Understanding and Supporting
Gifted Underachievers
EMB School Development Division
Educational Psychologist
Sarah Pong
12 January 2004
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Defining ‘underachievement’
‘Underachievement is defined as a
discrepancy between a child’s school
performance and some index of his or her
actual ability, such as intelligence,
achievement, or creativity score, or
observational data.’
Davis & Rimm 1985
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Defining ‘underachievement’ in terms of
A DISCREPANCY
between
POTENTIAL
(what a child ought to be able to do)
and
ACTUAL PERFORMANCE
(what a child is really demonstrating)
Richert 1991
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Identifying gifted underachievers using
Intelligence test scores
Gifted : 2 SD above the mean
Achievement test scores
A pattern of continuous decline in group
achievement test scores
Observation
Teachers/parents observation checklists
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Rethinking the ‘discrepancy’ formula
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The discrepancy being persistent and marked.
Underachievement is first and foremost a
behaviour and, as such, it can change over time.
Negative mental image leading to mental blocks
- resulting in ‘a game of blaming.’
Performance being exclusively associated with
academic, school-based endeavors.
Underachievement is content and situation
specific.
Underachievement is in the eyes of the beholder.
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Breaking the vicious circle –
Early Identification & Early Intervention
‘Early identification and appropriate
programming prevent the establishment of
chronic patterns of underachievement or
negative attitudes toward schools; it also
allows early intervention with underachievers,
which is much more successful than later
efforts at remediation or correction. ‘
Whitmore 1980
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How about underachievers?
Eight characteristics of achievers
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Achievers
Achievers
thinkers
Achievers
Achievers
Achievers
Achievers
Achievers
Achievers
are goal-oriented
are positive
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are confident
are resilient
have self-discipline
have pride
are proficient
are risk makers
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See self as inadequate
Expect academic and social
failure
Feel helpless to control
outcomes of effort
Don’t feel free to make
choices
Set unrealistic goals
Are defensive toward
authority
Feel rejected and isolated
Are not willing to risk
failure
Show ineffective approaches
to problems
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Shared characteristics that distinguish
the achieving from underachieving gifted
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Lack of integration of goals & self direction
Lack of self confidence
Inability to persevere
Inferiority feelings
Terman & Oden (1947)
Social immaturity
Emotional problems
Antisocial behaviour
Low self concept
An unstable family environment
Dowall (1982)
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資優兒的特徵
※邏輯思考力強
※ 記憶力特佳
※ 知識豐富
※ 愛尋根究底
※ 富創造力
※ 善於解決難題
※ 處理抽象觀念能力高
※ 語言能力強
※具尖銳的幽默
※ 自我要求高
※ 對他人的期望或
批評非常敏感
※ 富理想，重公平
※ 喜歡作領導
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潛能未展資優兒的特徵
※ 經常欠交功課
※ 考試 / 測驗成績低劣
※ 討厭上學
※ 缺乏學習動機
※ 自尊感低落
※ 在課堂上表現退縮或
擾亂課堂秩序
※ 認為沒有人會喜歡自己
※表現幼稚
※抗拒權威、拒絕遵守規則
※具有強烈的無助感
※工作時無法集中精神，
容易分心
※愛把個人的成敗歸咎於
外在的因素
※多說話，少做事，語言
表達能力比書寫能力強
※逃避困難，害怕失敗
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Using the Hong Kong Behavioural Checklist
(Teachers’ version) for identifying gifted / Talented
primary school students (HKBC-T)
Tapping abilities in:
 Learning (related to intellectual ability)
 Mathematics and sciences
 Creativity
 Leadership, and
 Learning motivation (related to task
commitment)
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A Checklist for identifying gifted
underachievers
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Whitmore J (1980)
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The Child
‘ Kate, is six but has a ‘mental age’ of ten
and a half …… Kate, like every highly gifted
child, is an amalgam of many developmental
ages … She may be six while riding a bike,
thirteen while playing the piano or chess,
nine while debating rules, eight while choosing
hobbies and books, five or three when asked
to sit still.’
L. Silverman (1993)
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Giftedness as Asynchrony
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Asynchrony is due to differences in rates of
physical, intellectual, emotional, social and skill
development.
‘Giftedness is asynchronous development in which
advanced cognitive abilities & heightened intensity
combine to create inner experiences & awareness
that are qualitatively different from the
norm……The uniqueness of the gifted renders them
particularly vulnerable and requires modifications in
parenting, teaching and counseling in order for
them to develop optimally.’
The Columbus Group (1991)
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The emotional aspects of giftedness
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‘Giftedness is a greater awareness, a greater
sensitivity, and a greater ability to understand and
transform perceptions into intellectual and
emotional experiences’
- Roeper (1982)
Hollingworth (1931) suggested that gifted children
are particularly vulnerable between the ages of
four and nine,…… ‘To have the intelligence of an
adult and the emotions of a child combined in a
childish body is to encounter certain difficulties.’
(interrationship of cognitive complexity and
emotional intensity).
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Inquisitive,good at problem solving 
challenging behaviours
Quick in acquiring information 
showing off, upsetting routines
High expectation of self & others 
intolerant, perfectionist
Sensitivity, desire to be accepted by others 
sensitive to criticism and peer rejection
Strong sense of humor 
Misunderstood & rejected by peers
Diverse interests and abilities 
disorganized
Creative 
disruptive
Seeks truth, equality and fair play 
stubborn
High energy, alertness 
hyperactive
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Underachiever Profiles
The
The
The
The
The
The
Dianne Heacox
Rebel ‘Why should I play the school game?’
Conformist ‘Don’t notice that I am smart.’
Stressed Learner ‘It’s not good enough.’
Struggling Student ‘I just don’t get it.’
Victim ‘It’s not my fault.’
Bored Student ‘There’s nothing new to learn.’
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Categories of underachievement
Rimm 1995
Conformity
Dependent
conformers
Dominant
Conformers
Dependent
nonconformers
Dominant
nonconformers
Non
conformity
Dependent
Dominant
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Reversing underachievement
A Trifocal Model
S. Rimm 1989
Child
Home
School
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The Home
In families of high
achieving students, often
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Parents are interested
in their children
The fathers are
important life influences
Mothers are responsible
& independent
Parents have high
educational aspirations
Parents are well
educated
Families are small
The student is often the
first born or only child
In families of underachieving
students, often
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The student is dependent on the mother
The father is rejecting and domineering
and gives little warmth or affection
The relationship between father and
daughter or father and son is negative or
nonexistent
Parents allows achievement to go
unrewarded
The children do not identify with their
parents
There are deep social and emotional
problems in the family
parents are not active in schools
Parents are not supportive of their
children
The child’s achievement present a threat
to the parents and their adult superiority
Parents do not share ideas, affection,
trust or approval
Parents are restrictive and severe in
their punishment
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Effective parent – The Art of Striking Balance
Control vs. Freedom
High Expectation vs. Low Expectation
Every Child wishes to please his/her parents
Parental involvement is vital in reversing underachievement
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Underachievers belong to an
‘underserved group’ as a result of
‘underachieving schools.’
Whitmore (1989)
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The School
Control vs. Freedom
High Expectation vs. Low Expectation
(The Art of Balancing)
Curriculum and Learning Style
(March & Mismatch)
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The Teacher - My instruction is
Rigorous
I don’t set my expectation so low that students need not make
their best efforts.
Relevant
I do not give more of the same task to students already
demonstrated mastery.
Flexible and varied
I allow variation in how students learn and how students
show what they have learned.
Complex
I challenge students’ thinking and actively engage them
in content that conveys depth and breadth.
Adapted from D. Heacox 2002
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Putting the child back in charge of his or
her own education
‘Only when students feel academically
capable and internally motivated to
learn will school success occur… And,
… success is more likely to breed
additional success …’
Delisle 1992
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Focusing on strength – create challenge,
variety and opportunity for students to utilize
strengths and interests to improve school
performance and facilitate in-depth learning
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Curriculum compacting
Flexible skills grouping
Tiered assignments
Mentorship
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Remediate deficiencies
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Work habit & study skills
e.g.procrastination
Dysfunctional perfectionism
Low self esteem
External locus of control
Problem-solving, conflict resolution
Missing fundamentals & skills
Specific learning difficulties – Dual
Exceptionalities
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Strategies to reverse underachievement
Supportive strategies
Whitmore (1980)
These ‘affirm the worth of the child in the classroom and convey
the promise of greater potential and success yet to be
discovered and enjoyed.’
Intrinsic strategies
These are ‘designed to develop intrinsic achievement motivation
through the child’s discovery of rewards available …. As a result
of efforts to learn, achieve and contribute to the group.’
Remedial strategies
These are ‘employed to improve the student’s academic
performance in an area of learning in which (s)he has evidenced
difficulty learning, has experienced a sense of failure.
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Personal counselling and special programming
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Counselling of underachievers ‘should enable
them to recognize their self concepts and
perceptions into constructive channels,…’
Gallagher 1985
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Negative results from merely grouping
underachievers together (students reinforced
each others’ negative behaviours). Perkins 1969
Grouping students according to ability without
changing the curriculum or teaching methods
cannot produce positive results.
Goldberg 1965
Great gains reported when placed with
achieving peers, with stimulating content and
teaching strategies of the advanced class
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Reversing
underachievement
of the gifted
Pitfalls to avoid
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Inflexible teaching
Rescuing the student
Inappropriate
expectations
The need to control
Getting even
Giving up
Getting angry
Tips for Teachers
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Focus on the positive
Keep problems private
Get them involved
Get them interested
Adjust your curriculum
Provide variety
Give them tools /
opportunity for success
Make learning
appropriate & relevant
Minimize evaluation
Build success
Promote positive self
esteem
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Underachievers are ‘discouraged’ persons,
they ‘lack courage’.
Kauffman 1988
To encourage students, your attitude must say:
 You are capable.
 Go ahead and try.
 Mistakes are to learn from.
 I encourage at the individual’s pace, not mine.
 I encourage in the direction of the individual
to meet his/her goals, not mine.
 I accept attempts and efforts.
 I value the individual as he or she is.
 I recognize the individual’s strengths, assets
and resources.
Dinkmeyer and Losoncy 1980
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How long will it take to change?
Depending on:
 The number of underachievement causes
 How long the student has been
underachieving.
 The quality of the partnership formed
between parents/ teachers/ student.
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Reversing underachievement
A Trifocal Model
S. Rimm 1989
Child
Home
School
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Trifocal Model for reversing underachievement
syndrome
Rimm1986
Assessment
Communication
Changing Expectations
Role Model
Identification
Correction of
Deficiencies
Modifications of Home and School
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http://serc.emb.gov.hk
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http://serc.emb.gov.hk/big5/resource
s/gifted/index.htm
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