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Gifted Underachievers: Who, what, why?
Rutgers UniversityGifted Education Conference
11/19/15Dr. Elissa F. Brown
Who are they? How do we help?
Underachievers are students who exhibit a
severe discrepancy between expected achievement and actual achievement. The discrepancy must not be the result of a diagnosed learning disability and must persist over an extended period of time. Gifted underachievers score high to superior on measures of expected achievement
(Reis & McCoach, 2000)2
Underachievers
Speculation ranges from 10% to
more than 50% of the gifted population are underachievers.
-McCoach and Seigle (2008)
Causes of Underachievement
Environmental Chronically, slow-
moving classroom experiences
Peer pressure to conform to be “like” everyone else
Loneliness, isolation from classmates
Family dynamics
Individual Unrecognized learning
deficits that interfere with learning
Deficits in self-regulation: impulsivity, disorganization
Internalizing issues: anxiety,
perfectionism, low self-esteem
Externalizing issues:Rebelliousness, nonconformity, anger
Heacox’s Up From Underachievement
Gifted Achiever Pride in own work and
effort Resilience when things
go wrong Practice risk taking Self-disciplined Goal-oriented --set out
plan for own work and follow through
Gifted Underachiever Poor academic self-
concept, poor organisation
External locus of control
Perfectionism, so unlikely to take risks
Independent --insist on doing only what they want to do
Discrepancy between oral and written work
Pressure to be the smartest Pressure to be different Pressure to be popular Pressure to be loyal
Pressures Gifted Underachievers Internalize
Do students underachieve because they come
from families in conflict? Does the underachievement of the child create
problems in family dynamics? Is there an interaction between the
underachiever and the family?
7
Family Issues
Regardless of exam performance, students who were
believed to have tried harder were better rewarded than those who appeared not to have tried.
Hyperactivity may be due to environmental issues: the school environment demands students to be docile, neat, quiet for extended periods of time, and interested in what the teacher is interested in.
Teachers perceive eager students are motivated and unreceptive students are unmotivated Both students may be motivated; one to achieve a
goal that requires study and the other to avoid it.
School Issues
If during the first five or six
years of school, a child earns good grades and high praise without having to make much effort, what are all the things he doesn’t learn that most children learn by third grade?
Turn and Talk….
1. High achievers who see that when they work hard, they get good grades. The curriculum is probably just beyond their grasp (eg challenging/rigor) and requires effort
EFFORT +RESULTS +
2. Struggling students who work hard, but do not get good grades. The curriculum needs modifications to allow for success
EFFORT +RESULTS -
3. Low achievers who do not need to work hard to get good grades. The curriculum is too easy and requires little to no effort
EFFORT –RESULTS +
4. Classic underachievers who put forth no effort and results are negative. They could come from either quadrant 2 or 3
EFFORT -RESULTS -
10
Underachievement Framework(S. Rimm)
High Effort, High Outcomes
Feel bright, creative, and approved of by parents and teachers
Motivated to learn Extrinsic and intrinsic satisfaction Set realistic high goals, work hard, and
persevere
“Children will continue to achieve if they usually see the relationship between the learning process and its outcomes.”
Quadrant 1
High Effort, low outcomes
Set goals too high, may be in competitive environment
Sometimes parents set goals too high Learning disabled children or those with
unusual learning styles fit here Feel dumb
Quadrant 2
Low Effort, High Outcomes
Most typical dilemma for gifted Not sufficiently challenged so being smart
means doing things easily Hit brick wall when faced with real challenge Remedies: challenging work, accerlerated or
enriched curriculum, homogeneous grouping, differentiation
Quadrant 3
Low Effort, Low Outcomes
Advanced stage of underachievement – happens for children in Quadrants 2 or 3 over time
Given up reasonable goal setting Parents and teachers begin to doubt abilities Difficult to reverse and may be therapeutic help
Quadrant 4
Students attribute success or failure to different
causes: Danny got a C- on the science test. He
attributes his grade to the test being too hard.
Pedro also got a C-. He had studied a lot and thought that he was lucky to get that grade.
Lamar received an A. He thinks his ability earned his grade.
Chou also got an A. He thinks the teacher likes him.
19
Attribution Theory
Ability Effort Task Difficulty Luck
20
Attribution Theory:4 areas
I find the harder I work,
the more luck I seem to have.
-Thomas Jefferson
Possesses Adequate Skills to Perform the Task
Sets Realistic Expectations and
Implements Appropriate Strategies to Successfully
Complete Goals (Self-Regulation)
Task Engagement
and Achievement
Achievement-Orientation Model
Confident in One’s Ability to
Perform the Task (Self-Efficacy)
Expects to Succeed / be Supported(Environmental Perception)
Values the Task or Outcome (Meaningfulness /
Goal Valuation)
Motivation
Teachers Family Peers
Each of the four elements of the model (Meaningfulness, Self-Efficacy, Environmental Perception, and Self-Regulation) is usually present in individuals who achieve at a level commensurate with their abilities. Some of these factors may be stronger than others, but overall, achievement-oriented individuals display a combination of all four traits. Remediation can be based on diagnosing which element or elements are deficit and addressing them. Two individuals might have very different remediation programs based on their achievement-orientation profiles.
Siegle, 2009
1. Children are more likely to be achievers if
their parents join together to give the same clear and positive message about school effort and expectations.
2. Children can learn appropriate behaviors more easily if they have models to imitate.
3. Communication about a child between adults (referential speaking) within the child’s hearing dramatically affects children’s behaviors and self-perception.
Rimm’s Laws
4. Overreaction by parents to children’s
successes and failures leads them to feel either intense pressure to succeed, or despair and discouragement in dealing with failure.
5. Children feel more tension when they are worrying about their work than when they are doing that work.
6. Children develop self-confidence through struggle.
7. Deprivation and excess frequently exhibit the
same symptoms.8. Children develop confidence and an internal
sense of control if power is given to them in gradually increasing increments as they show maturity and responsibility.
9. Children become oppositional if one adult
allies with them against a parent or a teacher, making them more powerful than the adult.
10. Adults should avoid confrontations with children unless they are sure they can control the outcomes.
11. Children will become achievers only if they
learn to function in competition.12. Children will continue to achieve if they
usually see the relationship between the learning process and its outcomes.
Rimm (2004)
Inconsistent parenting techniques
In 95% of families, one parent emerged as the disciplinarian and the other acted as a protector.
Parents tend to be overly lenient or overly strict – or may vacillate between the two,
Bestowing adult status on a child at too young of an age may contribute.
Influences: Family
High-achieving peers have a positive
influence on gifted students who begin to underachieve. The reverse is true as well. One study showed that 66% of high ability students named peer pressure as the primary force against getting good grades.
Studies show that friends’ grades are very similar by the end of the year.
Influences: Peers
Opportunities to explore interests Relationship with teacher Use of self regulation strategies Opportunity to work in preferred learning
modality Time to interact with appropriate peers Opportunities to connect content with area of
interests Development of goals associated with effort Out of school experiences Smaller teacher-student ratio 30
Reversing Underachievement
Possesses Adequate Skills to Perform the Task
Sets Realistic Expectations and
Implements Appropriate Strategies to Successfully
Complete Goals (Self-Regulation)
Task Engagement
and Achievement
Achievement-Orientation Model
Confident in One’s Ability to
Perform the Task (Self-Efficacy)
Expects to Succeed / be Supported(Environmental Perception)
Values the Task or Outcome (Meaningfulness /
Goal Valuation)
Motivation
Teachers Family Peers
Each of the four elements of the model (Meaningfulness, Self-Efficacy, Environmental Perception, and Self-Regulation) is usually present in individuals who achieve at a level commensurate with their abilities. Some of these factors may be stronger than others, but overall, achievement-oriented individuals display a combination of all four traits. Remediation can be based on diagnosing which element or elements are deficit and addressing them. Two individuals might have very different remediation programs based on their achievement-orientation profiles.
Siegle, 2009
The surest way to make it difficult for children is to make it easy for them
-Eleanor Roosevelt