Mandel, H. P., & Marcus, S. I. The documented effectiveness of most interventions designed to reverse underachievement in gifted students has been inconsistent and inconclusive (Emerick, 1988). Bulletin of the Pennsylvania Association of Gifted Education, 1-7. Zimmerman, B.J. Baldwin, A. Y. Rather, a. continuum of strategies and services may be necessary if we are to systematically address this problem. However, even if the correlation between ability tests and grades is as high as .70, this still only explains 49% of the variance between the two measures, leaving slightly more than half of the variance in grades unexplained by ability. Renzulli, J. S., Reid, B. D., & Gubbins, E. J. Diaz, E. I. New York: Teachers College Press. Further research in this area must focus on developing multiple approaches to both preventing and reversing underachievement. Why bright kids get poor grades and what you can do about it. 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. Academic underachievement among the gifted: Students perceptions of factors that reverse the pattern. Defining achievement is even more problematic. In addition, a discussion of the cultural connotations of the construct of underachievement deserves further attention. Profoundly gifted individuals Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented. The multidimensionality of peer pressure in adolescence. All information presented is for informational and archival purposes only. Unfortunately, little research has focused specifically on culturally diverse underachievers (Ford, 1996; Reis, Hebert, Diaz, Maxfield, & Ratley, 1995). Fehrenbach, C. R. (1993). Attempting to define overarching psychological constructs to describe gifted underachievers is virtually impossible. Underachievement in Gifted Students Underachievement is an issue that can be especially impactful among gifted students, particularly those who are profoundly gifted. Profoundly gifted individuals score in the 99.9th percentile on IQ tests and have an exceptionally high level of intellectual prowess. Unfortunately, the need for multiple approaches to treatment will complicate the research designs necessary to test the efficacy of underachievement interventions. For example, statistical regression to the mean further complicates the comparison of two aptitude or achievement measurements. Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). 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. Although this may be a suitable method for identifying underachievers from the general school population, such an age/performance discrepancy may only identify the most severely underachieving gifted students. Rimm, S., & Lowe, B. Giftedness, conflict, and underachievement. Rimm (1995) emphasized the importance of parenting styles and parental influence on the development of childrens achievement and underachievement behaviors and found that inconsistent parenting techniques appeared to occur more frequently in the homes of underachieving children (Rimm & Lowe, 1988). The problem in this case lies in our initial predictions, not in the students levels of achievement. From potential to performance: Motivational issues for gifted students. Professor Department of Educational Psychology D. Betsy McCoach Researcher, Brown, B. When teachers expect students to complete work involving content and concepts mastered several years earlier, high-ability students become difficult to motivate. Because causes and correlates of underachievement differ, no one intervention reverses underachievement patterns in the full spectrum of gifted underachievers. intelligence: Knowns and unknowns. Objectification of data used in under-achievement self-concept study. 501-513). However, identifying underachieving gifted students by locating discrepancies between ability and achievement as measured by standardized achievement tests may lead to the underidentification of this population. 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. 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. Sociology of Education, 63, 44-61. Several common factors appeared to play a part in the students reversal of underachievement. Rimm, S., Cornale, M., Manos, R., & Behrend, J. (1992). New York: Viking Penguin. The underachieving g roup was set apart by the ollf ow n i g characteristics (Ga l l a g h e r ) : Does the underachievement of the child create problems in the family unit? By implicit definition gifted stu- famous longitudinal study of 1,500 gifted students. Culturally diverse students continue to face unintentional bias at school and in society at large (Ford, 1996). Gifted underachievers are especially prone to developing a poor self The construct of underachievement in gifted students differs across cultures. Several lines of research remain inadequately explored. Interventions aimed at reversing gifted underachievement fall into two general categories: counseling and instructional interventions (Butler-Por, 1993; Dowdall & Colangelo). Interestingly, some recent research suggests that underachieving gifted students share more common characteristics with underachievers in general than they do with achieving gifted students (Dowdall & Colangelo, 1982; McCall, Evahn, & Kratzer, 1992). Both programs provided anecdotal and some qualitative evidence of at least partial success. Several authors (Heacox, 1991; Mandel & Marcus, 1988, 1995; Rimm, 1995; Schneider, 1998) have created profiles for different types of underachievers. Baker, J. Labeling a student an underachiever requires making a value judgment about the worthiness of certain accomplishments. Defining underachievement operationally provides researchers and readers with a clearer picture of the composition of the sample being studied and enables the comparison of results of different studies.
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