These findings suggest that reversing the underachievement pattern may mean taking a long, hard look at the underachievers curriculum and classroom situation. Underachievement for somedropping out with dignity for others. Gifted Child Quarterly, 24, 51-55. 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. Mather, N., & Udall, A. J. The second approach is to use a sample of subjects that is homogeneous with respect to the variables thought to be significant determinants of criterion scores (Raph et al., p. 12). Criteria for identifying gifted underachievers should include a method for determining observable discrepancies between ability and achievement. Renzulli, J. S., & Smith, L. H. (1978). Students who seem to be unmotivated may have attention deficits. Many states mandate the use of multiple criteria to determine giftedness. Renzulli, J. S., Reid, B. D., & Gubbins, E. J. Underachievers are students who exhibit a severe discrepancy between expected achievement (as measured by standardized achievement test scores or cognitive or intellectual ability assessments) and actual achievement (as measured by class grades and teacher evaluations). Rimm and Lowe concluded that particular styles of parenting appear to be less important than maintaining consistency within a parenting approach. Springfield, IL: Charles C. Thomas. However, an interesting, though less studied, line of research involves comparing gifted underachievers to other students who are at the same achievement level as measured by GPA, achievement test scores, and so forth, regardless of their measured mental ability. Gifted underachievers are especially prone to developing a poor self Rimm, S., Cornale, M., Manos, R., & Behrend, J. A score of 124 would place the student in the 95th percentile, while a score of 134 would place the student in the 99th percentile. We need to move beyond correlational studies of common characteristics of underachieving students and begin to explore linkages and flow of causality among these different characteristics and student achievement. 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. Other research also suggests that students who are more involved in extracurricular activities (Colangelo et al., 1993; Reis et al., 1995) are less likely to be underachievers. Columbus, OH: Merrill. New York: Teachers College Press. An orphan for many years, Boston: Allyn and Bacon. Although some underachieving students appear to progress during academic interventions, the long-term effect of such programs are less clear. In a recent study, researchers used self-selected Type III enrichment projects as a systematic intervention for underachieving gifted students. Finally, African American students often exhibit an attitude-achievement paradox; they report positive attitudes toward education, yet they manifest poor academic achievement. Does providing part- or full-time gifted programming reduce the occurrence of academic underachievement among the gifted? The findings suggest that achieving proficiency in English is a necessary, but not sufficient condition for Latino students to succeed in American schools, (p. 86) This approach (Renzulli, 1977) specifically targets student strengths and interests in order to help reverse academic underachievement (Baum, Renzulli, & Hebert, 1995b). The concepts of over and underachievement. Gifted children who do not succeed in school are often successful in outside activities such as sports, social occasions, and after-school jobs.
Gifted WebThe purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes toward school, attitudes toward teachers, motivation, and self-regulation, and goal valuation. English language proficiency in school tends to improve across generations of immigrants, but test scores, grades, and other forms of educational achievement do not, especially among Latinos (Rumberger & Larson, 1998 Rumberger and Larson found that. The problem in this case lies in our initial predictions, not in the students levels of achievement. Schweitzgebel (1965) alluded to this phenomenon when he observed that underachievers, in contrast to slower learners, may in fact learn rapidly and well, but what they learn may not coincide with the content of our examinations (p. 486). (NCES 97-055). 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). Do we help or hurt a child when we ask him or her to assimilate into the majority culture? Intervention with underachieving gifted children: Rationale and strategies.
Underachievement in Gifted Students: Causes & Solutions Rimm, S. (1995). One fact seems certain: The identification procedure should flow directly and logically from the definition of gifted underachievement. Gifted underachievers. As educators, we may or may not be able to change the external factors that contribute to the underachievement of certain gifted students. (1992). Tomlinson, C. A., Callahan, C. M., & Lelli, K. M. (1997). Students who are required to repeat grade levels or courses are rarely singled out as a result of low standardized achievement test scores. WebUnderachievement is content and situation specific. WebTop Underachievers Quotes For survivors, the word closure often connotes that the bereaved are underachievers who flunked a grief course. ed.). This definition could include most gifted students, as many receive top grades in school without expending sustained effort. ), Educational resilience in inner city America, (pp. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented. Family systems characteristics and underachieving gifted males. Abstract. Underachievement syndrome: A national epidemic. In M. Kornrich (Ed. (1992).
Underachievement Syndrome: A Psychological Defensive Researchers and educators may need to adjust their views of both giftedness and underachievement when attempting to identify and address the phenomenon within a culturally diverse student population.
Where Are the Gifted Minorities? - Scientific American Blog Network Unfortunately, the need for multiple approaches to treatment will complicate the research designs necessary to test the efficacy of underachievement interventions. (1995). Consider an extreme example: No one would be surprised if a student who had been ill for a long period of time scored significantly lower on a standardized achievement test or a final exam than a healthy classmate of similar ability. Storrs, CT: University of Connecticut, National Research Center for the Gifted and Talented. 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. Several recent researchers operational and conceptual definitions of gifted underachievement are summarized in Table 1, Table 2, Table 3, and Table 4 (please see all Table links at bottom of article). Frankel, E. (1965). Mandel, H. P., & Marcus, S. I. Equality of educational opportunity also affects underachievement. In M. C. Wang & E. W. Gordon (Eds. 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. Recent research (Reis, Hebert, Diaz, Maxfield, & Ratley, 1995), provides further evidence that boredom may contribute to underachievement. From potential to performance: Motivational issues for gifted students. New York: Delacorte. 87-101). Counseling interventions for passive-aggressive underachievers are most effective when the student seeks counseling or at least participates willingly in the counseling process. Synthesizing the hypothesized characteristics of gifted underachievers becomes a nearly impossible task, and legitimate questions exist regarding the utility of such a list. The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes In N. Colangelo & G. A. Davis (Eds. Many early attempts to improve underachievers academic achievement through counseling treatments were unsuccessful (Baymur & Patterson, 1965; Broedel, Ohlsen, Profit, & Southard, 1965). Family environments of underachieving gifted students. Four types of - Blogger (1993). Students who are not given adequate opportunities to develop their talents often become involuntary underachievers. Recent research suggests that quality of schooling (Anderson & Keith, 1997; Baker, Bridger, & Evans, 1998) and completion of academic course-work research (Anderson & Keith) appear to be significant predictors of achievement for at-risk high school students. The absence of any clear, precise definition of gifted underachievement restricts research-based comparisons and hinders the quest for suitable interventions. The attitude achievement paradox among Black adolescents. Journal of Youth and Adolescence, 14, 451-467. - prioritizing WebGifted underachievers are underachievers who exhibit superior scores on measures of expected achievement (i.e., standardized achievement test scores or cognitive or intellectual ability assessments). Clark, B. In general, these students display high verbal expressive ability and good conceptual understanding concurrent with significant academic underachievement and frustration or a lack of motivation (Crawford & Snart 1994). Gifted Child Quarterly, 41, 5-17. (1987).
5 Factors Undermining Achievement in Gifted Boys Students who seem unmotivated may have attention deficits (Busch & Nuttall, 1995) or hidden learning disabilities. However, other intervening environmental influences and experiences that may not be obvious to school personnel or parents also affect achievement. Deficits in self-control or self-regulation may engender underachievement (Borkowski & Thorpe, 1994; Krouse & Krouse, 1981). There are a variety of ability areas that may be assessed, including general intellect, creativity, leadership abilities, and specific subjects, such as math. Child Development, 64, 467-482. Schneider, S. (1998, Fall). As the next millennium approaches, researchers must move beyond describing this educational dilemma and instead strive to find solutions. (1990).
One Personality Trait Distinguishes Gifted People In F. Horowitz & M. OBrien (Eds. Roeper Review, 13, 181-184. Bright, underachieving students might benefit from curriculum differentiation techniques (Renzulli & Smith, 1978; Reis, Burns, & Renzulli, 1992), such as curriculum compacting or Type III enrichment opportunities. (1997). Dowdall, C. B., & Colangelo, N. (1982). The authors believe that creativity may be connected to this underachievement. They suggest that highly creative students have a hard time conforming to a more rigid traditional environment. The first theme, displayed in Table 1, portrays underachievement as a discrepancy between potential (or ability) and performance (or achievement). In M. Kornrich (Ed. 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. New York: Teachers College Press. New York: Teachers College Press. The Enrichment Triad Model: A guide for developing defensible programs for the gifted and talented. & M. Bireley & J. Genshaft (Vol. Diaz, E. I. If a student spends much of his or her free time reading about world religions or volunteering at the local hospital, but fails to complete mundane homework assignments, does that represent underachievement or a personal decision reflecting a wise use of time? Wolfle, J.
Characteristics Of Gifted Underachievers Education Family, school, and individual factors all seem to contribute to the emergence of underachievement behaviors (Baker, Bridger, & Evans, 1998). Objectification of data used in under-achievement self-concept study. In M. Kornrich (Ed. Bright underachievers. 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. 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. 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, A teacher may believe that reading Huckleberry Finn is more worthwhile than mastering a new video game, but a child may not. Broad, inclusive definitions of gifted underachievement allow more flexibility in the identification of gifted underachievers. 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). Likewise, negative peer attitudes can often account for underachievement (Clasen & Clasen, 1995; Weiner, 1992). Baker, J. American Psychologist, 51, 77-101. document.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Gifted students in states across the country often encounter a wide range of services varying from state to state and, The following article shares highlights and insights from one of our Expert Series events, which are exclusive for Young Scholarsand, TheFellows Scholarshipawards $50,000, $25,000 and $10,000 scholarships to extraordinary young people, 18 and under, who have completed a significant piece, This article explores and explains emotional intensity in gifted individuals. Definitions of gifted underachievement are inconsistent and sometimes incompatible. Gallagher, J. J. Guest blog by Frank C. Worrell, Paula Olszewski-Kubilius and Rena F. Subotnik. Educational Psychologist, 34, 15-28. Mexican American students who came from Spanish-speaking backgrounds and who became proficient in English (FEP) were generally more successful in school than were those from Spanish-speaking backgrounds who were not proficient (LEP students) in English or than Latino students from English speaking backgrounds. The participants in Emericks study believed that a specific teacher had the greatest impact in reversing their underachievement behavior. First, researchers should begin to explore the relationship between classroom practices and academic underachievement. Janos, P. M., & Robinson, N. (1985). (1989). 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, 1982; Emerick, 1992; Redding, 1990; Rimm, 1997a; Supplee, 1990; Whitmore, 1980; Wolfle, 1991). 44, No. As previously mentioned, most definitions of underachievement involve a discrepancy between ability and academic achievement/performance. This direction of causation between self-concept and underachievement has not been adequately addressed. Too often, for no apparent reason, students who show great academic promise fail to perform at a level commensurate with their previously documented abilities, frustrating both parents and teachers (Whitmore, 1986). WebUnderachievement Syndrome: A Psychological Defensive Pattern.
The underachievement of gifted students: What do we 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.