Students' perceptions of affective issues impacting the social emotional development and school performance of gifted/talented youngsters

Adult perceptions of the impact of Kentucky Education Reform Act initiatives on achievement : insights of rural gifted students.

“…Emerick (1992) found that students identified themselves as one of the six critical factors in their underachievement and its reversal. They reported that their academic selfconcept, the degree to which the students saw themselves as able to be academically successful, impacted their effort and success (Emerick, 1992;Ford, 1989;Ford, 1992;Hoekman, McCormick, & Gross, 1999;Van Boxtel & Monks, 1992). Underachieving students were found to have an extemallocus of control, believing that their success was more closely related to innate ability (they should be able to naturally succeed) or to conditions beyond their control, rather than equating success with effort (Csikszentmihalyi, 1990;Ford, 1992;Luscombe & Riley, 2001;Peterson, 2001;Van Boxtel & Monks, 1992).…”

“…As with the perception of difference from peers, gifted students express guilt over the expectations of others and their concern that they were not measuring up (Ablard, 1997;Ford, 1989;Porath, 1996). Students express concern that they do not have the skills to assume the roles that others seemed to expect of them and decline in their perceptions of academic ability over time (porath, 1996).…”

“…Ford (1989) found surprising consistencies in the responses of gifted students who characterized themselves as "average" and recited extensive accounts of shortcomings and evidence to prove they were less than exceptional. Students indicated that they did not want to stand out and they were embarrassed about doing well without working.…”

“…Students report employing varied strategies to try to balance the perception conflicts. Many gifted students report efforts to avoid standing out by underachieving in an attempt to fit in at school (Ablard, 1997;Ford, 1989;Gentry, Rizza, & Gable, 2001;Luscombe & Riley, 2(01). Students' perceptions of cultural and peer expectations contribute to non-performance and underachievement patterns (Kavensky & Keighley, 2(03).…”

“…Effective interventions require careful task analysis and attention to the student's organizational and task skills that will foster success (Ford, 1989;Redding, 1990;Reis & McCoach, 2000;Siegle & Schuler, 2(00).…”