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Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention
Author(s) -
Ridgley Lisa M.,
DaVia Rubenstein Lisa,
Callan Gregory L.
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22408
Subject(s) - psychology , intervention (counseling) , identification (biology) , psychological intervention , task (project management) , academic achievement , self regulated learning , mathematics education , applied psychology , developmental psychology , botany , management , psychiatry , economics , biology
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self‐regulated learning (SRL) into these practices may promote earlier identification and intervention. This conceptual paper (a) anchors gifted underachievement within Zimmerman's SRL model, (b) examines existing gifted literature investigating SRL components to demonstrate the benefits of applying an SRL model, and (c) proposes a comprehensive measurement and intervention technique to capture important motivational variables at the task level. By measuring SRL processes and underachievement at a task‐specific level, we can target interventions to specific needs, address underachievement before it becomes a persistent problem, and help learners reach their academic potential.