A Complex quest: The development and research of underachievement interventions for gifted students

By Lisa Davia Rubenstein, Del Siegle, Sally M. Reis, D. McCoach, M. Burton. 2012

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Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity (2013, background): “Creativity is not only necessary for societal advancement and development of disciplines, but it also facilitates psychological fulfillment (Runco, 2004). Creativity may also promote motivation, positive mental states, educational achievement, and development of personality within students (Freund &”
The Validity of the Achievement-Orientation Model for Gifted Middle School Students (2014, background): “This may be because of the commonly held belief that gifted students already possess adequate self-regulation skills and therefore are able to persevere in the face of tasks with low meaning (Rubenstein et al., 2012).”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “How can we understand complex issues of causality behind the development of underachievement (Reis & McCoach, 2000) and its reversal (Rubenstein et al., 2012)?”