Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi / 2021 / Cilt: 22 Sayı: 3

Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale

Mehmet Bıçakcı(HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-6865-9328
Mustafa Baloğlu(HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-1874-9004
Pages
771–798
Publication Date
2021-09-01
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

BDB’ye yönelik müdahale araştırmalarına önem verilmesi, birey hakkında farklı bilgi kaynaklarına başvurarak, karma yöntemlerle ve bireyi bütüncül olarak ele alan araştırmalara olan ihtiyaç bu çalışma sonucunda ulaşılan göstergelerdir.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Beklenmedik düşük başarı (BDB), beklenen ile gözlenen performans arasındaki fark olarak tanımlanmaktadır.
📊
Key Findings & Data:BDB’ye etki eden faktörler arasında, ailevi (ev-içi), kişisel ve okul ile ilgili faktörler ana etkenler olarak öne çıkmaktadır.
💡
Conclusion & Impact:BDB’ye yönelik müdahale araştırmalarına önem verilmesi, birey hakkında farklı bilgi kaynaklarına başvurarak, karma yöntemlerle ve bireyi bütüncül olarak ele alan araştırmalara olan ihtiyaç bu çalışma sonucunda ulaşılan göstergelerdir.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:üstün yetenekliler · beklenmedik düşük başarı · akademik başarı

Özet

Beklenmedik düşük başarı (BDB), beklenen ile gözlenen performans arasındaki fark olarak tanımlanmaktadır. Bu çalışmanın amacı, üstün zekâlılarda BDB’yi ele alarak, kavramla ilişkili tanımları, ölçütleri ve güncel araştırmaları incelemektir. Araştırma, konu hakkında sistematik bir literatür taraması sonrası hazırlanan bir derlemedir. BDB’ye etki eden faktörler arasında, ailevi (ev-içi), kişisel ve okul ile ilgili faktörler ana etkenler olarak öne çıkmaktadır. BDB’ye yönelik müdahalelerde, mentörlük, aile danışmanlığı ve öğretmen desteği gibi uygulamalar literatürde öne çıkmaktadır. BDB’ye yönelik müdahale araştırmalarına önem verilmesi, birey hakkında farklı bilgi kaynaklarına başvurarak, karma yöntemlerle ve bireyi bütüncül olarak ele alan araştırmalara olan ihtiyaç bu çalışma sonucunda ulaşılan göstergelerdir.

🔖

Cite This Article

Bıçakcı, M., Baloğlu, M., *, M. B. (2021). Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Cilt: 22 Sayı: 3, 771–798. https://doi.org/10.21565/ozelegitimdergisi.607979

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (116)

  1. Abu-Hamour, B., & Al-Hmouz, H. (2013). A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers. International Journal of Special Education, 28(3), 5-15.
  2. Albaili, M. (2012). Thinking styles of gifted achieving and underachieving high school students in the United Arab Emirates. In L. G. Chova, I. C. Torres, & A. L. Martinez (Eds.), Edulearn12: 4th International Conference on Education and New Learning Technologies (pp. 3540-3540). Valenica: Iated-Int Assoc Technology Education & Development.
  3. Azano, A. P., Callahan, C. M., Brodersen, A. V., & Caughey, M. (2017). Responding to the challenges of gifted education in rural communities. Global Education Review, 4(1), 62-77.
  4. Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274–294. doi: 10.1177/1932202X0902000204
  5. Baslanti, U., & McCoach, D. B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28(4), 210-215. doi:10.1080/02783190609554366
  6. Başlantı, U. (2002). Gifted underachievers and factors affecting underachievement (Unpublished master’s thesis). Boğaziçi University, İstanbul, Turkey.
  7. Batdal-Karaduman, G. (2009). Üstün yetenekli öğrencilerde başarı düşüklüğünü önlemek için örnek bir model. International Online Journal of Educational Sciences, 1(1), 196-221.
  8. Batdal-Karaduman, G. (2013). Underachievement in gifted students. International Journal on New Trends in Education and their Implications, 4(4), 165-172.
  9. Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224–235. doi:10.1177/001698629503900406
  10. Behrend, A. H. (2012). Self-perceptions of gifted achievers and underachievers: A phenomenological study (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3557372)
  11. Bennett-Rappell, H., & Northcote, M. (2016). Underachieving gifted students: Two case studies. Issues in Educational Research, 26(3), 407-430.
  12. Blaas, S. (2014). The relationship between social-emotional difficulties and underachievement of gifted students. Australian Journal of Guidance and Counselling, 24(2), 243-255. doi:10.1017/jgc.2014.1
  13. Butler-Por, N. (1987). Underachievers in school: Issues and intervention. Oxford, England: John Wiley & Sons.
  14. Butler-Por, N. (1993). Underachieving gifted students. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.), International handbook of research & development of giftedness & talent. Oxford, UK: Pergamon Press.
  15. Çakır, L. (2014). The relationship between underachievement of gifted students and their attitudes toward school environment. In S. Besoluk (Ed.), Erpa international congress on education (Vol. 152, pp. 1034-1038). Amsterdam: Elsevier Science.
  16. Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27(1), 108–118. doi:10.1037/0012-1649.27.1.108
  17. Clark, B. (1992). Growing up gifted. New York: Maxwell Macmillan International.
  18. Cavilla, D. (2016). Observation and analysis of three gifted underachievers in an underserved, urban high school setting. Gifted Education International, 33(1), 62–75. doi:10.1177/0261429414568181
  19. Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37(4), 155–160. doi: 10.1177/001698629303700404
  20. Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of research on giftedness and gifted education: A survey of empirical studies published during 1998-2010 (April). Gifted Child Quarterly, 55(2), 126-138. doi:10.1177/0016986210397831
  21. Davidson, J., & Davidson, B. (2004). Genius denied. New York, NY: Simon & Schuster.
  22. Davis, G. A. (2003). Identifying creative students, teaching for creative growth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 311–324). Boston: Allyn & Bacon.
  23. Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Underachievement: Identification and reversal. In G.A. Davis, S. B. Rimm, & D. Siegle (Eds.), Education of the gifted and talented (pp. 291-326). ABD: Pearson.
  24. Delisle, J. R. (2008). Comfortably numb: A new view of underachievement. In M. W. Gosfield (Ed.), Expert approaches to support gifted learners (pp. 43-52). Minneapolis, MN: Free Spirit.
  25. Delisle, J. R. (2002). Underachiever or selective consumer? In J. Delisle & J. Galbraith, (Eds.), When gifted kids don’t have all the answers: How to meet their social and emotional needs (pp. 167-190). Minneapolis: Free Spirit.
  26. Dowdall, C. B., & Colangelo, N. (1982). Underachieving gifted students: Review and implications. Gifted Child Quarterly, 26(4), 179–184. doi:10.1177/001698628202600406
  27. Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36, 140-146.
  28. Ferrer-Wreder, L., Wänström, L., & Corovic, J. (2014). Midlife outcomes of educationally underachieving Swedish adolescents with above average generalized intelligence. Research in Human Development, 11(3), 217-236. doi:10.1080/15427609.2014.936172
  29. Figg, S. D., Rogers, K. B., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics, 23(1), 53-71. doi:10.1177/1932202X11430000
  30. Finney, B. C., & Van Dalsem, E. (1969). Group counseling for gifted underachieving high school students. Journal of Counseling Psychology, 16(1). 87-94.
  31. Ford, D. Y. (1992). Determinants of underachievement as perceived by gifted, above average, and average Black students. Roeper Review, 14, 130-136.
  32. Ford, D. Y., Howard, T. C., Harris-Lii, J. J., & Tyson, C. A. (2000). Creating culturally responsive classrooms for gifted African American students. Journal for the Education of the Gifted, 23(4), 397-427. doi:10.1177/016235320002300405
  33. Gagné, F. (2012). Differentiadted model of giftedness and talent. In T. L. Cross & J. R. Cross (Eds.), Handbook for counselors serving students with gifts & talents: Development, relationship, school issues, and counseling needs/interventions (pp. 3-19). Waco, TX: Profrock.
  34. Gallagher, J. J. (1991). Personal patterns of underachievement. Journal for the Education of the Gifted, 14, 221-233.
  35. Gibbons, M. M., Pelchar, T. K., & Cochran, J. L. (2012). Gifted students from low-education backgrounds. Roeper Review, 34(2), 114–122. doi:10.1080/02783193.2012.660685
  36. Govan, C. M. (2012). Exploring the underachievement of elementary gifted students: An analysis of classroom achievement and standardized test performance (Unpublsihed doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3544465)
  37. Gowan, J. C. (1955). The underachieving gifted children: A problem for everyone. Exceptional Children, 7(21). 247-271.
  38. Guldemond, H., Bosker, R., Kuyper, H., & Van Der Werf, G. (2007). Do highly gifted students really have problems? Educational Research and Evaluation, 13(6), 555-568. doi:10.1080/13803610701786038
  39. Hebert, T. P., & Olenchak, F. R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44(3), 196-207. doi:10.1177/001698620004400307
  40. Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302 – 323.
  41. Hofer, S. I., & Stern, E. (2016). Underachievement in physics: When intelligent girls fail. Learning and Individual Differences, 51, 119-131. doi:10.1016/j.lindif.2016.08.006
  42. Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20-28. doi:10.1080/02783190309554235
  43. Kim, K. H. (2008). Underachievement and creativity: Are gifted underachievers highly creative? Creativity Research Journal, 20(2), 234-242. doi:10.1080/10400410802060232
  44. Kim, K. H., & Van Tassel-Baska, J. (2010). The relationship between creativity and behavior problems among underachieving elementary and high school students. Creativity Research Journal, 22(2), 185.
  45. Kurt, L. J., & Chenault, K. H. (2016). Gifted and at risk: A cross-district comparison of gifted student growth and solutions for urban schools. Urban Education Journal, 13(2), 1-12.
  46. Landis, R. N., & Reschly, A. L. (2013). Reexamining gifted underachievement and dropout through the lens of student engagement. Journal for the Education of the Gifted, 36(2), 220-249. doi:10.1177/0162353213480864
  47. Lee, K. M., & Olenchak, F. R. (2014). Individuals with a gifted/attention deficit/hyperactivity disorder diagnosis. Gifted Education International, 31(3), 185–199. doi:10.1177/0261429414530712
  48. Maddox, M. (2014). Exploring teachers’ experiences of working with gifted students who underachieve (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3611208)
  49. Maier, H. R. (2013). What constitutes a good literature review and why does its quality matter? Environmental Modelling & Software, 43, 3–4. doi:10.1016/j.envsoft.2013.02.004
  50. Mendaglio, S. (2012). Gifted students’ transition to university. Gifted Education International, 29(1), 3–12. doi:10.1177/0261429412440646
  51. McCoach, D. B., & Siegle, D. (2003a). Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47(2), 144-154. doi:10.1177/001698620304700205
  52. McCoach, D. B., & Siegle, D. (2003b). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414–429. doi: 10.1177/0013164403063003005
  53. Matthews, M. S., & McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181. doi:10.1177/0016986207299473
  54. Meadows, J. J. (2017). Gifted students in transition: A grounded theory study (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (ProQuest No. 10268479)
  55. Mofield, E., Peters, M. P., & Chakraborti-Ghosh, S. (2016). Perfectionism, coping, and underachievement in gifted adolescents: Avoidance versus approach orientations. Education Sciences, 6(3), 1-22. doi:10.3390/educsci6030021
  56. Mooij, T. (2013). Designing instruction and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. doi:10.1080/13603116.2012.696727
  57. Morisano, D., & Shore, B. M. (2010). Can personal goal setting tap the potential of the gifted underachiever? Roeper Review, 32(4), 249-258. doi:10.1080/02783193.2010.508156
  58. National Association for Gifted Children. (2018). What is giftedness? http://www.nagc.org/index.aspx? id=574 Aralık 2018’de http://www.nagc.org/resources-publications/resources/what-giftedness?id=574 adresinden edinilmiştir.
  59. National Center for Education Statistics (NCES). (2011). Dropout rates. Aralık 2018 tarihinde www.nces.ed.gov/ adresinden edinilmiştir.
  60. Neihart, M. (2006). Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28(4), 196-202. doi:10.1080/02783190609554364
  61. Neumeister, K. L. S., & Hebert, T. P. (2003). Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, 26(3), 221-238. doi:10.1177/016235320302600305
  62. Nooman, S., Hanif, R., & Saeed, A. (2015). Assessing academic underachievement and high achievement among Pakistani secondary school students. Pakistan Journal of Psychological Research, 30(2), 377-391.
  63. O’Boyle, M. W. (2008). Mathematically gifted children: Developmental brain characteristics and their prognosis for well-being. Roeper Review, 30(3), 181-186. doi:10.1080/02783190802199594
  64. Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. doi:10.1080/13598139.2015.1043003
  65. Oluseyi-Akintunde, D., & Olusegun-Olujide, F. (2018). Influence of emotional intelligence and locus of control on academic achievement of underachieving high ability students. Journal for the Education of Gifted Young Scientists, 6(2), 14-22. doi: 10.17478/JEGYS.2018.74
  66. Partnership for 21st Century Skills. (2018). 21 Aralık 2018 tarihinde http://www.p21.org/our-work/p21-framework adresinden alınmıştır.
  67. Perez-Studdard, A. K. (2010). Failing our best and brightest: Are eligibility criteria related to the underachievement of gifted high school students? (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3397090)
  68. Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2010). Underachievement in gifted children and adolescents: Theory and practice. In K. A. Heller, F. J.
  69. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 609-620). Oxford, England: Pergamon.
  70. Peterson, J. S. (2001a). Gifted and at risk: Four longitudinal case studies of post-high-school development. Roeper Review, 24(1), 31-39. doi:10.1080/02783190109554123
  71. Peterson, J. S. (2001b). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45(4), 236–250. doi:10.1177/001698620104500402
  72. Peterson, J. S. (2007). Consultation related to giftedness: A school counseling perspective. Journal of Educational and Psychological Consultation, 17(4), 273-296. doi:10.1080/10474410701634096
  73. Phillipson, S. N., & Tse, A. K. O. (2007). Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model. High Ability Studies, 18(2), 173-190. doi:10.1080/13598130701709640
  74. Preckel, F., & Brunner, M. (2015). Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? Gifted & Talented International, 30(1/2), 68-84. doi:10.1080/15332276.2015.1137458
  75. Rayneri, L. J., Gerber, B. L., & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted Child Quarterly, 50(2), 104-118. doi:10.1177/001698620605000203
  76. Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152-170. doi:10.1177/001698620004400302
  77. Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality: A Special Education Journal, 10(2), 113-125, doi: 10.1207/S15327035EX1002_5
  78. Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. Phi Delta Kappan, 92(8), 81–88. doi:10.1177/003172171109200821
  79. Renzulli, J. S., & Park, S. (2002). Giftedness and high school dropouts: Personal, family and school-related factors. Storrs, CT: The Research Center on the Gifted and Talented.
  80. Renzulli, J. S., Reis, S. M., & Smith, L. H. (1981). The Revolving-Door Model: A new way of identifying the gifted, Phi Delta Kappan, 62, 648-649.
  81. Richer, E. T. (2012). Motivational interviewing and its effect on underachieving high potential adolescents (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3493776)
  82. Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The validity of the achievement-orientation model for gifted middle school students: An exploratory study. Gifted Child Quarterly, 58(3), 183-198. doi:10.1177/0016986214534890
  83. Ritchotte, J., Rubenstein, L., & Murry, F. (2015). Reversing the underachievement of gifted middle school students. Gifted Child Today, 38(2), 103-113.
  84. Rimm, S. B. (1997). Underachievement syndrome: A national epidemic. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 416-434). Boston: Allyn and Bacon.
  85. Rimm, S. B. (2008). Why bright kids get poor grades and what you can do about it (3rd ed.). Scottsdale, AZ: Great Potential Press, Inc.
  86. Rimm, S., & Lowe, B. (1988). Family environments of underachieving gifted students. Gifted Child Quarterly, 32, 353-358.
  87. Robertson, E. (1991). Neglected dropouts: The gifted and talented. Equity and Excellence, 25, 62–74.
  88. Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A Complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49(7), 678-694. doi:10.1002/pits.21620
  89. Sarouphim, K. M. (2009). The use of a performance assessment for identifying gifted Lebanese students: Is DISCOVER effective? Journal for the Education of the Gifted, 33(2), 275–295. doi:10.1177/016235320903300206
  90. Seeley, K. R. (1993). Gifted students at risk. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 263-276). Denver, CO: Love Publishing.
  91. Schiltz, L. (2016). Treating the emotional and motivational inhibition of highly gifted underachievers with music psychotherapy: Meta-analysis of an evaluation study based on a sequential design. Bulletin de la Societe des sciences medicales du Grand-Duche de Luxembourg, 1, 7-26.
  92. Schiltz, L. (2017). Improving aggression regulation in highly gifted underachievers: An evaluation study based on a mixed methods design. Shiraz E Medical Journal, 18(1). doi:10.17795/semj44715
  93. Schober, B., Reimann, R., & Wagner, P. (2004). Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue. High Ability Studies, 15(1), 43-62. doi:10.1080/1359813042000225339
  94. Schultz, R. A. (2002a). Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, 24(4), 203-212. doi:10.1080/02783190209554181
  95. Schultz, R. A. (2002b). Understanding giftedness and underachievement: At the edge of possibility. Gifted Child Quarterly, 46(3), 193-208. doi:10.1177/001698620204600304
  96. Siegle, D., McCoach, D. B., & Roberts, A. (2017). Why I believe I achieve determines whether I achieve. High Ability Studies, 28(1), 59-72. doi:10.1080/13598139.2017.1302873
  97. Silverman, L. J. (1993). Counseling families. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp.151-178). Denver, CO: Love.
  98. Snyder, K. E. (2013). Preventing underachievement using suggestions from intellectually gifted recent high school graduates (Unpublished doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3594975)
  99. Snyder, K. E., & Adelson, J. L. (2017). The development and validation of the Perceived Academic Underachievement Scale. Journal of Experimental Education, 85(4), 614-628. doi:10.1080/00220973.2016.1268087
  100. Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106(1), 230-241. doi:10.1037/a0034553
  101. Snyder, K. E., & Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209-228. doi:10.1080/00461520.2013.835597
  102. Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94. doi: 10.1177/001698629503900205
  103. Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal, 6(2), 261-271.
  104. Tannenbaum, J. A. (1986). Giftedness: A psychosocial approach. In R. J. Sternberg & J. E. Davidson (Eds), Conceptions of giftedness (pp. 21- 52). New York: Cabridge University Press review.
  105. Thummaphan, P., Yoaleo, D., Suwanmonkha, S., & Damsuwan, W. (2013). The effects of using a program applying self-regulation in combination with teacher’s social support on learning behaviors of underachieving primary students. International Journal of Behavioral Science, 8(1), 1-16.
  106. Tieso, C. L. (2013). Moving the past forward. Gifted Child Today, 36(2), 96–113. doi:10.1177/1076217512474982
  107. Tsai, K., & Fu, G. (2016). Underachievement in gifted students: A case study of three college physics students in Taiwan. Universal Journal of Educational Research, 4, 688 - 695. doi: 10.13189 /ujer.2016.040405
  108. Van Tassel-Baska, J. (1984). The talent search as an identification model. Gifted Child Quarterly, 28(4), 172-176.
  109. Veas, A., Gilar, R., Miñano, P., & Castejon, J. L. (2016). Estimation of the proportion of underachieving students in compulsory secondary education in Spain: An application of the Rasch model. Frontiers in Psychology, 7, 1-9. doi:10.3389/fpsyg.2016.00303
  110. Wellisch, M. (2016). Gagne's DMGT and underachievers: The need for an Alternative Inclusive Gifted Model. Australasian Journal of Gifted Education, 25(1), 18-30.
  111. White, S. L. J., Graham, L. J., & Blaas, S. (2018). Why do we know so little about the factors associated with gifted underachievement? A systematic literature review. Educational Research Review, 24, 55-66. doi:10.1016/j.edurev.2018.03.001
  112. Whitmore, J. R. (1980). Giftedness, conflict and underachievement. Boston: Alyyn and Bacon.
  113. Yaman, Y., & Ogurlu, Ü. (2014). Üstün yetenekli öğrencilerde beklenmedik düşük akademik başarı [Undeachievement among gifted and talented students]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 11(2), 1-21.
  114. Yılmaz, S. (2018). Beklenmedik başarısızlık gösteren üstün yetenekli öğrencilerin okul başarı tutumları ile akademik öz- yeterlik inançları, algıladıkları aile otorite stilleri ve benlik saygıları arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). İstanbul Aydın Üniversitesi, İstanbul.
  115. Ziegler, A., & Stoeger, H. (2010). How fine motor skills influence the assessment of high abilities and underachievement in math. Journal for the Education of the Gifted, 34(2), 195-219.
  116. Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123-132. doi:10.1080/02783193.2012.660726