Understanding Giftedness and Underachievement: At the Edge of Possibility

Abstract

Although many ways of doing research exist in education, mulch of the research conducted has focused on identifying or defining strategies to fit learners to existing theories of education and schooling. This article examines historical styles of research Conducted around the construct of gifted underachievement. It then explores possibilities of implementing alternative approaches and theoretical arguments in practical applications in this area. Goals include providing an overview of research focused on gifted underachievement, examining research positions (paradigms) that more vividly represent complexity inherent in educating gifted individuals, and providing precepts that guide practitioners and scholars to alternative views of the research process and use of research outcomes.

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

“…Similar to the findings of Kanevsky and Keighly (2003), Schultz (2002) found lack of choice, unchallenging material, and the absence of a caring teacher negatively impacted gifted students' achievement. Similarly, Hébert (2001) noted inappropriate curricular experiences and issues in the home environment as factors leading to students' underachievement.…”

Improving Aggression Regulation in Highly Gifted Underachievers: An Evaluation Study Based on a Mixed Methods Design

“…Psychotherapy based on artistic mediations is well adapted to their special sensitivity to intrusion. It is important to stress that aggression dysregulation does not belong to the psychological features of high ability itself, but it is due to relational problems and psychopathological complications (12,27,29,49,50). Highly gifted children may eventually develop a special sensitivity which could favour relational problems (3,9,51).…”

Shortcomings of the IQ-Based Construct of Underachievement

“…At that point, the question of the best forms of intervention became, and has remained, perhaps the most important single question in giftedness research (Compton, 1982;Delisle, 1982). However, research efforts have concentrated mainly on identifying the "differences" between gifted achievers and gifted underachievers (e.g., McCoach & Siegle, 2001, 2003Rimm, 1988;Schultz, 2002). It was unsatisfactory that in comparison to the previous critical phase, hardly any increase in knowledge was being made.…”