Promoting Engagement and Motivation and Reducing Perceived Underachievement of Gifted Male Adolescents: A Mixed-Methods Single-Case Experimental Study
Saved in:
| 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 |
| 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 |
Be the first to leave a comment!
