Telling a Tale: How Underachievement Develops in Gifted Girls

Autor/inn/en	Desmet, Ophélie Allyssa; Pereira, Nielsen; Peterson, Jean S.
Titel	Telling a Tale: How Underachievement Develops in Gifted Girls
Quelle	In: Gifted Child Quarterly, 64 (2020) 2, S.85-99 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Desmet, Ophélie Allyssa) ORCID (Pereira, Nielsen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986219888633
Schlagwörter	Underachievement; Academically Gifted; Females; Self Concept; Learning Strategies; Teacher Student Relationship; Student Motivation; Gender Differences; High School Students; Self Esteem; Student Characteristics; Environmental Influences; Student Adjustment + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Weibliches Geschlecht; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-esteem; Selbstaufmerksamkeit; Environmental influence; Umwelteinfluss; Adjustment; Adaptation
Abstract	In this multiple-narrative inquiry, we examined the narratives of four underachieving gifted girls to identify aspects that appear to have contributed to the onset, development, and resolution of academic underachievement. We found that academic achievement was disrupted when the participants experienced a sudden increase in curricular demands when transitioning to middle or high school. Participants' negative self-perceptions, lack of learning skills, and negative relationships with teachers commonly contributed to the maintenance of the underachievement. Finally, the underachievement began to resolve when the girls had a clear goal in mind, which for three of them was being accepted to college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01