Research on gifted underachievement focuses mainly on individual factors, with structural school-related factors under-researched¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Eight of nine reviewed studies focused mainly on individual factors; only one examined structural aspects of schooling. → White 2018

Evidence¶

White 2018¶

White, Sonia, Graham, Linda, & Blaas, Sabrina (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educational Research Review, 24, pp. 55-66. https://doi.org/10.1016/j.edurev.2018.03.001

q3 · i? · review · r3

Review synthesis of factor coverage (§4.3, Table 5). The review reports "the majority of studies (n=8) focused mainly on individual factors"; only two examined home factors and only one study (Reis et al., 2005) included structural school variables such as program participation and support availability.

"The majority of studies (n=8) focused mainly on individual factors. The most common factors investigated across the nine studies were motivation, emotion, and students’ perceptions of school."

Discussion¶

Related Claims¶

• All reviewed studies conceptualize gifted underachievement with a discrepancy model, but achievement measures and cut-offs differ widely across studies — related
• Most studies of gifted underachievement do not use research designs capable of distinguishing gifted achievers from gifted underachievers — related
• Gifted underachievers typically report more negative perceptions of school and teachers than gifted achievers, though findings are not uniform — related