The Etiology of Underachievement in Highly Gifted Young Children

Abstract

The author reports the findings of a clinical study of the etiology of underachievement in highly gifted primary-age children. The findings suggest that previous studies have identified symptoms rather than causes of underachievement, and that classroom conditions (i.e., social climate and academic curriculum) are principal contributors to the development of gifted underachievers. Implications drawn from the study include the need for early identification of gifted children and the provision of appropriate educational programs in order to prevent the development of the impairing behavior patterns and self-perceptions which are symptomatic of chronic underachievement in gifted children.