Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students

By D. McCoach, Del Siegle. 2003

386 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/39dd9e04b5fed4e51473e6e550a4bcf0af6161e9

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotional experiences during test taking : does cognitive ability make a difference? (2007, neutral): “…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).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, methodology): “This study chose to use select subscales from the SAAS-R, the CSAS, and the EvsD to measure the constructs in the model.”
School Factors and the Underachievement of Gifted Students in a Talent Search Summer Program (2007, methodology): “The topic of academic underachievement hasintrigued educators for quite some time and has been an ongoing concern, particularly among educators of the gifted, for several decades (e.g., Delisle & Berger, 1990; French, 1960; McCoach & Siegle, 2003a; Whitmore, 1980; Zilli, 1971).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “…in this prior research, and the observation that within-group differences for under- achieving students appear to be larger than between-group differences (McCoach & Siegle, 2003), this aggregated approach is unlikely to be fruitful in isolating mechanisms in the development of underachievement.”
The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students (2014, background): “This may be due to a lack of consensual evidence and research on the particular topic (McCoach & Siegle, 2003).”
Making a Difference: Motivating Gifted Students who are not Achieving (2005, background): “Gifted underachievers often view school negatively (McCoach & Siegle, 2003).”
Honors Students’ Perceptions of Their High School Experiences (2014, background): “When McCoach and Siegle (2003) examined the differences between achievers and nonachievers, the two biggest predictors of academic achievement were students’ motivation and whether or not they valued the task.”
Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “Less effort is put into homework and class assignments, and some students fall off-track in terms of course credit, due to absences or insufficient effort (Cramond et al., 2007; Hébert, 2001; McCoach & Siegle, 2003).”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “McCoach and Siegle (2003) found that gifted achievers and gifted underachievers differed in attitudes toward school, attitudes toward teachers, motivation/self-regulation and goal valuation, but not in their academic self-perceptions, in which both exhibit very high scores.”
Exploring the Relationship of College Freshmen Honors Students’ Effort and Ability Attribution, Interest, and Implicit Theory of Intelligence With Perceived Ability (2010, background): “Some research (McCoach & Siegle, 2003) has indicated that gifted students’ underachievement may be linked to the meaningfulness they attach to school more than their belief in their ability to do well.”
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…”
Turkish high school students' biology achievement in relation to academic self-regulation (2007, background): “In fact, cognitive and metacognitive skills are of little value, if students are not motivated to use them (McCoach & Siegle, 2003; Pintrich & De Groot, 1990).”
Motivation and gifted students: Implications of theory and research (2012, neutral): “McCoach and Siegle (2003) compared gifted achieving and underachieving students and found that, although the underachievers scored lower on measures of motivation and self-regulation, there was no significant difference between the groups on measures of academic self-perception.”
Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (2010, neutral): “The assumption that gifted students are inherently motivated to learn has been challenged in the research literature (Gottfried, Gottfried, Cook, & Morris, 2005; McCoach & Siegle, 2003; Schick & Phillipson, 2009).”
Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood (2005, background): “For example, McCoach and Siegle (2003) reported that intellectually gifted achievers and underachievers were found to differ significantly on their self-regulation motivation (e.g., self-control, self-motivation, task commitment, persistence), and this motivation correctly classified these groups a…”