Gifted Students' Adjustment and Underachievement in University: An Exploration from the Self-Determination Theory Perspective

Autor/inn/en	Almukhambetova, Ainur; Hernández-Torrano, Daniel
Titel	Gifted Students' Adjustment and Underachievement in University: An Exploration from the Self-Determination Theory Perspective
Quelle	In: Gifted Child Quarterly, 64 (2020) 2, S.117-131 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almukhambetova, Ainur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986220905525
Schlagwörter	Academically Gifted; Underachievement; Student Adjustment; Self Determination; Educational Environment; Peer Influence; Parent Influence; Teacher Influence; Student Attitudes; Foreign Countries; Undergraduate Students; School Role; Secondary Schools; Colleges; Interpersonal Relationship; Kazakhstan + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Ausland; Sekundarschule; College; Hochschule; Fachhochschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kasachstan
Abstract	Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students' academic performance, leading to underachievement. This qualitative study aimed at exploration of gifted students' adjustment to university and issues they face within this process. We use the lenses provided by self-determination theory to further interpret the role of both internal and external motivation forces contributing to gifted students' adjustment and achievement in higher education settings. It was identified that the gifted school and university learning environments, as well as the influence of key people (parents, peers, and teachers) played a crucial role in facilitating or impeding gifted school graduates' sense of self-determination and consequently their adjustment and achievement. This study offers interesting insights for the understanding of gifted (under)achievement in a context where giftedness is predominantly conceived as high intelligence and academic achievement, gifted students are identified via performance-based measures, specialized schools are the preferred means for gifted education, and young people's talents are considered invaluable for the development of the national economy and the society. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01