Why Bright Children Underachieve: The Pressures They Feel.

Autor/in	Rimm, Sylvia B.
Institution	Purdue Univ., West Lafayette, IN. Gifted Education Resource Inst.; Indiana State Dept. of Education, Indianapolis. Office of Gifted and Talented Education.
Titel	Why Bright Children Underachieve: The Pressures They Feel.
Quelle	(1987), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Child Development; Child Rearing; Educational Therapy; Elementary Secondary Education; Gifted; Individual Needs; Locus of Control; Parent Child Relationship; Prevention; Self Concept; Stress Management; Stress Variables; Student Needs; Teacher Student Relationship; Teaching Methods; Theories; Underachievement + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kindererziehung; Lerntherapie; Begabter, Hoch Begabter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Prävention; Vorbeugung; Selbstkonzept; Stressmanagement; Stressbewältigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Performance deficiency; Leistungsschwäche
Abstract	The paper considers pressures on bright children and the relationship of such pressures to underachievement. It gives specific suggestions on the prevention of underachievement to both parents and teachers. Pressures often felt by gifted children include pressures to be brilliant, to be creative, to do something spectacular, to find oneself, to be popular, to be good, to be the best sibling. Noted is a relationship between underachievement and a lack of personal locus of control in which students do not internalize the relationship between effort and outcome. A quadrant diagram illustrates relationships between effort and outcomes resulting in either achievement or underachievement. Six recommendations for parents include consistency in setting effort and outcome goals for children, modeling effort and satisfaction of accomplishment, and emphasis on the positive. Seven recommendations for teachers include challenging gifted children in basic skill areas, teaching divergent thinking processes, and maintaining a positive classroom environment. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01