Underachieving Gifted Students: Review and Implications

Dowdall, Cynthia B.; Colangelo, Nicholas

doi:10.1177/001698628202600406

Cited by 119 publications

(104 citation statements)

References 14 publications

(19 reference statements)

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“…Consequently, they may view themselves as inadequate and fall victim to the "big lie." This finding is supported by earlier research where gifted underachievers and gifted achievers were found to differ with regard to self-efficacy; gifted underachievers had poorer self-efficacy than gifted achievers (Diaz, 1998;Dowdall & Colangelo, 1982;Supplee, 1990;Whitmore, 1980). Similar to findings from previous research, there was no statistically significant difference found for the mean scores of gifted achievers and underachievers on the environmental perceptions factor (McCoach & Siegle, 2003a), suggesting that gifted underachievers in sixth and seventh grades may actually underachieve despite having positive attitudes toward their teachers and school environment.…”

Section: Discussionsupporting

confidence: 75%

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The Validity of the Achievement-Orientation Model for Gifted Middle School Students

Ritchotte

Matthews

Flowers

2014

Gifted Child Quarterly

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=-3.850, p<.001, d=.62 and self-regulation, t(154)=-3.113, p=.002, d=.50. Finally, results of a path analysis call into question several of the relationships specified by the model. In particular, task meaningfulness only predicted student engagement and was not significantly related to self-regulation or student achievement. The findings of this study suggest the Achievement-Orientation Model may hold promise for the development of interventions to address gifted underachievement; however, future research should be conducted to continue work toward validating the model before this step is taken.iv ACKNOWLEDGEMENTS

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Section: Discussionsupporting

confidence: 75%

“…Most researchers in gifted education concur that gifted underachievement is symptomatic of a number of causes (Dowdall & Colangelo, 1982;Reis & McCoach, 2000). To simply say a common set of specific causes are antecedent to the underachieving behavior of every gifted child would be a gross inaccuracy.…”

Section: Why Gifted Students Underachievementioning

confidence: 99%

The Validity of the Achievement-Orientation Model for Gifted Middle School Students

Ritchotte

Matthews

Flowers

2014

Gifted Child Quarterly

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“…Particularly, distinction has been made between Achievers and Underachievers on gifted students (Diener, 1960;Farquhar and Payne, 1964;McCoach and Siegle, 2003). While highly achieving students are not considered at risk of failing to accomplish their academic potential, underachievers present a discrepancy between ability and performance (Dowdall and Colangelo, 1982;Whitmore, 1980). Research shows that factors affecting underachievement are manifold, which include attentiondeficit/hyperactivity disorder, hearing impairment, nontraditional learning styles, and emotional problems (Moon and Hall, 1998).…”

Section: Assessing Student Achievementmentioning

confidence: 99%

Gamification for smarter learning: tales from the trenches

Barata

Gama

Jorge

et al. 2015

Smart Learn. Environ.

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Gamification has been explored recently as a way to promote content delivery in education, yielding promising results. However, little is known regarding how it helps different students experience learning and acquire knowledge. In this paper we study and analyze data from a gamified engineering course, to search for distinct behavior patterns. We examined data collected from two gamified years, between which game changes took place. By clustering students according to their performance, we identified three distinct student types, common to both years: Achievers, Disheartened, and Underachievers. Interestingly, in the second year a new type of student emerged: the Late Awakeners. In this paper we carefully describe each student type, and explain how gamification can provide for smarter learning by catering to students with different profiles. Furthermore, we discuss how our findings, both in gamification and cluster analysis can be used to develop adaptive and smart learning environments.

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“…Other scholars have found that for gifted students strong positive relationships with their teachers may help bridge the gap between the student's potential and their achievement, a concern of educators for decades (McCoach & Siegle, 2003;Whitmore, 1980;Zilli, 1971). Characteristics that have commonly been associated with gifted student underachievement include negative attitudes towards school, teachers, and classes, low academic self-perception, and low motivation (Dowdall & Colangelo, 1982;Reis & McCoach, 2000;Whitmore, 1980). Based on our experience, these difficulties can be addressed through the development of positive relationships with teachers.…”

Section: Introductionmentioning

confidence: 99%