5.2.4 Cancelled

Underachievement in gifted students is broadly defined as a discrepancy between potential and performance (Reis & McCoach, 2000). While some causes of underachievement are clinical issues, others are classroom issues, such as the reliance on extrinsic incentives, low level of challenge, short term goals, and mismatch of instruction with learning preferences. Research demonstrates that high achievement is a result of intrinsic motivation which creates an attachment to the task that produces joy, “flow,” and creativity (Schunk, Pintrich, & Meece, 2014). Extrinsic motivation based on rewards and punishments creates only compliance and an attachment to the reward itself which has diminishing returns (American Psychological Association, 2015). Engaged and motivated students are more likely to discover and develop their unique talents (Axelrod & Flick, 2010). Talents are cultivated aptitudes that are inherent and nurtured. Talent development is a process of student growth in a specific domain that is deliberately cultivated over time (Olszewski-Kubilius & Thomson, 2015). This occurs in the classroom as teachers intentionally look for emerging talents, use inventories to have students identify their talents, and set talent development goals with activities targeted to develop them (Feldhusen, 1998, 2001). The intrinsically motivating classroom uses strategies which foster student autonomy, efficacy, competence, creative problem solving, and community (Axelrod & Flick, 2010). The engaging classroom encourages higher order thinking, academic challenge, real-world connections, and reflection (Center for Postsecondary Research, 2017; Karini, Kuh, & Stein, 2006). Recognizing and addressing students’ Learning Mindsets is essential to ensuring that all students will be motivated and engaged (Myers & Myers, 1995). The four Learning Mindsets of Play, Practice, Problem Solving and Personal Growth are inherent preferences that can be encouraged or frustrated by the home and school environment. Each Learning Mindset has distinct motivators and aptitudes which, when addressed, foster individual talent development. However, underachievement can occur if a gifted student’s Learning Mindset is unrecognized or too often ignored (Myers & Myers, 1995). Instead, educators can provide a variety of instructional strategies to create a balanced classroom that supports continuous growth achievement for all.

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