A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

Autor/inn/en	Hately, Shaun; Townend, Geraldine
Titel	A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys
Quelle	In: Australasian Journal of Gifted Education, 29 (2020) 1, S.6-22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Underachievement; Males; Gifted; Children; Educational Research; Self Esteem; Access to Education; Gifted Education; Academic Achievement; Sex Stereotypes; Family Role; Study Skills; Self Control; Student Interests; Personality Traits; Peer Influence; Resilience (Psychology); Student Motivation; Socioeconomic Status; Bullying; At Risk Students + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Male; Männliches Geschlecht; Begabter, Hoch Begabter; Child; Kind; Kinder; Bildungsforschung; Pädagogische Forschung; Self-esteem; Selbstaufmerksamkeit; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Studientechnik; Selbstbeherrschung; Studieninteresse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Socio-economic status; Sozioökonomischer Status; Mobbing
Abstract	Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by socialemotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study -- in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01