A Complex quest: The development and research of underachievement interventions for gifted students

Abstract

The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = .014, d = .38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self-efficacy and self-regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed-methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. C 2012

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

“…Students are less likely to engage and be productive in environments they perceive as being less supportive (Rubenstein, Siegle, Reis, McCoach, & Burton, 2012). Finally, Eccles and Wigfield (1995) confirmed goal valuation as a multidimensional construct consisting of intrinsic interest value (i.e., interest in a particular task), extrinsic utility value (i.e., importance of the task in relation to future goals), and attainment value (i.e., importance of being competent in a task).…”

“…Second, Rubenstein, Siegle, Reis, McCoach, and Burton (2012) developed individualized interventions based on the components of the Achievement-Orientation Model. Middle school gifted underachievers were identified and then administered treatments based on the component of the Achievement-Orientation Model in which they demonstrated a deficit.…”

Perfil De La Motivación Hacia El Aprendizaje en Alumnado Con Alta Capacidad

“…Si el valor está mediatizado por causas o agentes externos que empujan desde fuera hacia la tarea, o por la necesidad de obtener buen rendimiento en las metas académicas, sería una forma Extrínseca de Motivación. Entrelazadas con todas las anteriores están las influencias emocionales que afectan al individuo, como la ansiedad, o el disfrute de la interacción con otras personas de su entorno (Ayala, Martínez, & Yuste, 2004;Deci, Vallerand, Pelletier, & Ryan, 1991;Pintrich, & De Groot, 1990;Rubenstein, Siegle, Reis, Mccoach, & Burton, 2012;Ryan, & Deci, 2000).…”

“…El mismo estudio si encuentra apoyo en la literatura en la mayor atribución interna del éxito por parte de los alumnos de alta capacidad, al igual que Clinkenbeard (2012) que expone cómo ese tipo de estudiantes atribuyen el éxito a su propia habilidad y esfuerzo, y el fracaso a la mala suerte o a una mala elección de estrategia. También hay varios autores que encuentran cómo estos alumnos poseen creencias de autoeficacia, sobre todo en el entorno académico o en aquellas materias en las que poseen especial talento (Clinkenbeard, 2012;Navas, & Ivorra, 2004;Rubenstein, Siegle, Reis, Mccoach, & Burton, 2012).…”

Uma análise bioecológica do baixo desempenho escolar de estudantes com dotação intelectual

“…Matthews e McBee (2007) analisaram a relação entre ambiente escolar e insucesso, comparando as notas e as atitudes dos alunos durante o ano letivo com a motivação e os comportamentos de aprendizagem exibidos durante um programa de verão para os UGs, e concluíram que a escola é um fator que contribui para o insucesso. Desse modo, é importante que se ofereça tarefas mais valiosas e significativas para esses alunos, uma vez que, ainda que o aluno acredite que possa realizar bem certa atividade, ele não o fará se não estiver envolvido com a instituição (Rubenstein, Siegle, Reis, Mccoach, & Burton, 2012).…”