learning environment, and emotional support play a critical role in sustaining motivation among gifted students (Phillips & Lindsay, 2006). Longitudinal research further suggests that gifted students may initially display high intrinsic motivation, but this advantage can diminish when learning environments fail to meet their psychological needs (Hornstra et al., 2023).

Social comparison processes are particularly relevant in high-performing schools. According to the Big-Fish–Little-Pond Effect, students with similar ability levels may develop lower academic self-concepts when placed in highly competitive peer groups (Marsh & Parker, 1984). As a result, students who were previously high achievers may feel “average,” which can negatively affect confidence and motivation. Recent international research has even identified students in elite schools as an at-risk group for stress and maladjustment due to high expectations and performance pressure (Luthar et al., 2020).

The study is theoretically grounded in Self-Determination Theory (SDT) (Deci & Ryan, 2000), which conceptualises motivation as dependent on the satisfaction of three basic psychological needs: autonomy, competence, and relatedness. When educational environments support these needs, students are more likely to develop intrinsic motivation and sustained engagement. Conversely, environments that emphasise control, excessive competition, or rigid differentiation may undermine motivation, even among high-achieving students (Deci & Ryan, 2000).

Research Question:

• How do students in a high-performing secondary school experience motivation, and what factors do they perceive as supporting or undermining it?

Objectives:

• To explore students’ perceptions of motivation and demotivation in a selective high-performing school.
• To examine how differentiation, competition, and school culture influence student motivation.
• To contribute to international discussions on student motivation, gifted education, and equitable learning environments.

This study adopts a qualitative case study design to explore students’ motivational experiences in depth. The research was conducted at a Nazarbayev Intellectual School in southern Kazakhstan, characterised by selective admission and a high academic workload. Participants consisted of approximately 12 secondary school students aged 15–18, selected through purposive sampling to reflect variation in academic performance, gender, and grade level within the high-performing context. Ethical approval was obtained, and informed consent was secured from both students and parents. Data were collected through semi-structured individual interviews, allowing students to articulate their experiences in their own words. Interview questions focused on students’ motivation, perceptions of differentiation, experiences of competition, relationships with teachers and peers, and moments of both engagement and discouragement. Interviews lasted between 45 and 60 minutes and were audio-recorded and transcribed verbatim. Data analysis followed a thematic analysis approach. Initial open coding was conducted to identify recurring ideas and patterns. These codes were then grouped into broader themes through iterative comparison and refinement. The analytical process was guided by sensitising concepts from Self-Determination Theory, particularly autonomy, competence, and relatedness (Deci & Ryan, 2000). To enhance trustworthiness, peer debriefing and member checking were employed.

Preliminary findings indicate that students’ motivation in high-performing schools is complex and uneven. While many students value academic challenge, perceived differentiation sometimes leads to discouragement, particularly when students interpret ability grouping as a signal of lowered expectations. Students placed in lower tiers within a selective environment reported reduced confidence and motivation. Competition emerged as both motivating and harmful. Some students described competition as pushing them to improve, while others experienced constant comparison with high-achieving peers as emotionally exhausting. These experiences align with research on academic self-concept in competitive environments (Marsh & Parker, 1984). Students who maintained strong motivation often relied on intrinsic factors, such as personal interest and self-set goals, rather than grades alone. Supportive teacher–student relationships were identified as a key protective factor, helping students cope with pressure and maintain engagement. Overall, the findings suggest that talent alone does not ensure motivation. Supportive differentiation, meaningful autonomy, and a sense of belonging are essential for sustaining motivation in high-performing schools.

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