Reis, S. M., Neu, T. W., & McGuire,J. Whitmore (1980) designed and implemented a full-time elementary program for gifted underachievers. B., Goldberg, M. L., & Passow, A. H. (1966). Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Social Science Research, 18, 21- 52. Whitmore, J. R. (1980). Clark, B. High-ability students can have learning problems (Barton & Starnes, 1988; Baum, Owen, & Dixon, 1991; Bireley, 1995) or attention deficits (Baum, Olenchak, & Owen, 1998) of various types that affect or cause underachievement. ), Underachievement (pp. Delisle, J. Although passive-aggressive underachievement may be more likely to indicate psychological disturbance than underachievement attributable to motivational, educational, and cognitive components, this type of underachievement seems fairly responsive to psychotherapy (Weiner, 1992). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented. In fact, it appears each additional academic course that an at-risk student completes can be expected to result in an increase of one eighth of a standard deviation in academic achievement test scores (Anderson & Keith p. 264). Sociology of Education, 63, 44-61. See also Needs of Gifted Talented Children Lack of Motivation WebIn this lesson, you will learn about the emotional and environmental causes of underachievement in gifted students, as well as strategies to help gifted students Obviously, factors other than ability, such as motivation, personality characteristics, family environment, school environment, and peer pressure, influence achievement. Fink, M. B. Although her model of underachievement stresses the interaction of family, personal, community, and school factors on the behaviors manifestations of underachievement in Puerto Rican youth, it could prove helpful in understanding the nonachievement behaviors in a wider range of ethnically diverse students. Thorndike (1963) cautioned educators and psychologists not to waste their time and effort attempting to provide explanations arising solely from measurement errors, discussed below. Roeper Review, 12, 23-29. In addition, researchers should incorporate the knowledge gained from social cognitive theory to combat underachievement (Dai, Moon, & Feldhusen, 1998; Schunk, 1998 Zimmerman, 1989). Gifted children who are struggling academically present an unmet challenge for the educational system. Defining underachievement in gifted students seems as if it should be an easy and straightforward task. A comparative study of achieving and underachieving boys of high intellectual ability. However conceptually sound this notion may be, a definition that does not differentiate between a straight-A student and a student who is in jeopardy of failing may have little practical utility for the practitioner. Toward a multimodal theory of underachievement. Let us define underachievement as a discrepancy between expected achievement and actual achievement. (Rev. For First, researchers should begin to explore the relationship between classroom practices and academic underachievement. Because the passive-aggressive behavior of such children is usually directed against their families, family counseling interventions may also help reverse passive-aggressive underachievement. The prism metaphor: A new paradigm for reversing underachievement (CRS95310). Students who seem to be unmotivated may have attention deficits. 484-487). All comments will be submitted for approval before posting publicly. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. P., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Culturally diverse students continue to face unintentional bias at school and in society at large (Ford, 1996). 11-12). Identifying distinguishing characteristics of gifted and talented learning disabled students. To be classified as an underachiever, the discrepancy between expected and actual achievement must not be the direct result of a diagnosed learning disability and must persist over an extended period of time. Latino students may also confront unique barriers to their academic achievement. New York: Teachers College Press. For 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 By Ingrid Wickelgren on November 2, 2012. Hillsdale, NJ: Lawrence Erlbaum. The concepts of over and underachievement. Growing up gifted (2nd ed.). Reis, S. M., Hebert, T. P., Diaz, E. P., Maxfield, L. R., & Ratley, M. E. (1995). Students who seem unmotivated may have attention deficits (Busch & Nuttall, 1995) or hidden learning disabilities. Mansfield, CT: Creative Learning Press. ), Handbook of gifted education (2nd ed., pp. Causal attributions of underachieving gifted, achieving gifted, and nongifted students. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. Some professionals may try to gauge an age/performance discrepancy when identifying underachievers (Mandel & Marcus, 1995). Even so, several studies have found that underachievers do not exhibit lower self-concepts than their achieving counterparts (e.g. Synthesizing the hypothesized characteristics of gifted underachievers becomes a nearly impossible task, and legitimate questions exist regarding the utility of such a list. Defining underachievement based strictly upon scholastic success or failure may also be limiting. Baum, S. M., Owen, S. V., & Dixon, J. (1991). and classroom performance as evidenced by course grades. In other words, tests may not register the decline since the first test did not discriminate accurately (Rimm et al., 1989 p. 62). Reasons why the gifted adolescent underachieves and some of the implications of guidance and counseling to this problem. The results of this research suggest that flexible, student-centered enrichment approaches may help reverse underachievement in gifted students. The report entitled A Nation at Risk: The Imperative of Educational Reform was prepared by the National Commission on Excellence in Education (1983). Therefore, future researchers in this field should posit coherent, complete models of gifted underachievement and design interventions in accordance with their proposed models. For many minority and disadvantaged gifted children and adolescents, underachieving leads to deprivation of opportunities to receive educational services 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. - prioritizing The most common component of the various definitions of underachievement in gifted students involves identifying a discrepancy between ability and achievement (Baum, Renzulli, & Hebert, 1995a; Butler-Por, 1987; Dowdall & Colangelo, However, whenever a students performance drops substantially over a short time period, it should merit the attention of a teacher or a counselor. Dowdall and Colangelo (1982) observed that gifted underachievers seem to share more characteristics with underachievers than they do with gifted achievers. Finally, several fundamental philosophical issues surround the entire concept of underachievement. Guest blog by Frank C. Worrell, Paula Olszewski-Kubilius and Rena F. Subotnik. ), Self-regulation of learning and practice (pp. These menus should include curricular modification and differentiation options such as curriculum compacting, counseling components, and self-regulation training activities. In addition, students who are not underachievers may exhibit one or several of these characteristics. Thorndike, R. L. (1963). They can but they dont. Whereas parental emphasis on achievement tends to inspire higher academic achievement (Brown et al., 1993), parents of underachievers may exhibit disinterested attitudes towards education (Jeon & Feldhusen, 1993). Underachievers are a diverse population, and lists or descriptions of their traits that may be hypothesized and/or researchedcommon personality traits abound. The causes and correlates of gifted underachievement have received considerable attention in recent research literature (Dowdall & Colangelo, 1982; Van Boxtel & Monks, 1992; Whitmore, 1986). Springfield, IL: Charles C. Thomas. As educators, we may or may not be able to change the external factors that contribute to the underachievement of certain gifted students. Distinguishing between a chronic underachiever and a gifted student who has processing deficits, learning disabilities, or attention deficits is crucial because the interventions that are appropriate for these subgroups may be radically different. 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. 44, No. RT @DavidsonGifted: Finding out your child is profoundly gifted or twice-exceptional can be overwhelming. All information presented is for informational and archival purposes only. 9 Citations. In other words, if a student were to take the same IQ test again, there is a 90% probability that his or her score would fall between 124 and 134. Usually, a smaller student/teacher ratio exists, teachers create less-conventional types of teaching and learning activities, teachers give students some choice and freedom in exercising control over their atmosphere, and students are encouraged to utilize different learning strategies. The process of defining underachievement, identifying underachieving gifted students, and explaining the reasons for this underachievement continues to stir controversy among practitioners, researchers, and clinicians. Minority students are often underrepresented in programs for the gifted and talented (Ford, 1996; Tomlinson, Callahan, & Leili, 1997). ), Underachievement (pp. Ford, D. Y. (1982). (1985). In M. Kornrich (Ed. Roeper Review, 4, 18-21. Neither approach seems logical or practical for school-based research. Both programs stressed the importance of addressing affective education, as well as the necessity of creating student-centered classroom environments.
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