This scoping review reflects on the extant research on parents of the gifted following the last critique of the literature offered by Jolly and Matthews in 2012. The method for the search followed the PRISMA-Scr protocol utilizing the SPIDER framework. Articles fell into two main themes of parental awareness and parental actions in the inductive…

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational…

The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship…

Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists…

The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this…

Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification.…

This article focuses on the underrepresentation of African American males in gifted and talented programs, and offers a number of key recommendations to practitioners and researchers who seek viable strategies to circumvent this problem. Beyond the focus on underrepresentation, several additional topics for discussion are excogitated to provide a…

An eclectic form of psychodynamic psychotherapy is presented to address the emotional problems of exceptionally and profoundly gifted adolescents and adults. The approach includes cognitive/behavioral techniques as well as psychologically informed mentoring, coaching, and advising. Once a psychodynamic formulation was established, it was used to…

Best practices in the identification of the twice-exceptional point to the use of multidimensional assessment that outlines specific areas of strength and concern. Students who are twice-exceptional remain a misunderstood population in schools, thus making identification that much more difficult. The purpose of this study was to review the…

This paper on underachievement in gifted students distinguishes between environmental, personal-neurological, and personal-psychological causes of underachievement. Characteristics of gifted underachievers are described, and strategies to change the pattern of the "personal-psychological" underachiever are discussed, with emphasis on coping…

Recounts the educational experience of an artistically talented adolescent in an urban setting. Notes the teenager's struggle to find a place for himself in his community and school and the resulting problems with underachievement. (Author/DB)

This study examined the relationship of different assignment structures (i.e., teacher-constructed and student-constructed) on the achievement patterns of 6th-grade gifted and advanced students in a Southwest suburban school. Through a descriptive case study design (Berg, 2004; Merriam, 1988), an action research approach (Stringer, 2004) and…

The findings suggest that previous studies have identified symptoms rather than causes of underachievement, and that classroom conditions, such as social climate and academic curriculum, are principal contributors to the development of gifted underachievers. (Author/PHR)

A study comparing mean locus of control and attribution scores of 137 elementary students found that underachieving gifted students' mean attribution scores were higher than other groups for ability in success situations. Underachieving gifted and non-gifted students' mean scores were higher than achieving gifted peers for externality and luck in…

This study comparing 70 gifted children (ages 5-14) with 2 control groups revealed that emotional problems were not the result of gifted ability per se but of other disturbing matters such as others' expectations or family conflict. Academic underachievement was related to self-concept; gifted children's greater sensitivity was usually…