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Giftedness and Academic Success: How Are Parent-Child and Teacher-Student Relations Related to Gifted Children's Underachievement?

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Title: Giftedness and Academic Success: How Are Parent-Child and Teacher-Student Relations Related to Gifted Children's Underachievement?
Language: English
Authors: Claire Baudry (ORCID 0000-0003-4890-9785), Line Massé, Jessica Pearson (ORCID 0000-0002-7154-8212), Marjorie Simard
Source: Journal for the Education of the Gifted. 2026 49(1):3-29.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Academically Gifted, Gifted Education, Underachievement, Parent Child Relationship, Teacher Student Relationship, Personal Autonomy, Elementary School Students, Foreign Countries, Children
Geographic Terms: Canada
Assessment and Survey Identifiers: Wechsler Intelligence Scale for Children, Wechsler Preschool and Primary Scale of Intelligence, Student Teacher Relationship Scale
DOI: 10.1177/01623532251406348
ISSN: 0162-3532
2162-9501
Abstract: Gifted children may underachieve in various subjects, putting them at risk of dropping out of school. Several factors can influence both achievement and underachievement. In the understanding of these children's success or difficulties at school, teacher-student and parent-child relationships should be considered. The objective of this article is to document the level of performance and underachievement of 71 gifted children ages 6 to 12 and to assess the contribution of both type of relationships. Results indicate that gifted children demonstrate overall good academic results, yet an appreciable proportion exhibit underachievement. Autonomy in school tasks is a significant factor enhancing children performance. Therefore, educators are encouraged to facilitate their autonomy within the classroom and during learning activities. Although the parent-child relationship is not linked to performance or underachievement, it is nevertheless important to pursue the study of this variable, given its influence on learning and academic success.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499303
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Giftedness and Academic Success: How Are Parent-Child and Teacher-Student Relations Related to Gifted Children's Underachievement?
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  Data: <searchLink fieldCode="AR" term="%22Claire+Baudry%22">Claire Baudry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4890-9785">0000-0003-4890-9785</externalLink>)<br /><searchLink fieldCode="AR" term="%22Line+Massé%22">Line Massé</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Pearson%22">Jessica Pearson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7154-8212">0000-0002-7154-8212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marjorie+Simard%22">Marjorie Simard</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Education+of+the+Gifted%22"><i>Journal for the Education of the Gifted</i></searchLink>. 2026 49(1):3-29.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 27
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Wechsler+Intelligence+Scale+for+Children%22">Wechsler Intelligence Scale for Children</searchLink><br /><searchLink fieldCode="SU" term="%22Wechsler+Preschool+and+Primary+Scale+of+Intelligence%22">Wechsler Preschool and Primary Scale of Intelligence</searchLink><br /><searchLink fieldCode="SU" term="%22Student+Teacher+Relationship+Scale%22">Student Teacher Relationship Scale</searchLink>
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  Data: 10.1177/01623532251406348
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– Name: Abstract
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  Data: Gifted children may underachieve in various subjects, putting them at risk of dropping out of school. Several factors can influence both achievement and underachievement. In the understanding of these children's success or difficulties at school, teacher-student and parent-child relationships should be considered. The objective of this article is to document the level of performance and underachievement of 71 gifted children ages 6 to 12 and to assess the contribution of both type of relationships. Results indicate that gifted children demonstrate overall good academic results, yet an appreciable proportion exhibit underachievement. Autonomy in school tasks is a significant factor enhancing children performance. Therefore, educators are encouraged to facilitate their autonomy within the classroom and during learning activities. Although the parent-child relationship is not linked to performance or underachievement, it is nevertheless important to pursue the study of this variable, given its influence on learning and academic success.
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  Data: 2026
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  Data: EJ1499303
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        Value: 10.1177/01623532251406348
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      – Text: English
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      – SubjectFull: Academically Gifted
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      – SubjectFull: Gifted Education
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      – SubjectFull: Underachievement
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Canada
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      – SubjectFull: Wechsler Intelligence Scale for Children
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      – TitleFull: Giftedness and Academic Success: How Are Parent-Child and Teacher-Student Relations Related to Gifted Children's Underachievement?
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