Family Therapy With Intellectually and Creatively Gifted Children

Moon, Sidney M.; Hall, Alex

doi:10.1111/j.1752-0606.1998.tb01063.x

Cited by 41 publications

(37 citation statements)

References 98 publications

(81 reference statements)

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“…Parent training can focus on supporting schoolwork, validating children, dealing with sibling issues, modeling attitudes about work, and communicating effectively. Family therapy outside of the school setting might also be appropriate (Moon & Hall, 1998).…”

Section: Implications For Counselors and Educatorsmentioning

confidence: 99%

Successful Adults Who Were Once Adolescent Underachievers

Peterson

2001

Gifted Child Quarterly

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A B S T R A C T young-adult developmental tasks; factors ofresilience; self-perceptions; and perceptions about parents, teachers, and family.This retrospective study of professionally successful adults who were academic underachievers during adolescence (N = 31) explored the phenomenological experience of underachievement, with particular focus on potentially interactive factors that might be associated with onset. maintenance, and reversal of underachievement. Underinvolved and nonencouraging parents and teachers, negative parental attitudes toward work, family conflict, lack of career direction, and family transitions were found to be associated with underachievement. Both the adolescents and their parents achieved in nonacademic areas. School and Family FactorsAssociating underachievement with more than just the underachiever is not new. School-system factors have been stud-

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Section: Implications For Counselors and Educatorsmentioning

confidence: 99%

Successful Adults Who Were Once Adolescent Underachievers

Peterson

2001

Gifted Child Quarterly

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“…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). Underachievers usually present low academic self-perception, negative attitudes towards school, teachers and classes, low goal valuation and low motivation and self-regulation (Dowdall and Colangelo, 1982;McCoach and Siegle, 2003;Whitmore, 1980).…”

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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“…Furthermore, gifted students are believed to be at risk of both internalising and externalising problems, including depression, anxiety, anger/frustration, irritability, failure-avoidance behaviour, and low self-esteem (Reis, Neu, & McGuire, 1995;Rimm, 1995). These internalising and externalising problems, such as negative perfectionism and failure-avoidance, directly contribute to both poor socialemotional adjustments and underachievement (McRae, 2002;Moon & Hall, 1998).…”

Section: The Nature Of Gifted Studentsmentioning

confidence: 99%

The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

Blaas

2014

Aust. j. guid. couns.

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Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves (Neihard, Reis, Robinson, & Moon, 2002). As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students (Australian Council for Educational Research, 2010;Queensland Government, 2013). While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article aims to critically analyse the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students.

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Family Therapy With Intellectually and Creatively Gifted Children

Cited by 41 publications

References 98 publications

Successful Adults Who Were Once Adolescent Underachievers

Successful Adults Who Were Once Adolescent Underachievers

Gamification for smarter learning: tales from the trenches

The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

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