Year
2022
Degree Name
Doctor of Philosophy (Integrated)
Department
School of Education
Abstract
The purpose of this research was to investigate the phenomenon of underachievement in gifted students. This research was viewed through the lens of lived experience and underpinned by Bronfenbrenner’s (1979) Ecological Systems Theory which recognises the importance of linked systems in society.
The research literature showed that underachievement was a prevalent issue for gifted students (Figg et al., 2012; Siegle, 2013) and that appropriate interventions needed to be in place to mitigate the disadvantage caused by underachievement. Factors that contributed to underachievement included inappropriate curriculum (Olenchak, 2001; Rimm & Lovance, 1992b), poor self-regulation (Baum et al., 1995a), and boredom (Bennett-Rappell & Northcote, 2016; Kanevsky & Keighley, 2003). Factors that reversed underachievement included appropriate curriculum (Baum et al., 1995a; Bennett-Rappell & Northcote, 2016), peer influence (Davis & Rimm, 2004; Gross, 2006; Hébert, 1998b) and a positive teacher connection (Coleman et al., 2015; Emerick, 1992; Grantham, 2004).
Recommended Citation
Lamanna, Jodi, Reversing and preventing academic underachievement in gifted students viewed through the lens of lived experience, Doctor of Philosophy (Integrated) thesis, School of Education, University of Wollongong, 2022. https://ro.uow.edu.au/theses1/1390
FoR codes (2008)
1303 SPECIALIST STUDIES IN EDUCATION, 1399 OTHER EDUCATION
Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.