A Complex Quest: The Development and Research of Underachievement Interventions for Gifted Students

Autor/inn/en	Rubenstein, Lisa Davia; Siegle, Del; Reis, Sally M.; Mccoach, D. Betsy; Burton, Meredith Greene
Titel	A Complex Quest: The Development and Research of Underachievement Interventions for Gifted Students
Quelle	In: Psychology in the Schools, 49 (2012) 7, S.678-694 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21620
Schlagwörter	Intervention; Academically Gifted; Self Efficacy; Psychologists; Academic Achievement; Motivation; Educational Change; Student Motivation; Parents; Teacher Educators; Models; Grades (Scholastic); Academic Failure; Parent Attitudes; Teacher Attitudes; School Psychology + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Psychologist; Psychologe; Psychologin; Schulleistung; psychologische; Motivation (psychologisch); Bildungsreform; Schulische Motivation; Eltern; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Analogiemodell; Notenspiegel; Elternverhalten; Lehrerverhalten; Schulpsychologie
Abstract	The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = 0.014, d = 0.38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self-efficacy and self-regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed-methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10