Original Research ARTICLE
Differences in personal, familial, social, and school factors between underachieving and non-underachieving gifted secondary students
- 1University of Alicante, Spain
Using various identification methods, differences between underachieving and non-underachieving gifted students in personal, familial, social, and school variables were analyzed in a sample of 164 gifted students with IQs of 120 or higher; the sample was drawn from a larger sample of 1,400 compulsory secondary education students. Three procedures for identifying underachieving students were used: the standardized difference method, the regression method, and the Rasch method. The different profiles of underachieving and non-underachieving students in the personal, familial, social, and school variables were compared using MANOVA and ANOVA tests. Results revealed that underachieving gifted students scored significantly lower in learning strategies, goal orientations, self-concept, attitudes toward teachers, and perceived parent involvement in school variables. These results have clear educational implications as a result of identifying differences in non-cognitive factors.
Keywords: Gifted students, Underachievement, Identification methods, Academic Achievement, Individual characteristics, Social characteristics, Parent involvement
Received: 28 Mar 2019;
Accepted: 04 Oct 2019.
Copyright: © 2019 Gilar, Veas, MIÑANO and CASTEJON. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Alejandro Veas, University of Alicante, San Vicente del Raspeig, 03690, Spain, email@example.com