Self‐perceptions and needs as a function of type of academic ability and gender

Adult perceptions of the impact of Kentucky Education Reform Act initiatives on achievement : insights of rural gifted students.

“…LoCicero and Ashby (2000) identified strong adaptive tendencies leading to perfectionism across the gifted population as students focus on high expectations. Underachievement emerged as a significant risk for gifted students, however, when the student experiences increased distress due to the discrepancy between their standards and their performance (Ablard, 1997;Grant & Dweck, 2003;LoCicero & Ashby, 2000;Peterson, 2001;Siegle & Schuler, 2(00).…”

“…Failure to achieve a balance creates ongoing conflict that impacts students' school performance and their perceptions of their own ability (Ablard, 1997;Emerick, 1992;Heacox, 1991;Supplee, 1989;Van Boxtel & Monks, 1992). Students report employing varied strategies to try to balance the perception conflicts.…”

“…Students report employing varied strategies to try to balance the perception conflicts. Many gifted students report efforts to avoid standing out by underachieving in an attempt to fit in at school (Ablard, 1997;Ford, 1989;Gentry, Rizza, & Gable, 2001;Luscombe & Riley, 2(01). Students' perceptions of cultural and peer expectations contribute to non-performance and underachievement patterns (Kavensky & Keighley, 2(03).…”

“…An additional self-concept dimension that impacts underachievement is the student-held belief that the student is not capable of what is being asked of him or her (Ablard, 1997, Clark, 2008Siegle & Schuler, 2000). This belief may stem from inadequate feedback (Baum, Renzulli, & Hebert, 1995), lack of organizational skills or related skills to complete the task (Baum, Renzulli, & Hebert, 1995;Clark, 2008;Elliott & Dweck, 1995;Heacox, 1991;Karnes & Bean, 2005;Lamb & Daniels, 1993), or a view that mistakes are not ftxable based on an inaccurate perception of personal abilities (Reis & McCoach, 2000;Siegle & Schuler, 2(00).…”

“…Students with the highest abilities reported the most conflict (Ablard, 1997), females reported significant conflict that resulted in underachievement (Ablard, 1997;Lamb & Daniels, 1993;Peterson, 2001;Rimm, 2004), and students with multi-potentiality (strengths in more than one area) reported guilt and difficulty performing as expected (Ablard, 1992;Peterson, 2001;Redding, 1990). Ford (1989) found surprising consistencies in the responses of gifted students who characterized themselves as "average" and recited extensive accounts of shortcomings and evidence to prove they were less than exceptional.…”