ERIC Number: EJ968885
Record Type: Journal
Publication Date: 2012-May
Reference Count: 11
Underachievers: From Whose Perspective? A Commentary on "Differentiating Low Performance of the Gifted Learner: Achieving, Underachieving, and Selective Consuming Students"
Peters, Scott J.
Journal of Advanced Academics, v23 n2 p176-180 May 2012
This article presents the author's critique on "Differentiating Low Performance of the Gifted Learner: Achieving, Underachieving, and Selective Consuming Students". The authors of the article titled "Differentiating Low Performance of the Gifted Learner: Achieving, Underachieving, and Selective Consuming Students" investigated whether there were significant differences in academic self-perception and thinking styles across three groups of gifted learners. To do so, they relied heavily on a distinction put forward by Delisle (1992) that gifted students fall into one of three groups: achievers, underachievers, or selective consumers. The author was pleased to see this distinction applied because he believes it recognizes a key difference in students who have demonstrated high academic aptitude but who for different reasons do not perform equally high on measures of academic achievement (so-called underachievers). The author believes that the analysis and discussion of disconnects and the underachievement distinction are the greatest takeaways from this article, even beyond the actual study results. He believes the greatest weakness of the study relates to the sample. As the authors concede in their limitations, the sample was from a very narrow population and was especially small. This is not terribly unusual in education research (particularly in gifted education research), but he agrees with the authors that it does limit the generalizability and utility of their findings.
Descriptors: Academically Gifted, Underachievement, Perspective Taking, Student Motivation, Academic Aptitude, Classification, Self Concept, Differences, Sample Size, Elementary Secondary Education
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States