TY - JOUR
T1 - The Effectiveness of Current Interventions to Reverse the Underachievement of Gifted Students
T2 - Findings of a Meta-Analysis and Systematic Review
AU - Steenbergen-Hu, Saiying
AU - Olszewski-Kubilius, Paula
AU - Calvert, Eric
N1 - Publisher Copyright:
© 2020 National Association for Gifted Children.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Underachievement of gifted students has been a great concern for the field of gifted education. The current study reviewed 14 recent empirical studies concerning the effectiveness of underachievement interventions on gifted students’ achievement outcomes and psychosocial outcomes. Overall, there was no evidence that underachievement interventions significantly improved academic performance of gifted underachievers (g =.09, p =.387), especially in terms of course grades. Gifted underachievers receiving interventions significantly outscored their comparison peers on psychosocial outcomes (g = 0.22, p =.001), which consisted of a variety of measures on self-efficacy, goal valuation, environmental perceptions, self-regulation/motivation, and psychosocial functioning. Qualitative studies generally reported that gifted underachievers benefited from the interventions in terms of increased motivation for learning, improved self-regulation, and finding school more meaningful. Findings need to be viewed in light of the relatively low quality of the evidence from recent research on underachievement interventions.
AB - Underachievement of gifted students has been a great concern for the field of gifted education. The current study reviewed 14 recent empirical studies concerning the effectiveness of underachievement interventions on gifted students’ achievement outcomes and psychosocial outcomes. Overall, there was no evidence that underachievement interventions significantly improved academic performance of gifted underachievers (g =.09, p =.387), especially in terms of course grades. Gifted underachievers receiving interventions significantly outscored their comparison peers on psychosocial outcomes (g = 0.22, p =.001), which consisted of a variety of measures on self-efficacy, goal valuation, environmental perceptions, self-regulation/motivation, and psychosocial functioning. Qualitative studies generally reported that gifted underachievers benefited from the interventions in terms of increased motivation for learning, improved self-regulation, and finding school more meaningful. Findings need to be viewed in light of the relatively low quality of the evidence from recent research on underachievement interventions.
KW - academic achievement and psychosocial outcomes
KW - effect sizes
KW - gifted underachievers
KW - motivation for learning meta-analysis and systematic review
KW - reliability and validity
KW - underachievement interventions
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U2 - 10.1177/0016986220908601
DO - 10.1177/0016986220908601
M3 - Article
AN - SCOPUS:85082441193
SN - 0016-9862
VL - 64
SP - 132
EP - 165
JO - Gifted Child Quarterly
JF - Gifted Child Quarterly
IS - 2
ER -