A comparative study of achieving and underachieving boys of high intellectual ability. Gifted Education International, 9, 115-119. By contrast, families of underachieving students may tend to be more restrictive and punishment-oriented (Clark, 1983). Washington, DC: American Psychological Association. Unmotivated underachievers may see no compelling reasons for becoming better students. Boston: Allyn and Bacon. Bulletin of the Pennsylvania Association of Gifted Education, 1-7. Therefore, in the absence of developing formal programs for underachievers, providing underachievers with support, attention, and positive feedback could help these students reverse their underachievement. Web Recent research by Desmet and Pereira (2021) in the journal Gifted Education International took a close look at academic underachievement. Academic underachievement, attention deficits, and aggression: Comorbidity and implications for intervention, Journal of Consulting and Clinical Psychology, 60, 893-903. The causes and correlates of gifted underachievement have received considerable attention in recent research literature (Dowdall & Colangelo, 1982; Van Boxtel & Monks, 1992; Whitmore, 1986). Boston: Allyn and Bacon. She found that parents frequently oppose each other when disciplining their children. Up from underachievement. In addition, as many as 25 to 30 percent of high school dropouts may be gifted individuals. A more recent study of peer influence on students adjustment to school (Berndt, 1999) measured students grades and behavior in the fall and spring of one academic year. Despite this interest, the underachievement of gifted students remains an enigma. Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. However, dysfunctional families with achieving gifted students reported greater satisfaction with their family lives than did dysfunctional families of underachieving students. Washington, DC: U.S. Department of Education. 45-74). Berndt, T.J. (1999). Setting and agenda: Research priorities for the gifted and talented through the year 2000. Defining underachievement in gifted students seems as if it should be an easy and straightforward task. Earl A Grollman High Motivation and self-regulation among gifted learners. Gifted Child Quarterly, 24, 51-55. B. 87-101). Clasen, D. R, & Clasen, R. E. (1995). Giftedness (also called talented and gifted or TAG) is primarily determined through testing, which is often conducted by school districts. Parents of high-achieving students seem to utilize an authoritative parenting style more often than parents of low-achieving students (Taylor, 1994). ), Handbook of Gifted Education (2nd ed., pp. Research suggests that using IQ scores as the sole criterion for inclusion in gifted programs can create a bias against African American students (Baldwin, 1987; Ford; Frasier & Passow, 1994). Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Mandel, H. P., & Marcus, S. I. Sociology of Education, 63, 44-61. Finally, several fundamental philosophical issues surround the entire concept of underachievement. The first theme, displayed in Table 1, portrays underachievement as a discrepancy between potential (or ability) and performance (or achievement). Guest blog by Frank C. Worrell, Paula Olszewski-Kubilius and Rena F. Subotnik. The responses and actions of the students in this study suggest that when appropriate educational opportunities are present, gifted underachievers can respond positively (Emerick, p. 145). Since the identification of gifted underachievers depends on defining both underachievement and giftedness, discussing criteria for identification is no less complicated. Achievement motivation and gifted students: A social cognitive perspective. New York: Viking Penguin. Charles Culpeper, owner, and CEO of Coca Cola is another example of a successful high school dropout. A second, smaller number of authors define underachievement as a discrepancy between predicted achievement and actual achievement. This student may have consciously decided not to expend the time or effort to do seemingly meaningless homework and willfully chose to engage in more self-actualizing activities. Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of underachievement in gifted students. Educational Psychologist, 34, 15-28. Minority students are often underrepresented in programs for the gifted and talented (Ford, 1996; Tomlinson, Callahan, & Leili, 1997). The manifestation of underachievement may reflect a mismatch between the student and the curriculum. Holland, V. (1998). Schunk, D. H. (1998, November). Tomlinson, C. A., Callahan, C. M., & Lelli, K. M. (1997). A teacher may believe that reading Huckleberry Finn is more worthwhile than mastering a new video game, but a child may not. These factors were the relationship with the teacher, the use of self-regulation strategies, the opportunity to investigate topics related to their underachievement, the opportunity to work on an area of interest in a preferred learning style, and the time to interact with an appropriate peer group. The 90% confidence interval for a score of 130 is 124-134. Talents in two places: Case studies of high ability students with learning disabilities who have achieved. However, if one accepts the general premise that underachievement involves a discrepancy between ability and achievement, a need exists to operationally define these key concepts. Researchers proposing definitions in this category make no attempt to explicitly define or measure potential. WebGifted underachievement: The causes of gifted underachievement, and interventions to reverse this pattern JESSY WU Abstract Giftedness is generally seen as the basis of Psychological disturbance in adolescence (2nd ed.). Let us define underachievement as a discrepancy between expected achievement and actual achievement. In a culture that generally prizes both childhood and adult achievement, we label as underachievers those students who do not perform as well as we might expect them to perform. The documented effectiveness of most interventions designed to reverse underachievement in gifted students has been inconsistent and inconclusive (Emerick, 1988). 152-170 Denver, CO: Love. Pendarvis, E. D., Howley, A. Bright underachievers. Underachieving gifted students: Review and implications. (1992). Roeper Review, 7, 184-189. Operational definitions categorize a continuous variable (academic performance), thereby creating arbitrary divisions between achievement and underachievement at a certain cut-off point. WebStudent Achievement & Underachievement: A Conversation with Del Siegle from the Texas Association for the Gifted and Talented Professional Learning Online Units NRC/GT's Researched Strategies to Increase Student Motivation and Academic Achievement (5 comprehensive professional learning units based on the Achievement Orientation Model) A social cognitive view of self-regulated academic learning. Renzulli, J. S. (1977). Gifted and Talented International, 10 (2), 67-75. (1988). However, whenever a students performance drops substantially over a short time period, it should merit the attention of a teacher or a counselor. (1985). In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.) Diagnostique, 21 (1), 43-59. Research on the family characteristics of underachieving gifted students suggests that certain types of home environments may be related to the development of students underachievement patterns (Baker, Bridger, & Evans, 1998; Brown, Mounts, Lamborn, & Steinberg, 1993; Rimm & Lowe, 1988; Zilli, 1971). By Ingrid Wickelgren on November 2, 2012. Deficits in self-control or self-regulation may engender underachievement (Borkowski & Thorpe, 1994; Krouse & Krouse, 1981). Mather, N., & Udall, A. J. - organization, Gifted Education in the U.S. - State Policy & Legislation, Tips for Students: Inspiring Young Scientists through Independent Research, Davidson Fellows - Leveraging Science & Engineering Innovation to Better the Environment. Clarifying the myriad definitions of underachievement that exist in our field will enable professionals and scholars to communicate and investigate this phenomenon more effectively. document.getElementById( "ak_js_2" ).setAttribute( "value", ( new Date() ).getTime() ); document.getElementById( "ak_js_3" ).setAttribute( "value", ( new Date() ).getTime() ); Please note, the Davidson Institute is a non-profit serving families with highly gifted children. Crossover children: A sourcebook for helping students who are gifted and learning disabled. 11-12). Educational Psychologist, 33, 45-63. From potential to performance: Motivational issues for gifted students. Gifted Child Quarterly, 42, 5-14. Berndt found that students seemed to resemble more closely their friends at the end of the school year than they did at the beginning of the school year. Several issues pose potential problems for understanding the underachievement of African American students. Differences in scores will arise as a result of sampling errors, student mood and health on the testing days, and other extraneous variances. (1991). Jeon, K. W., & Feldhusen, J. F. (1993). Other definitions (Butler-Por, 1987; Ford, 1996; Rimm, 1997a) are broader and more inclusive. This phenomenon of deliberate underachievement has been found to be particularly evident among gifted adolescent females, as a response to perceived sex-role expectations, and among African American gifted students involved in the process of adolescent impression management, as an attempt to control the perceptions other No reason exists to believe that all gifted students should achieve well academically (Janos & Robinson, 1985) or that ability and achievement should be perfectly correlated (Thorndike, 1963). By implicit definition gifted stu- famous longitudinal study of 1,500 gifted students. Students who seem unmotivated may have attention deficits (Busch & Nuttall, 1995) or hidden learning disabilities. New York: John Wiley and Sons. WebGifted underachievers : a review of the past and present with implications for the future Abstract The academic underachievement of gifted students has perplexed educators, Conversely, using a very broad definition may promote Type I error, causing overidentification of underachieving students. Fine, M. J., & Pitts, R. (1980). New York: Teachers College Press. Although clinicians report success with counseling interventions, research on therapeutic approaches has documented limited success in reversing students underachievement patterns (Baymur & Patterson, 1965; Butler-Por, 1993; Jeon, 1990). Almost all of the students who completed Type III investigations showed some positive gains in either behavior or achievement during the course of the school year. In F. Horowitz & M. OBrien (Eds. A common method of defining ability involves the use of an IQ test, such as the WISC-III or the Stanford-Binet IV. Mansfield Center, CT: Creative Learning Press. An underachievement epidemic. Toward explaining differences in educational achievement among Mexican American language minority students. Krouse, J. H., & Krouse, H. J. - planning into the future Educators must also realize that home, peer, and cultural environments may impact students levels of achievement. Students whose gifts and subsequent underachievement go unrecognized are sometimes called hidden underachievers (Ford, 1996) who underachieve because educational systems do not recognize their potential. (1990). Dropping out among Hispanic youth. Attempting to define overarching psychological constructs to describe gifted underachievers is virtually impossible. Do gifted underachievers resemble lower achieving students? Due to the difficulty in defining underachievement, it appears that the concept of underachievement maybe regarded as a subjective, rather than an objective, classification. Further research and inquiry into this area should address the need for clearly defined, well-researched, and effective interventions for gifted underachievers. (1987). Roeper Review, 4, 18-21. However, research on effective intervention models for this population remains scarce. Academic underachievement among the gifted: Students perceptions of factors that reverse the pattern. The definition of achievement in a particular subculture may be very different from that of the dominant culture. Clasen, D. R., & Brown, B. Equality of educational opportunity also affects underachievement. Even the research on common characteristics in underachieving gifted students is often inconsistent. Unfortunately, what is viewed as achievement in a poor school may be viewed as underachievement by a more competitive school or by society at large. WebFor example, many gifted individuals underachieve simply because their parents do not stress the importance of academic achievement and how it can translate into success in the future. For many minority and disadvantaged gifted children and adolescents, underachieving leads to deprivation of opportunities to receive educational services Interventions aimed at reversing gifted underachievement fall into two general categories: counseling and instructional interventions (Butler-Por, 1993; Dowdall & Colangelo). (Rev. It brought great attention to the phenomenon of underachievement among Support for Learning, 13, 174-178. Exceptional Children, 24, 98-101. WebStudents who are both gifted and have LD exhibit remarkable talents in some areas and disabling weaknesses in others (Baum, 1990). New York: Teachers College Press. Taylor, R. D. (1994). New York: John Wiley and Sons. The first method involves using a large random sample of subjects in order to dilute the effects of criterion heterogeneity. Some professionals may try to gauge an age/performance discrepancy when identifying underachievers (Mandel & Marcus, 1995). Fernandez, R. M., Hirano-Nakanishi, M., & Paulsen, R. (1989). Determinants of underachievement as perceived by gifted, above average, and average Black students. Gallagher, J. J. (1998). In addition, bestowing adult status on a child at too young an age may contribute to the development of underachievement (Fine & Pitts, 1980; Rimm & Lowe, 1988). Web Coco Chanel, founder of fashion brand Chanel.A perfume bearing her name, Chanel No. The results of this research suggest that flexible student-centered enrichment approaches may help reverse underachievement in gifted students. These interventions should be considered in view of the populations that were involved in the studies. Likewise, negative peer attitudes can often account for underachievement (Clasen & Clasen, 1995; Weiner, 1992).
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