The Underachievement Condition in Giftedness: Definition and Characteristics

Article Sidebar

PDF (Português (Brasil))
Published: Dec 22, 2011
Keywords:
gifted low academic performance underachievement personal school and familiar factors

Main Article Content

Vanessa Terezinha Alves Tentes Ourofino
Universidade de Brasília
Denise Souza Fleith
Universidade de Brasília

Abstract

The low academic performance in gifted individuals is a complex phenomenon which has been observed and reported by teachers, experts and researchers for over three decades. Although this definition does not meet a full consensus, it aggregates all the elements that make up this apparently antagonistic reality. The definition of low performance, underachievement in English; emphasizes the discrepancy between the realized potential (skills) and performance (achievement), particularly within the school context. The main objective of this article is to present the theoretical and empirical contributions that support the study of this phenomenon giftedness under the perspective of special people, namely the underachievers gifted. First of all, some elements related to the concept of giftedness are highlighted and the characteristics of a gifted individual are listed in order to present the definition of underachievement, characterize the underachiever gifted and outline some related coefficients present in this condition.

Downloads

Download data is not yet available.

Article Details

Issue
Vol. 13 No. 3 (2011)
Section
Artigos

Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content. 

 

References

ADELSON, J. L. A perfect case study: Perfectionism in academically talented fourth graders. Gifted Child Today, v. 30, n. 4, p. 14-20, 2007.

ALENCAR, E. M. L. S.; FLEITH, D. S. Superdotados: determinantes, educação e ajustamento. São Paulo: EPU, 2001.

BAKER, J. A.; BRIDGER, R.; EVANS, K. Models of underachievement among gifted preadolescents: The role of personal, family, and school factors. Gifted Child Quarterly, v. 42, n.1, p. 5-15, 1998.

BASLANTI, U.; MCCOACH, D. B. Factors related to the underachievement of university students in Turkey. Roeper Review, v. 28, n. 2, p. 210-215, 2006.

BAUM, S. M.; OLENCHACK, F. R.; OWEN, S. V. Gifted students with attention deficits: Fact and/or fiction? Or can we see the forest for the trees? Gifted Child Quarterly, v. 42, n. 1, p. 96-104, 1998.

BETHEA, B. Investigating perceived influencing academic underachievement of gifted students in grades four and five in a rural school district. 2007. Thesis (Doctorate in Educational Psychology)–Capella University, Sumter, Estados Unidos, 2007.

BETTS, G. T.; NEIHART, M. Profiles of the gifted and talented. In: STERNBERG, R. (Org.). Definitions and conceptions of giftedness. In: REIS, S. (Ed.). Series Editor. Essential readings in gifted education. Thousand Oaks, CA: Corwin Press, 2004. p. 97-106.

BRASIL. Diretrizes Nacionais para a Educação Especial na Educação Básica – Parecer CNE/CEB 11/09/2001. Brasília: MEC/CNE/CEB, 2001.

BRASIL. Política nacional de educação especial na perspectiva da educação inclusiva. Brasília: MEC/SEESP, 2008.

BRASIL. Dados do Censo Escolar 2009. Brasília: MEC/INEP. Disponível em: <http://www.inep.gov.br>. Acesso em 06 de agosto. 2009.

CLARK, M. A.; LEE, S. M.; GOODMAN, W.; YACCO, S. Examining male underachievement in public education: Action research at a district level. NASSP Bulletin, v. 92, n. 2, p. 111-132, 2008.

CLEMONS, T. L. Underachieving gifted students: A social cognitive model. Roeper Review, v. 30, n. 1, p. 69, 2008.

DAVIDSON INSTITUTE FOR TALENT DEVELOPMENT. Federal policies. Disponível em: <http://www.davidsoninstitute.org/statepolicydetails>. Acesso em 12 agosto. 2009.

DAVIS, G. A. ; RIMM, S. B. Education of the gifted and talented. Needham Heights, MA: Allyn and Bacon, 1994.

DOWDALL, C. B.; COLANGELO, N. Underachieving gifted students: Review and implications. Gifted Child Quarterly, v. 26, n. 4, p. 179-184, 1982.

DVORAKOVA, J. Personality, traits and interests of intellectually gifted students with underachievement. Ceskoslovenska Psychologie, v. 50, n. 6, p. 522-532, 2008.

FLEITH, D. S. A contribuição do psicólogo escolar para o desenvolvimento das altas habilidades. In: MARINHO-ARAÚJO, C. M. (Org.). Psicologia escolar: novos cenários e contextos de pesquisa, formação e prática. Campinas: Alínea, 2009. p. 245-264.

GUENTHER, Z. C. The international program perspective: Identification through guided observation in Brazil. Gifted and Talented International, v. 15, n. 2, p.130-133, 2000.

HANNAH, C. L.; SHORE, B. M. Twice-exceptional students' use of metacognitive skills on a comprehension monitoring task. Gifted Child Quarterly, v. 52, n. 1, p. 3-18, 2008.

HEACOX, D. Up from underachievement. Minneapolis, MN: Free Spirit, 1991.

IRELAND, V. E. (Org.). Repensando a escola: um estudo sobre os desafios de aprender, ler e escrever. Brasília: UNESCO/MEC/INEP, 2007.

LIBÓRIO, A. C. O. As interações professor-aluno e o clima para a criatividade em sala de aula: possíveis relações. 2009. Dissertação (Mestrado em Psicologia)–Universidade de Brasília, Brasília, 2009.

MATTHEWS, M. S.; MCBEE, M. T. School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, v. 51, n. 2, p. 167-181, 2007.

MCCOACH, D. B.; SIEGLE, D. Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, v. 47, n. 3, p.144-154, 2003.

MONTGOMERY, D. Gifted e talented children with special educational needs: Double exceptionality. London: David Fulton Publishers, 2003.

MONTGOMERY, D. Double exceptionality: Gifted children with SEN and what ordinary schools can do. Gifted and Talented International, v. 19, n. 1, p. 29-35, 2004.

MONTGOMERY, D. Cohort analysis of writing in year 7 after 2, 4, 7 years of National Literacy Strategy. Support for Learning, v. 23, n. 1, p. 3-11, 2008.

MONTGOMERY, D. Able, gifted and talented underachievers. London: Wiley Blackwell, 2009.

NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION. A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office, 1984.

NEIHART, M. Gifted children and depression. In: NEIHART, M.; REIS, S. M.; ROBINSON, N. M.; MOON, S. M. (Org.). The social and emotional development of gifted children. What do we know? Washington, DC: Prufrock Press, 2002. p. 93-102.

NEIHART, M.; REIS, S. M.; ROBINSON, N. M.; MOON, S. M. (Org.). The social and emotional development of gifted children. What do we know? Washington, DC: Prufrock Press, 2002.

NEUMEISTER, K. L. S. Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, v. 26, n. 3, p. 221-238, 2003.

OLIVAREZ, S. S. Factors that predict underachievement in Hispanic gifted students. 2004. Thesis (Doctorate in Psychology)–University Texas Pan-American, Rio Grande Valley, Texas, 2004.

OUROFINO, V. T. A. T. Características cognitivas e afetivas entre alunos superdotados, hiperativos e superdotados/hiperativos: um estudo comparativo. 2005. Dissertação (Mestrado em Psicologia)–Universidade de Brasília, Brasília, 2005.

OUROFINO, V. T. A. T. Altas habilidades e hiperatividade: a dupla-excepcionalidade. In: FLEITH, D. S.; ALENCAR, E. M. S. (Org.). Desenvolvimento de talentos e altas habilidades. Porto Alegre: Artmed, 2007. p. 51-66.

OUROFINO, V. T. A. T.; GUIMARÃES T. G.. Características intelectuais, emocionais e sociais do aluno com altas habilidades/superdotação. In: FLEITH, D. S. (Org.). A construção de práticas educacionais para alunos com altas habilidades/superdotação. Orientação a professores. Brasília: MEC/SEESP, 2007. p. 41-52.

PALMEIRA-PEREIRA, V. L. A inclusão educacional do aluno superdotado nos contextos regulares de ensino. 2008. Dissertação (Mestrado em Psicologia)–Universidade Católica de Brasília, Brasília, 2008.

PHILLIPSON, S. N. Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, v. 18, n. 2, p. 173-190, 2007.

PINHEIRO-CAVALCANTI, M. M. A relação entre motivação para aprender, percepção do clima de sala de aula para criatividade e desempenho escolar de alunos do 5º ano do ensino fundamental. 2009. Dissertação (Mestrado em Psicologia)–Universidade de Brasília, Brasília, 2009.

PRECKEL, F. Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, v. 43, n. 3, p. 401-411, 2006.

REIS, S. M.; MCCOACH, D. B. The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, v. 44, n. 3, p. 152-170, 2000.

REIS, S. M.; MCCOACH, D. B. Underachievement in gifted students In: NEIHART, M.; REIS, S. M.; ROBINSON, N. M.; MOON, S. M. (Org.). The social and emotional development of gifted children. What do we know? Washington, DC: Prufrock Press, 2002. p. 193-201.

RENZULLI, J. S.; REID, B. D.; GUBBINS, E. J. Setting an agenda: Research priorities for the gifted and talented through the year 2000. Storrs, CT: The National Research Center on the Gifted and Talented, 1992.

RENZULLI, J. S.; SMITH, L. H.; WHITE, A. J.; CALLAHAN, C. M.; HARTMAN, R. K.; WESTBERG, K. L. The Scales for Rating the Behavioral Characteristics of Superior Student (SRBCSS-R). Mansfield Center, CT: Creative Learning Press, 2000.

RIMM, S. B. Peer and social acceptance of gifted students. In: NEIHART, M.; REIS, S.M.; ROBINSON, N. M.; MOON, S. M. (Orgs.). The social and emotional development of gifted children. What do we know? Washington, DC: Prufrock Press. 2002. p. 193-201

RIMM, S. B. Underachievement: A national epidemic. In: COLANGELO, N.; DAVIS, G. A. (Orgs.). Handbook of gifted education. Needham Heights, MA: Allyn Bacon, 2003. p. 424-443.

SABATELA, M. L. P. Talento e superdotação: problema ou solução? Curitiba, PR: IBPEX, 2005.

SCHOBER, B. Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue. High Ability Studies, v. 15, n. 1, p. 43-62, 2004.

SCHULTZ, R. A. Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, v. 24, n. 4, p. 203-212, 2002.

SILVERMAN, L. K. (2002). Asynchronous development. In: NEIHART, M.; REIS, S. M.; MOON, N. M. (Orgs.). The social and emotional development of gifted children. What do we know? Washington, DC: Prufrock Press. p. 31-37.

SPARFELDT, J. R. Gifted underachievers as adolescents and young adults: Second part of the "drama of gifted underachievers"? Zeitschrift Fur Padagogische Psychologie, v.20, n. 3, p. 213-224, 2006.

SWANSON, J. D. Breaking through assumptions about low-income, minority gifted students. Gifted Child Quarterly, v. 50, n. 1. p. 11-25, 2006.

WEBB, J. T. et al. Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar OCD, Asperger’s, depression and other disorders. Scottsdale, AZ: Great Potencial Press, 2005.