Gifted students have the potential for high levels of academic achievement. However, many gifted students struggle with motivation and underachievement in school (McCoach & Siegle, 2003; Reis & McCoach, 2000). It is critical that schools understand the factors that influence motivation and achievement among gifted students in order to help these students reach their full potential. This paper will examine the importance of understanding motivation in gifted students and provide evidence-based recommendations to enhance motivation and achievement in this population.
The Problem of Underachievement
Underachievement is a significant concern among gifted students. Studies estimate that between 15-40% of gifted students demonstrate a pattern of underachievement (Seeley, 2004). Underachievement is defined as a discrepancy between a student’s performance and their actual ability, where the student is not working to their identified potential (Reis & McCoach, 2000).
Underachievement can stem from a variety of factors including learning disabilities, mental health issues, or mismatch between the student and school environment (Siegle & McCoach, 2005). However, for many gifted underachievers, motivational factors play a central role. Research shows that motivated students find value in their school experience, believe they can succeed, and feel supported by their environment (Siegle & McCoach, 2005). Gifted underachievers often lack one or more of these key perceptions related to motivation and engagement.
Theories of Motivation
Understanding theories of motivation provides insight into why some gifted students lose motivation while others thrive academically. A prominent theory is self-determination theory, which posits that intrinsic motivation stems from the psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 2000). Students who feel in control of their learning, effective in mastering concepts, and meaningfully connected to others tend to display high, sustainable motivation.
Research shows that many traditional school practices undermine these basic needs, leading to declining motivation as students advance through school (Lepper et al., 2005). Gifted students may be particularly sensitive when their need for autonomy, challenge, and peer support are thwarted, contributing to underachievement.
Attribution theory is another useful framework, indicating that students’ beliefs about the causes of outcomes shape their motivation and response to failure (Weiner, 2005). Students who attribute failure to lack of ability tend to become discouraged and give up. In contrast, students who see failure as a result of insufficient effort are more likely to persist when facing setbacks. malformed attributions and beliefs often characterize gifted underachievers and require targeted intervention.
Assessing Motivation in Gifted Students
Identifying motivational issues early is important for preventing underachievement. Key areas to assess include (Ritchotte et al., 2014):
- Academic self-perceptions: Does the student have positive views of themselves as a learner? Do they believe they can succeed?
- Attribution patterns: How does the student explain their successes and failures? Do they attribute outcomes to ability, effort, external factors?
- Intrinsic motivation: Does the student display curiosity, preference for challenge, persistence in the face of difficulty? Or do they rely on extrinsic factors like rewards?
- Perceived competence: Does the student feel efficacious and capable of mastering new material? Or do they avoid challenge and give up easily?
- Perceived autonomy: Does the student feel in control of their learning process? Or do they feel pressured and constrained by others’ expectations?
- Environmental perceptions: Does the student view school and teachers as sources of support? Or do they feel disconnected from the environment?
Tools like surveys, questionnaires, interviews, and the Scale for Identifying Gifted Students’ Motivational Factors can provide quantitative and qualitative data to guide interventions (McCoach & Siegle, 2003). Ongoing assessment is needed as motivational issues can surface at any time.
Strategies to Enhance Motivation
A wealth of research points to best practices for motivating gifted underachievers. Key strategies include:
- Provide authentic learning activities that allow for student autonomy, choices, and interests (Gentry & Owen, 2004).
- Scaffold challenging tasks and give process praise to build self-efficacy (Dweck, 1999).
- Teach growth mindset thinking to change disabling attributions (Blackwell et al., 2007).
- Regularly assess mastery to provide evidence of competence (Siegle & McCoach, 2005).
- Explicitly link schoolwork to future goals to enhance utility value (Brophy, 2008).
- Moderate pace and amount of curriculum to maintain engagement (Kanevsky, 2011).
- Foster positive peer relationships and avoid ability grouping that inhibits relatedness (Cross, 2005).
- Promote family involvement and home support (Morisano & Shore, 2010).
- Provide counselling or therapy as needed for mental health concerns (Peterson, 2006).
A multi-faceted approach tailored to the individual student’s needs and strengths is required for optimal motivation and achievement outcomes.
Understanding motivation is critical for helping gifted students thrive and realize their potential. Careful assessment, research-based interventions, student-centered planning, and ongoing monitoring of progress can help transform gifted underachievers into highly successful and engaged learners. Supporting the motivation and achievement of gifted students enables these students to make meaningful contributions to society. It should be a top priority for schools and educators.
References
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