Premium
The identification of gifted underachievement: Validity evidence for the commonly used methods
Author(s) -
Jackson Rahmi Luke,
Jung Jae Yup
Publication year - 2022
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12492
Subject(s) - psychology , identification (biology) , short forms , test validity , developmental psychology , psychometrics , clinical psychology , botany , biology
Background Much confusion exists about the underachievement of gifted students due to significant variations in how the phenomenon has been identified. From a review of the literature, five methods were found to be commonly used to identify gifted underachievement. Aims The purpose of the study was to assess the equivalence of the commonly used methods to identify gifted underachievement, and to determine which of these methods may be optimal. Sample Data were collected from a school in Sydney, Australia. Method Three measures of convergence (i.e., difference in proportions, phi association, and kappa agreement) were used to assess the equivalence of the identification methods, while latent class analysis was used to determine the optimal identification method. Results The convergence evidence suggested that the commonly used identification methods may not be considered convergent, while the criterion evidence indicated that one of the five identification methods may have strong levels of criterion validity. Conclusions A conclusion was reached that the simple difference method may be the most valid method to identify gifted underachievement.