Underachieving Gifted Students


Self-Regulation and the Underachieving Gifted Learner

Video taken from the channel: nagcgifted


Characteristics of Gifted Underachievers

Video taken from the channel: Robin Wood


5 Ways to Tackle Underachievement Intellectual Giftedness #9

Video taken from the channel: Edvin Palmer


Motivating Gifted Underachievers

Video taken from the channel: Colleen Kessler


Understanding Underachievement in Gifted People by Jerald Grobman, M.D.

Video taken from the channel: The Creative Mind


Solving the Riddle of Underachievement: Kenneth Christian at TEDxSacramento

Video taken from the channel: TEDx Talks


Underachieving Gifted Students

Video taken from the channel: Lisa Adcock

Among the areas to explore are: social issues such as peer pressure; psychological issues such as emotional sensitivities or perfectionism; undiagnosed learning disabilities; lack of interest in. Frustration with inability to master certain academic skill Learned helplessness General lack of motivation Disruptive classroom behavior Perfectionism Supersensitivity Failure to complete. Underachievement in gifted students can result from a variety of causes, including social issues, emotional sensitivities, unchallenging curriculum, undiagnosed learning disabilities, and unsupportive.

Despite this interest, the underachievement of gifted students remains an enigma. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. The problem inherent in defining and identifying underachieving gifted students are given special attention. Underachievement in Gifted Children When Gifted Children Underachieve in School. Some experts suggest that gifted children who are working below their Learning Disability.

Parents. Common Reasons Why Gifted Children Underachieve Depression. Gifted children are just as susceptible to depression-triggering events as the average child.

For example, Intrinsic Motivation. Many gifted. The underachievement of gifted students is a global issue and may occur to students at any stage of learning. Thearacteristic ch behaviors of underachieving gifted students have been studied extensively.

December, 2004. As noted by the National Excellence report (Ross, 1993), there is a “quiet crisis” in the education of gifted students today – “quiet” because few people raise their voices on behalf of. The aforementioned Australian statistics regarding underachieving gifted students indicate the urgent need for research studies to trial potential intervention programs, comprised of practical teaching. underachievement pattern in 10 gifted students, ages 14 to 20, who moved from chronic underachievement to academic success.

Results indicate six factors were influential in reversing poor.

List of related literature:

Observations from professors tell us little; gifted students are initially ahead of their peers, but this discrepancy, in most cases, is overcome by the second or third year of higher education.

“International Handbook of Giftedness and Talent” by K. A. Heller, F. J. Mönks, R. Subotnik, Robert J. Sternberg
from International Handbook of Giftedness and Talent
by K. A. Heller, F. J. Mönks, et. al.
Elsevier Science, 2000

Today, it is generally accepted that gifted students are at least as well adjusted socially as any other group of children and youth, but that unique situations do arise for gifted students that can put them at risk for social and emotional problems.

“The Encyclopedia of Positive Psychology” by Shane J. Lopez
from The Encyclopedia of Positive Psychology
by Shane J. Lopez
Wiley, 2011

Some researchers have concluded that gifted students as a group are perfectionistic, that on average they are more perfectionistic than average-ability peers, and that this behavior can be a positive force in their achievement.

“Handbook of Special Education” by James M. Kauffman, Daniel P. Hallahan
from Handbook of Special Education
by James M. Kauffman, Daniel P. Hallahan
Taylor & Francis, 2011

Gifted students in a regular class whose academic self-concept was boosted relative to that for students in special classes may be in for a rude shock when they enter a profession in which there may be other equally gifted people.

“Emotion in Education” by Gary D. Phye, Paul Schutz, Reinhard Pekrun
from Emotion in Education
by Gary D. Phye, Paul Schutz, Reinhard Pekrun
Elsevier Science, 2011

Gifted students with AD/HD or AS should participate in gifted programs, along with other gifted students.

“Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits” by Deirdre V Lovecky
from Different Minds: Gifted Children with AD/HD, Asperger Syndrome, and Other Learning Deficits
by Deirdre V Lovecky
Jessica Kingsley Publishers, 2003

It is possible that these “gifted” and “talented” workers will most likely come from the pool of former gifted students.

“International Handbook of Career Guidance” by James A. Athanasou, Harsha N. Perera
from International Handbook of Career Guidance
by James A. Athanasou, Harsha N. Perera
Springer International Publishing, 2020

Many universities have developed gifted programs for relatively younger bright students.

“International encyclopedia of adolescence: A-J, index” by Jeffrey Jensen Arnett
from International encyclopedia of adolescence: A-J, index
by Jeffrey Jensen Arnett
Routledge/Taylor & Francis, 2007

They recognize the special needs of gifted students, including career planning and counseling needs, and the need to explore favorite subjects in depth.

“Genius Denied: How to Stop Wasting Our Brightest Young Minds” by Jan Davidson, Bob Davidson, Laura Vanderkam
from Genius Denied: How to Stop Wasting Our Brightest Young Minds
by Jan Davidson, Bob Davidson, Laura Vanderkam
Simon & Schuster, 2007

Students who are gifted are quite different from each other, and their abilities may be uneven.

“Home, School, and Community Collaboration: Culturally Responsive Family Involvement” by Kathy B. Grant, Julie A. Ray
from Home, School, and Community Collaboration: Culturally Responsive Family Involvement
by Kathy B. Grant, Julie A. Ray
SAGE Publications, 2010

In addition, unique characteristics of learning style are found in the ‘‘gifted’’ as well as underachieving students, students in special education, and others at risk for school failure.

“Encyclopedia of Creativity” by Mark A. Runco, Steven R. Pritzker
from Encyclopedia of Creativity
by Mark A. Runco, Steven R. Pritzker
Elsevier Science, 1999

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

Mail: [email protected]
Telephone: +1 (877) 492-3666

Biography: https://medicine.yale.edu/profile/kutluk_oktay/
Bibliography: oktay_bibliography

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  • There are kids who don’t need pushing and possibly would turn out like Einstein regardless,
    but what about the ones who do have the IQ and need a bit of a push. Pressure is caused by uncertainty and low self worth. Ken is pointing the way to push with love. Think how many more Einsteins we could have.

  • you know what’s a big problem? people evaluate their and others’ potential by intelligence. hence a big problem of underachieving creatives. a lot of low IQ creative people are underachieving tremendously and nobody addresses it. As a 32 year old who has underachieved all his life, it seems a bit late for me to do anything meaningful anymore but I’d love to see kids not fail like myself.

  • I find this TED presentation by Ken Christian inspirational.  I am a single dad raising a young daughter (5 yrs old) who is starting to tell me she does not like school and showing signs of underachievement.  I’m interested in both improving my parenting skills and also in correcting my own “underachievement” habits.  I found Ken’s book and I am slowly working my way through it.  I find this video to be a great application of the principles in the book “Your Own Worst Enemy”.  Anyway, this is good stuff!

  • I love this, Dr. Christian. I agree that we’re not doing our kids any favor by making life easy, without consequences, with gifts simply for being (or as enticement for certain behaviors) and it certainly doesn’t prepare them for the world. Many of my kids’ friends’ parents seemed most interested in being their child’s friend and they abdicated their parental role. This is a subject I am invested in and I can tell you surely are. Love with boundaries-the best recipe for happy, healthy kids!

  • there is a difference between putting pressure and expressing the belief that the child can succeed if it puts in required efford. speaking from experience [i was an overachiving little nerd myself] i can tell you there is something super demotivating when your success comes as a suprise to the parents or when they set low expectations for you at a start. fortunatelly i had other people in my life to tell me: well, this is going to get hard and ugly, but if you really want it, you can do it.

  • More than 50 years of research by Diana Baurind, Laurence Steinberg and other eminent research scientists supports what I describe in the talk. This research indicates that parents who are warm, engaged, firm, have clear limits and high demands result in children with the lowest incidence of mental health problems, lowest rates of criminality and drug use, highest school achievement, and high self-esteem. Clear guidelines and active decisive parental leadership produce clarity, not pressure.

  • I wish i would’ve have had that. I had a very confusing edgucation that is making things very dificult for me right now in college. I want to suceed but i can’t seem to work on anything. I hate to admit it, but i wish someone would be more tough with me.

  • It’s true, Sharon about parents talking at their kids not to them. But there also so many cases where parents mean well but fail to give clear instructions or lapse into threats and bribes.

  • Ken, I was very impressed with this. I think a lot of parents fall into the rut of talking AT their children and not to them. The kids need to know that the parent actually cares about their childs successes no matter how small at first. This world is so full of distractions that I feel the parent needs to take an active roll in keeping the ball rolling.

  • Is it just me, or is the volume seriously low on this? I find this very interesting, but I can’t share it with people and expect them to listen if they have to hunt down headphones or speakers and still have to silence their environment. I had to turn off the ceiling fan just to hear this.

  • At school, they told my parents I should be sent to a school and learn to do carpentry, I would never be a great learner. 30 years later, I’m doing data analysis and programming at a major bank. I don’t have a degree, I never got good grades. Colleagues describe me as an analytical mind. And I’ve gone through school and life without ambition or any clue what’s happening. But it’s fun. The downside: Anxiety attacks, because of lack of confidence.

  • Very interesting, definitely something to think about. I think you can take school out of the equation, not be so stern, but make it clear all the same that you want the best for your kids.

  • What a great video! I just did a search for motivating my son and discovered you! My son is 8. He’s amazingly bright, but has issues with stubbornness and extreme focus which refuses to give way to doing something else. I chalked it up to ADHD, but methods to compensate didn’t really help him. I had a therapist talk to him. After two days, she said, “I don’t think it’s ADHD. Is he gifted?” I realized I have been in extreme denial. I didn’t want him to be gifted. I saw it as not a blessing, almost a curse. But she showed how the manifestations were almost identical. Deep thought, inattention, determination, impulsiveness,.. Yes, he had them all. He is almost entirely self-taught. He learned how to read at two and the pediatrician suggested homeschooling. (We had already planned to most of our siblings had already successfully graduated homeschoolers.) Now we are embracing a balance of unschooling with a fun, loose curriculum (Easy Peasy) which gives him great structure and goals with no busy work. Love it. But I struggle with taking him to the next level preteen years and planning for the future. We need him to understand he needs to do the work independently, with growth and stretching those mental muscles. I truly appreciate this video because it gives me hope! ��

  • I wish my parents were that understanding towards me. Although I’m not even close to ‘gifted’ but oh well, I relate to a large amount of the problems gifted people face.

  • If I may give you a suggestion, I am very much interested in listening people who are also highly gifted since I don’t know many in life. So the thing is I would love to watch a video of you talking about your story but directed not to all types of people but highly gifted ones, like talking with whatever technical words cross your mind and not explaining everything in an easy way, by that I mean like if someone doesn’t understand what you are saying its just okay.

    I don’t think I expressed myself clearly….I tried at leas!!��


  • A very interesting video!!
    Students will be delighted with a teacher like you.
    Someone who is able to see through a student. Who is capable to learn a student thát skills, which are very necessary for him/her. A student will feel, what will increase its own value. Confidence is so much more important than is assumed. Compliments!!

  • Teachers who don’t like you contribute greatly to underachievement, if they think you’re stupid or can’t do something, they stand in your way. You can do that, so don’t even try.