Underachievement

Carmen Smith

 

References

 

Ablard, K. E. (2002).  Achievement goals and implicit theories of intelligence among academically talented students.  Journal for the Education of the Gifted, 25, 215-232.

Bandura, A. & Schunk, D. H. (1981).  Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.  Journal of Personality and Social Psychology, 41, 586-598.

Borkowski, J.G. & Thorpe, P. K. (1994).  Self-regulation and motivation: A life-span perspective on underachievement.  In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation on learning and performance: Issues and educational applications. (pp. 45-73).  Hillsdale, NJ: Lawrence Erlbaum Associates.

Butler-Por, N. (1993).  Underachieving gifted students. In K.A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International Handbook of Research and Development of Giftedness and Talent.(pp. 649-668) New York: Pergamon. 

Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational Components of Underachievement. Developmental Psychology, 27,108-118.

Covington, M. V., & Omelich, C. L. (1984). An empirical examination of Weiner's critique of attribution research. Journal of Educational Psychology, 76(6), 1214-1225.

Dai, D. Y. (2000).  To be or not to be (challenged), that is the question: Task and ego orientations among high-ability high-achieving adolescents.  The Journal of Experimental Education, 68, 311-330.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.

Elliott, E. S. & Harackiewicz, J. M. (1996).  Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.  Journal of Personality and Social Psychology, 70, 461-475.

Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1984). Rewarding pinball wizardry: Effects of evaluation and cue value on intrinsic interest. Journal of Personality and Social Psychology, 47, 287-300.

Kanevsky, L. and Keighly, T. (2003).  To produce or not to produce?: Understanding boredom and the honor in underachievement.  Roeper Review, 26, 20-28.

Kolb, K. J. & Jussim, L. (1994).  Teacher expectations and underachieving gifted children.  Roeper Review, 17, 26-30.

Laffoon, K. S., Jenkins-Friedman, R., & Tollefson, N. (1989).  Causal attributions of underachieving gifted, achieving gifted, and nongifted students.  Journal for the Education of the Gifted, 13, 4-21. 

Lens, W. & Rand, P. (2000).  Motivation and cognition: Their role in the development of giftedness.  In K.A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (2nd ed.). (pp. 193-202).  New York: Elsevier. 

McCoach, D. B. & Siegle, D. (2001).  A comparison of high achievers’ and low achievers’ attitudes, perceptions, and motivations.  Academic Exchange Quarterly, 5(2), 71-76.

McCoach, D. B. & Siegle, D. (2003).  Factors that differentiate underachieving gifted students from high-achieving gifted students.  Gifted Child Quarterly, 47(2), 144-154.

Nicholls, J. G. (1989). The competitive ethos and democratic education. (pp. 81-134). Cambridge, MA: Harvard University Press.

Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. S. J. Kolligan (Ed.), Competence considered (pp. pp. 11-40): Yale University Press.

Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2000).  Underachievemnt in gifted children and adolescents: Theory and practice. In K.A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.), International Handbook of Giftedness and Talent (2nd ed.). (pp. 609-620).  New York: Elsevier. 

Peterson, J. S. & Colangelo, N. (1996). Gifted achievers and underachievers: A comparison of patterns found in school files.  Journal of Counseling and Development : 74(4), 399- 407.

Rathunde, K. and Csikszentmihalyi, M. (1993).  Undivided interest and the growth of talent: A longitudinal study of adolescents.  Journal of Youth and Adolescence, 22(4), 385-405.

Reis, S.M. and McCoach, D. (2000). The underachievement of gifted students: what do we know and where do we go?. Gifted Child Quarterly, 44(3), 152-170. Accessed online at http://print.ditd.org/floater=269.html on December 9, 2003.

Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic extrinsic dichotomy: self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.

Ryan, R. M. & Deci, E. L. (2000).  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.  American Psychologist, 55, 68-78.

Sansone, C., & Morgan, C. (1992). Intrinsic motivation and education: Competence in context. Motivation and Emotion, 16, 249-270.

Schunk, D. H. (1989).  Self-efficacy and achievement behaviors.  Educational Psychology Review, 1, 173-208.

Speirs Neumeister, K. L. & Hébert, T. P. (2003).  Underachievement versus selective achievement: Delving deeper and discovering difference.  Journal for the Education of the Gifted, 26, 221-238.

Thorkildsen, T. A. (1988).  Theories of education among academically able adolescents.  Contemporary Educational Psychology, 13(4), 323-330.

Weiner, B. (1985).  An attributional theory of achievement motivation and emotion.  Psychological Review, 92, 548-573.

White, P. H., Sanbonmatsu, D. M., Croyle, R. T., & Smittipatana, S. (2002). Test of socially motivated underachievement: “Letting up” for others. Journal of Experimental Social Psychology 38, 162–169.