Underachievement
In the Gifted Child
Elizabeth Watson
EDUC 471
Interest Research Project
EDUC 471
Interest Research Project
Defining Underachievement
Underachievement is defined as a discrepancy between potential and performance/achievement. Gifted underachievers, while defined as gifted and talented, often do not perform at the level of which they are capable. While underachievers are not uncommon, it is difficult to generalize characteristics of underachievers as an entity.
There are, however, two types of underachievers: Nonproducers and Selective producers. Nonproducers are the gifted underachievers that perform exceedingly well on assessments and standardized testing, but refuse to do daily in-class assignments and homework. Selective producers know their capabilities and generally enjoy learning, but will only work on projects or assignments that are of interest to them.
The purpose of this flyer is to raise awareness about underachievement in the gifted population. I will outline the differences in achievers and underachievers, the different causes of underachievement, and potential social and emotional risk factors of gifted underachievers. Finally, I will provide classroom recommendations for what teachers and parents can do to reverse underachievement in their gifted students.
There are, however, two types of underachievers: Nonproducers and Selective producers. Nonproducers are the gifted underachievers that perform exceedingly well on assessments and standardized testing, but refuse to do daily in-class assignments and homework. Selective producers know their capabilities and generally enjoy learning, but will only work on projects or assignments that are of interest to them.
The purpose of this flyer is to raise awareness about underachievement in the gifted population. I will outline the differences in achievers and underachievers, the different causes of underachievement, and potential social and emotional risk factors of gifted underachievers. Finally, I will provide classroom recommendations for what teachers and parents can do to reverse underachievement in their gifted students.
Overachievers vs. Underachievers
Overachieving Students:
Underachieving Students:
(Adapted from McCoach and Siegle, 2003)
- Go above and beyond parent and teacher expectations
- Set goals for themselves, and do all that is in their power to meet these goals
- Both intrinsically and extrinsically motivated
- High self-regulation skills
Underachieving Students:
- Lack self-regulation skills
- Less motivated to participate in class, or produce quality work
- Do not see importance in goal setting
- Do not go above and beyond, despite their capabilities
(Adapted from McCoach and Siegle, 2003)
Causes of Underachievement
- Big life changes: a change in family structure, divorce, health issues with a family member, moving to a new school, not making a sports team or club
- Not having clear expectations from significant adults, such as teachers and parents
- Lack of stimulation and motivation in the classroom
- Lack of interest in certain areas of study or topics
- Fixed Mindset: believing that they are "smart" already, so their work should be effortless
- Gender
- Lack of self confidence
- Failing to see the work that they do as "meaningless"
Social and Emotional Risk Factors
- Fear of failure
- Poor risk taking
- Lack of friendships with intellectual peers
- Fear of being ostracized
- Perfectionism
- Fear of being bullied, seeing the term "gifted" as being synonymous with "nerd"
- Unadapted to challenges
- Fear of not being "the best"
Reversing Underachievement
By changing our own mindset of what it means to be gifted, and modifying our instructional practice, it is possible to reverse underachievement amongst gifted learners. It could also change their mindsets, as well. Below you will see different ways to reverse underachievement.
ENGAGE
According to Sylvia Rimm's trifocal of reversing underachievement, it is essential that interventions and modifications are put in place at school as well as at home. Interventions within the classroom setting should go beyond interest and strength-based activities. These activities should be engaging, but they should be activities that affect the work that students do each day.
Some tasks include:
(Jennifer Fredricks, 2010)
Some tasks include:
- cognitive tasks that are both meaningful and challenging
- posing and solving real world problems
- opportunities to incorporate outside interests and future plans
- choice with activities
- control over work production
(Jennifer Fredricks, 2010)
RESTORE
It is essential for underachieving students to accept responsibility for their underachievement, and be held accountable for them. Teachers can restore accountability by conducting an interview in which student AND teacher can discuss specific problems that the student is faced with, or problems the teacher notices. It is important that the student owns the problem. Once that happens, teacher and student can collaborate to come up with strategies for solving the problem. During this interview, the teacher can work with the student to come up with attainable goals for the student. It is important, however, to only create one goal at a time. (This type of interview would also be beneficial for the parent of a gifted student to conduct at home as well).
COLLABORATE
Since connecting with peers is one of the highest social-emotional needs of an underachieving gifted student, it is important to promote collaboration with both intellectual- and same-age peers (when appropriate). There should be plenty opportunity for students to work together to build school relationships.
It is also essential that teachers and parents collaborate to ensure that they are on the same page as far as the student's behaviors are concerned, both in and out of school. A system should be put into place so that parents know the interventions that are happening at school, and parents should know about the accountability that is being handled at home. Knowing that parents are teacher are working together as a team will motivate the underachiever.
It is also essential that teachers and parents collaborate to ensure that they are on the same page as far as the student's behaviors are concerned, both in and out of school. A system should be put into place so that parents know the interventions that are happening at school, and parents should know about the accountability that is being handled at home. Knowing that parents are teacher are working together as a team will motivate the underachiever.