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Attitudes toward the gifted in a social environment can be either encouraging or inhibiting for their development. The phenomenon of the complexity of giftedness is attracting more attention from numerous researchers. A pluralistic approach to the phenomenon of giftedness opens the way to an empirical validation of the phenomenon, but the abundance of empirical materials from both the twentieth and the twenty-first centuries provide no unambiguous results. The empirical data suggest an increasing percentage (20%t and more) of the gifted are unsuccessful (i.e., the phenomenon of underachievers in schools). This chapter highlights empirical, independent research projects of Krneta, as well as some other relevant researchers. The results obtained from the relevant samples from Bosnia, Herzegovina, and Croatia may be useful to other educational systems in the region, due to the similarities between the Balkan countries. The findings reflect the social context of the countries from the region (i.e., in transition) and may be related to the education of the gifted, the brain drain, and the capacities of the (local) economy to employ the gifted and to use their creative capacities. Implications include a need to design adequate educational support for gifted students and communication in schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter is grounded in the supposition that competitive, varsity-level sports serve as a source that has not been utilized to identify academically gifted students who may have been overlooked and/or underserved, due to the discriminatory nature in which educational systems have historically regarded and identified giftedness in students. There are some scholar-athletes whose kinesthetically gifted traits may otherwise go undervalued and be misperceived as physical talent only. As such, this is a lost opportunity to translate these strengths for academic success, resulting in incomplete development of the gifts and talents, which is another form of underachievement that affects potential in and out of the classroom. The chapter provides an example that offers an ethnographic and anecdotal vignette. It illuminates the positive impact of the intersectionality (compounded effects of overlapping conditions) of a student-athlete's diverse expression of gifts and talents. The authors have laid out evidence and processes that support observing and translating athletic talent as an identified gift to address unidentified and academically-undervalued talents of gifted scholar-athletes. They integrate kinesiology to understand the psychology and cognitive processes behind athletic talent as displayed by on-field cognitive skills. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The cognitive, social, and emotional characteristics of gifted students that lead to underachievement remain misunderstood by many educators. There are still myths that maintain that gifted students should excel in every academic endeavor, and whenever they don't, this is simply them underachieving. There are those who do not acknowledge, let along address, the learning disabilities of gifted student when they co-exist. On the other hand, when students are in a position to move on when ready or compact the curriculum when they have obviously mastered the content, some educators will not extend learning with more rigorous content, also causing the students not to maximize their academic talents. The impactful reality of underachievement of gifted students can generate scars (negative implications) for their entire lives in terms of identity and talent development. As such, the authors emphasize the importance of continuing education for all teachers, of continual and updated training. All students deserve to learn at a pace and level which are respectful (appropriately rigorous, challenging, and responsive to their learners' profile. And it is the responsibility of all educators to strategically and effectively appeal to the unique needs of each student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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Entre 2020 y 2026
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