famous gifted underachievers

Gifted Child Quarterly, 32, 353-358. In M. Kornrich (Ed. Another area for research involves studying whether and how gifted underachievers differ significantly from non-gifted underachievers. The effects of group counseling on gifted underachieving adolescents. Educational Psychologist, 34, 15-28. Gifted children who are struggling academically present an unmet challenge for the educational system. Ford, D. Y. Case studies of talented students who achieve and underachieve in an urban high school (Research Monograph 95120). Gifted Child Quarterly, 32, 267-272. Webmajority of educators use in defining gifted underachievement. Perhaps the family discord is a result of rather than a cause of, the childs underachievement. However, the relationship between language proficiency and school is complex. 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. Anderson, E. S., & Keith, T. Z. Journal of Youth and Adolescence, 14, 451-467. 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. Therefore, operational definitions of underachievement as a discrepancy will overidentify underachievement in students with higher ability levels and underidentify students with lower ability levels (Frick et al., 1991). 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. Recent research (Reis, Hebert, Diaz, Maxfield, & Ratley, 1995), provides further evidence that boredom may contribute to underachievement. Two methods can help reduce heterogeneity of the criterion variable (Raph et al., 1966). In other words, using an overly narrow definition may increase Type II error, leading to a failure to identify a truly underachieving gifted student. 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). 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. Gifted underachievers. 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. 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). Interventions that enhance self-efficacy or develop self-regulation may complement other intervention strategies and increase the effectiveness of other interventions. Objectification of data used in under-achievement self-concept study. Reversing underachievement: Creative productivity as a systematic intervention. The range of characteristics ascribed to gifted underachievers by numerous authors are summarized in Table 5 and Table 5 (continued). Roeper Review, 12, 23-29. (1981). No one predictor will ever include all the determinants of a behavioral outcome. These and many other question remain unanswered. Renzulli, J. S., & Smith, L. H. (1978). Therefore, future researchers in this field should posit coherent, complete models of gifted underachievement and design interventions in accordance with their proposed models. New York: Teachers College Press. Recent research indicates that many twice-exceptional students underachieve in school. 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. Reis, S. M., Neu, T. W., & McGuire,J. 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. Underachievement occurs when a child's performance is below what is expected based on the child's ability. Therefore, such studies will require the attention of researchers who can utilize sophisticated design techniques. In 95% of the families, one parent emerged as the disciplinarian, while the other parent acted as a protector. Springfield, IL: Charles C. Thomas. Three general themes emerge from the many operational and conceptual definitions of gifted underachievement (Dowdall & Colangelo, 1982; Ford, 1996). 514-528). Thorndike (1963) cautioned educators and psychologists not to waste their time and effort attempting to provide explanations arising solely from measurement errors, discussed below. Krouse, J. H., & Krouse, H. J. 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. Bulletin of the Pennsylvania Association of Gifted Education, 1-7. Gifted Education International, 9, 115-119. Family systems characteristics and underachieving gifted males. High-achieving students acknowledged the importance of being grouped together in honors and advanced classes for academically talented students. 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). 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. 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, (1991). Renzulli, J. S., & Reis, S. R. (1997). Self-regulation and motivation: A life-span perspective on underachievement. There are a variety of ability areas that may be assessed, including general intellect, creativity, leadership abilities, and specific subjects, such as math. Rimm, S., & Lowe, B. (1988). Mansfield, CT: Creative Learning Press. Distinguishing exactly what constitutes a discrepancy between ability and achievement also poses challenges. 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. Mather, N., & Udall, A. J. Underachieving students may not want to identify with their parents (Clark, 1983; Weiner, 1992). Criteria for identifying gifted underachievers should include a method for determining observable discrepancies between ability and achievement. In J. H. Borland (Series Ed.) This behavior illustrates a values conflict between adult and child (Whitmore, 1986). Boston: Allyn and Bacon. Understanding a lack of motivation to excel. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area. (NCES 97-055). (1987). WebUnderachievement is content and situation specific. Dowdall and Colangelo (1982) described three underlying themes in the definition of gifted underachievement: The concept of underachievement, though often discussed, is still vaguely defined in the professional literature. 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. Roeper Review, 16, 88-90. However, underachievers who receive formal, clinical counseling do not necessarily represent the entire population of underachievers. Only after we recognize potential can we assess whether performance is below potential. Rimm (1997a) believes that if students are not working to their ability, they are underachieving (p. 18). Educators must also realize that home, peer, and cultural environments may impact students levels of achievement. Or, can we see the forest for the trees? Reston, VA: The Council for Exceptional Children. Neither approach seems logical or practical for school-based research. Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented. Identifying distinguishing characteristics of gifted and talented learning disabled students. Learning preferences and skill patterns among underachieving gifted adolescents. However, using such a formula to screen for gifted underachievement may underestimate the number of students who are falling into patterns of underachievement. Pirozzo (1982) asserted that, generally, about half of the gifted children who score in the top 5% of intellectual ability on individualized IQ tests do not demonstrate comparable school achievement. (1997, June). Pirozzo, R. (1982). Wolfle, J. Part of this variability is explained by the error of measurement of the criterion. In a culture that generally prizes both childhood and adult achievement, we label as underachievers those students who do not perform as well as we might expect them to perform. 139-162). Students who seem unmotivated may have attention deficits (Busch & Nuttall, 1995) or hidden learning disabilities. Green, K., Fine, M. J., & Tollefson, N. (1988). Psychology in the Schools, 17, 395-399. For example, Rimms trifocal model is a three-pronged approach that involves parents and school personnel in an effort to reverse student underachievement (Rimm, 1995; Rimm, et al., 1989). In contrast, although the parents of underachieving gifted children may verbally espouse the values of achievement, they may have lives characterized by frustration and lack of fulfillment (Rimm & Lowe). Web Webunderachievement appear to be one of the major reasons for disagreement, and different researchers may use different measures to determine who is an underachiever. Despite this interest, the underachievement of gifted students remains an enigma. Therefore, one might expect counseling approaches to effectively address the problem of underachievement. Emericks study indicated that one type of effective intervention may be based on students strengths and interests (Renzulli, 1977; Renzulli & Reis, 1985, 1997). Vol. Springfield, IL: Charles C. Thomas.
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