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2019 WCGTC World Conference

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5.7.5 Mindsets of Underachievers: Understanding Why They Underachieve and What We Can Do

The interaction of thoughts, emotions, and beliefs about ability influence how students achieve. Our research data provides insight into how gifted underachievers differ from gifted achievers on a number of variables, including their conceptions of ability. Presenters will share how their research findings regarding the achievement motivation of gifted underachievers can be especially useful in planning interventions to address underachievement. Presenters will share specific intervention ideas related to developing self-efficacy, organizational supports, self-regulation, and goal-attainment.

Author(s):

Emily Mofield
mofielde@gmail.com
Lipscomb University
United States

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Emily Mofield, Ed.D., is an assistant professor in the College of Education at Lipscomb University where she teaches gifted education and doctoral research courses. Her background includes 15 years experience teaching gifted students and leading gifted services. Emily currently serves as the NAGC Chair for Curriculum Studies. She has been recognized with numerous NAGC curriculum awards for coauthored curriculum with Tamra Stambaugh. She has authored several research articles on the social-emotional needs of gifted students and has received the NAGC Hollingworth Award for excellence in research (with Megan Parker Peters).

Megan Parker Peters
mparkerpeters@lipscomb.edu
Lipscomb University
United States

   

Megan Parker Peters, PhD, is an associate professor and the Director of Teacher Assessment at Lipscomb University. She is the chair of the National Association for Gifted Children’s (NAGC) Early Childhood Network and co-winner of the 2016 Hollingworth Award. She is also the recipient of the 2017 Jo Patterson Award for extended service to the field of gifted education in Tennessee. Her current research interests include examining the impact of perfectionism on coping, the relationships among socioemotional factors and giftedness, and the academic and external factors that predict student success.

 


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