School Factors and the Underachievement of Gifted Students in a Talent Search Summer Program

By M. Matthews, Matthew T. McBee. 2007

119 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b9ebec3e3efd28ce30a24a9939186bb5930cb0a8

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement (2013, background): “For example, in a study of gifted middle and high school students attending a summer enrichment program, Matthews and McBee (2007) found that students’ previous underachievement in school had no bearing on their achievement-related behaviors while attending the program.”
Factors Affecting the Algebra I Achievement of Academically Talented Learners (2008, methodology): “The initial data source was comprised of all seventh-grade North Carolina students participating in above-level testing through the Duke University Talent Identification Program (TIP; Matthews, 2006; Matthews & McBee, 2007; Talent Identification Program, 2007) in 1996 or 1997.”
Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective (2010, unknown): “Academic motivation may often go unnoticed or even be dismissed with students of high intellectual ability because the work they produce is likely to be of high quality from a normative standard (Matthews & McBee, 2007).”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, methodology): “Although a “C” average may not seem severely discrepant, grades that might seem acceptable for the typical student population can be considered low for highly able students (Matthews & McBee, 2007).”
Honors Students’ Perceptions of Their High School Experiences (2014, background): “Controversy persists in the field over the proportion of underachieving gifted students; estimates range from 10% (Matthews & McBee, 2007) to 50% (National Commission on Excellence in Education, 1983).”