The Underachievement of Gifted Students: What Do We Know and Where Do We Go?

By Sally M. Reis, D. McCoach. 2000

607 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/18fb8a09b80389a45d6515359d5a92ea5efe9a8f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “…begins in the elementary or primary school years, it is well-established by high school (Assouline & Colangelo, 2006; Lau & Chan, 2001; McCoach & Siegle, 2003; Reis & McCoach, 2000; Richert, 1991; Whitmore, 1980) and therefore an important consideration in the education of gifted adolescents.”
The School Attitude Assessment Survey-Revised: A New Instrument to Identify Academically Able Students Who Underachieve (2003, background): “(Reis & McCoach, 2000, p. 157)”
Emotional experiences during test taking : does cognitive ability make a difference? (2007, unknown): “…typically coincide with good academic achievement outcomes (Holling, Preckel, & Vock, 2004; Jensen, 1998; Ones, Viswesvaran, & Dilchert, 2004; on the problem of underachievement, see Carr, Borkowski, & Maxwell, 1991; McCoach & Siegle, 2003; Preckel, Holling, & Vock, 2006; Reis & McCoach, 2000).”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, background): “…& Gentry, 2012) have conducted research on the effectiveness of different test batteries in identifying students for gifted programs, no single way of identifying gifted students exists because the identification process may include the various issues highlighted above (Reis & McCoach, 2000).”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “Underachievement is defined as a failure to demonstrate academic performance commensurate with potential (Reis & McCoach, 2000) whereas low achievement characterizes performance that falls below grade-level standards and education.”
Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences (2009, background): “Teachers and parents usually associate high potential with high achievement, but achievement can and does varies across high potential children and over time (Reis & McCoach, 2000).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, methodology): “Ability typically is defined by results from an IQ test, and achievement by a measure of classroom performance, predominately grades (Reis & McCoach, 2000).”
The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students (2014, background): “Due to the negative stigmas associated with asynchrony development and high cognitive ability, gifted students are likely to hide their giftedness in order to develop more positive social relationships with age-related peers (Berndt, 1999; Reis & McCoach, 2000; Swiatek, 1998).”
Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students (2003, background): “several various types of underachievers (Heacox, 1991; Mandel & Marcus, 1988; Reis & McCoach, 2000;”
Exploring Teacher Biases When Nominating Students for Gifted Programs (2004, background): “The definition of underachievement often includes a discrepancy between school grades (productivity) and IQ or achievement scores 2 2 G I F T E D C H I L D Q U A R T E R L Y • W I N T E R 2 0 0 4 • V O L 4 8 N O 1 (Reis & McCoach, 2000).”
Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers (2005, background): “Counted among these are, without a doubt, deficient learning and work habits (Keller, 1993; Reis and McCoach, 2000), low control conviction levels (Tacke, 1995), and a poor ability self-concept (Rost and Hanses, 1994).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Underachievement as a general concept has been defined as a substantial, chronic gap between ability and achievement; when the level of ability is exceptional, this constitutes gifted underachievement1 (Reis & McCoach, 2000).”
Is there still a need for gifted education? An examination of current research (2010, background): “And despite the label that this diverse population has been given, some do and some do not demonstrate high levels of accomplishment in their education or their chosen professions and work (Reis & McCoach, 2000; Renzulli & Park, 2000).”
Best practices in the identification of gifted students with learning disabilities. (2001, background): “Motivation level, interest, self-efficacy, self-regulation skills, and other noncognitive factors also to contribute to academic success (Bandura, 1997; Gordon et al., 1999; Reis & McCoach, 2000; Siegle, 2000).”