Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes among Gifted Students

Autor/inn/en	Mofield, Emily; Parker Peters, Megan
Titel	Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes among Gifted Students
Quelle	In: Journal for the Education of the Gifted, 42 (2019) 2, S.107-134 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mofield, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353219836737
Schlagwörter	Underachievement; Personality Traits; Academically Gifted; High Achievement; Predictor Variables; Adolescents; Beliefs; Intelligence; Academic Achievement; Student Attitudes; Correlation; Middle School Students; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Belief; Glaube; Intelligenz; Klugheit; Schulleistung; Schülerverhalten; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence (d = 0.79), lower scores on Organization (d = -1.01), and lower Self-Regulation/Motivation (d = -1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students (N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, ß = 0.35, p < 0.0001; Doubt of Action, ß = 0.28, p < 0.0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, ß = 0.35, p < 0.0001, and Organization, ß = 0.21, p = 0.001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01