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Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study

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Title: Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study
Language: English
Authors: Sabine Sypré (ORCID 0000-0002-8696-5764), Patrick Onghena (ORCID 0000-0002-3986-8312), Karine Verschueren, Maarten Vansteenkiste, Bart Soenens
Source: Gifted Child Quarterly. 2026 70(2):194-222.
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: N
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Academically Gifted, Learner Engagement, Student Motivation, Underachievement, Males, Adolescents, Self Concept, Intervention, Program Effectiveness, Counseling, Student Attitudes, Beliefs, Foreign Countries, Secondary School Students
Geographic Terms: Belgium
DOI: 10.1177/00169862251388967
ISSN: 0016-9862
1934-9041
Abstract: This study investigated the effectiveness of a one-on-one counseling intervention for underachieving gifted adolescents, recognizing that not all excel academically despite their high cognitive abilities. Underachievement in this group can lead to detrimental consequences in both the short and long term. The research explored whether a tailored intervention can enhance engagement and mitigate underachievement. It distinguishes between two pathways leading to underachievement and designs specific modules for each. One module targets students' self-beliefs, fostering a growth mindset and minimizing self-handicapping, while the other aims to boost students' valuation of schoolwork by influencing various factors. Employing a mixed-methods single-case approach, the study involved eight gifted male adolescents aged 13 to 16, with four participating in each module. Findings indicated that while both modules affected outcomes, particularly in identity development, there were variations in effectiveness. This research sheds light on the development of interventions to address underachievement in cognitively gifted adolescents.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499969
Database: ERIC
FullText Text:
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  Data: Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sabine+Sypré%22">Sabine Sypré</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8696-5764">0000-0002-8696-5764</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+Onghena%22">Patrick Onghena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3986-8312">0000-0002-3986-8312</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karine+Verschueren%22">Karine Verschueren</searchLink><br /><searchLink fieldCode="AR" term="%22Maarten+Vansteenkiste%22">Maarten Vansteenkiste</searchLink><br /><searchLink fieldCode="AR" term="%22Bart+Soenens%22">Bart Soenens</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Quarterly%22"><i>Gifted Child Quarterly</i></searchLink>. 2026 70(2):194-222.
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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: N
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  Data: 29
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Underachievement%22">Underachievement</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Counseling%22">Counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
– Name: DOI
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  Data: 10.1177/00169862251388967
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  Data: 0016-9862<br />1934-9041
– Name: Abstract
  Label: Abstract
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  Data: This study investigated the effectiveness of a one-on-one counseling intervention for underachieving gifted adolescents, recognizing that not all excel academically despite their high cognitive abilities. Underachievement in this group can lead to detrimental consequences in both the short and long term. The research explored whether a tailored intervention can enhance engagement and mitigate underachievement. It distinguishes between two pathways leading to underachievement and designs specific modules for each. One module targets students' self-beliefs, fostering a growth mindset and minimizing self-handicapping, while the other aims to boost students' valuation of schoolwork by influencing various factors. Employing a mixed-methods single-case approach, the study involved eight gifted male adolescents aged 13 to 16, with four participating in each module. Findings indicated that while both modules affected outcomes, particularly in identity development, there were variations in effectiveness. This research sheds light on the development of interventions to address underachievement in cognitively gifted adolescents.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1499969
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499969
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        Value: 10.1177/00169862251388967
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 194
    Subjects:
      – SubjectFull: Academically Gifted
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Underachievement
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Counseling
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Belgium
        Type: general
    Titles:
      – TitleFull: Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study
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            NameFull: Sabine Sypré
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            NameFull: Patrick Onghena
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              Type: published
              Y: 2026
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              Value: 0016-9862
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              Value: 1934-9041
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              Value: 70
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