Keith Block Bio, Articles F

In L. K. Silverman (Ed.). More recent studies (e.g., Anderson & Keith, 1997) report correlations as high as .67 between measures of ability and achievement. When we hold low expectations for students, we may be unable to recognize, and therefore reverse, these students underachievement behaviors. Gifted underachievers are especially prone to developing a poor self Paper presented at the First Southeast Asian Regional Conference on Giftedness. 108-415). Who should make the decision as to what is considered achievement and, by extension, what is worth achieving? An examination of the NELS: 88 data revealed that students with friends who cared about learning demonstrated better educational outcomes than those with less educationally interested or involved friends (Chen, 1997). (1991). A longitudinal study of 35 culturally diverse, gifted urban high school students compared successful students to a similar group of high-ability students who did not achieve (Reis et al., 1995). (1998). Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. P., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of underachievement in gifted students. Roeper Review, 14, 130-136. When teachers expect students to complete work involving content and concepts mastered several years earlier, high-ability students become difficult to motivate. One would expect a gifted students performance to be above grade level in some subject areas, especially those areas in which that student has been identified as gifted. Bright childpoor grades: The psychology of underachievement. Chen, X. Several lines of research remain inadequately explored. Definitions of gifted underachievement as a discrepancy between potential and performance are by far the most common. 11-12). Chichester, England: John Wiley and Sons. Hidden gifted students: Underachiever prevalence and profile, Journal for the Education of the Gifted, 20, 36-53. Gifted Child Quarterly, 30, 66-69. Denver, CO: Love.