A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement

Autor/inn/en	Snyder, Kate E.; Linnenbrink-Garcia, Lisa
Titel	A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement
Quelle	In: Educational Psychologist, 48 (2013) 4, S.209-228 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2013.835597
Schlagwörter	Gifted; Underachievement; Student Adjustment; Student Attitudes; Academic Achievement; Educational Experience; Learning Theories; Student Motivation; Values; Social Cognition; Socialization; Self Concept; Difficulty Level + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Performance deficiency; Leistungsschwäche; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Schulleistung; Bildungserfahrung; Learning theory; Lerntheorie; Schulische Motivation; Wertbegriff; Soziale Kognition; Socialisation; Sozialisation; Selbstkonzept; Schwierigkeitsgrad
Abstract	Research on underachieving gifted students has uncovered a large number of characteristics differentiating gifted underachieving and achieving students. However, less is known about the way in which underachievement develops across schooling. Using a person-centered theoretical framework and key constructs from current motivational theories, we propose that there are multiple developmental trajectories in underachievement that arise from early school experiences. Two primary pathways are proposed: (a) a Maladaptive Competence Beliefs Pathway whereby underachievement results from the development of particular beliefs about giftedness and maladaptive coping behaviors, and (b) a Declining Value Beliefs Pathway in which underachievement develops from declining value beliefs and increasing perceptions of costs associated with academics. Avenues for future empirical research with these pathways are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10