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Yıl 2014, Cilt: 11 Sayı: 2, 1 - 21, 07.01.2015

Yavuz Yaman , Üzeyir Oğurlu

Öz

One of the most common misperceptions about gifted students is that they will be successful with the normal curriculum offered in schools. Most people assume that those intellectually gifted students succeed in all subjects, have high scores in tests and that will guarantee a bright future. In fact, a number of gifted students at the school system were not performing at a level commensurate with their abilities, and even a great many of of them show underachievement character traits. Regarding the literature in this field, studies have shown that from 9% to 50% of these students are performing below their ability levels. Very recently, the topic of gifted underachievement and how to reverse it has received a great deal of attention in the gifted education literature. Educators commonly identify most of the gifted student underachievers as reluctant, lazy, unmotivated, or the ones as having behaviour problems (Seeley, 2004). The main objective of this study to add to the knowledge base on this issue to educators, counsellors and parents by investigating the occurrence of underachievement behaviours and their determining factors in a population of gifted students

Anahtar Kelimeler

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Kaynakça

  • Baker, J. (2011). Stability of racial differences in gifted education: the case for stereotype threat. Talent Development and Excellence, 3(1), 27-31.
  • Baslanti, U. ve McCoach, D.B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28 (4), 210-215.
  • Baum, S. M., Renzulli, J. S., ve Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224-235.
  • Bellamy, L. (2005). A critical analysis of how differentiation can promote the full inclusion of three gifted and talented students in a mixed-ability, Year 9 class studying Macbeth. English Teaching: Practice ve Critique, 4(2), 72-83.
  • Benbow, C. P., ve Stanley, J. C. (1996). Inequity in equity: How "equity" can lead to inequity for high potential students. Psychology, Public Policy, and Law, 2(2), 249-292.
  • Birdsall, P. ve Correa, L. (2007). Gifted underachievers. Leadership, 36 (4), 21-23.
  • Boazman, J. ve Sayler, M. (2011). Personal well-being of gifted students following participation in an early college-entrance program. Roeper Review, 33(2), 76-85.
  • Burney, V., ve Beilke, J. (2008). Constraints of poverty on high achievement. Journal for the Education of the Gifted, 31(3), p. 295-321.
  • Burney, V.H. (2008). Applications of social cognitive theory to gifted education. Roeper Review, 30(2), 130-139.
  • Butler-Por, N. (1993). Underachieving gifted students. In K. Heller, F. Monks & H . Passow (Eds.), International handbook of research and development o f intellectually giftedness and talent (ss. 649-668). London: Pergamon
  • Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Clemons, T. L. (2008). Underachieving gifted students: A social cognitive model. Roeper Review, 30(1), 69-78.
  • Colangelo, N., ve Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J. Mönks, R. J. Sternberg ve R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed. ss. 595-607). Oxford, England: Pergamon.
  • Colangelo, N., Assouline, S.G., Marron, M.A., Castellano, J.A., Clinkenbeard, P.R., Rogers, K. . . . Smith, D. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Acvademics, 21(2), 180-203.
  • Cooper, C.R. (2009). Myth 18: It is fair to teach all children the same way. Gifted Child Quarterly, 53(4), 283-285.
  • Çağlar, D. (2004). Okulda başarısız olan üstün zekâlı çocuklar. M. R. Şirin, A.Kulaksızoğlu, A.E. Bilgili (der.), 1. Türkiye üstün yetenekli çocuklar kongresi seçilmiş bildiriler kitabı (409–415). İstanbul: Çocuk Vakfı Yayınları.
  • Davidson, J., ve Davidson, B. (2004). Genius denied: How to stop wasting our brightest young minds. New York: Simon and Schuster.
  • Davis, G.A., Rimm, S.B., ve Siegle, D. (2011). Education of The Gifted And Talented. Boston: Allyn and Bacon.
  • Delisle, J.R. (2010). Liberal arts. Gifted Child Today, 33, (3), 53-54.
  • Dittrich, E. (2014). Underachievement Leading to Downgrading at the Highest Level of Secondary Education in The Netherlands: A Longitudinal Case Study. Roeper Review, 36(2), 104-113.
  • Dyrda, B. (2009). The process of diagnosing the underachievement syndrome in gifted and creative children. The New Educational Review, 18 (2), 129-137.
  • Figg, S. Rogers, K., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics 23(1), 53-71. doi: 10.1177/1932202X11430000
  • Ford, D. Y. Alber, S. R. ve Heward, W. L. (1998). Setting “motivation traps” for underachieving gifted students. Gifted Child Today Magazine. 21(2).
  • Freeman, J. (2011). A wish for the gifted and talented. Talent Development and Excellence, 3(1), 57-58. Erişim Tarihi: 03.03.2014, http://d-nb.info/1011435659/34#page=62
  • Geake, J.G. ve Gross, M.U.M. (2008). Teachers' negative affect toward academically gifted students. Gifted Child Quarterly, 52(3), 217-231.
  • Gonzalez, J., & Hayes, A. (1988). Psychosocial aspects of the development of gifted underachievers: Review and implications. The Exceptional Child, 35(1), 39-51
  • Grantham, T.C. (2011). New directions for gifted black males suffering from bystander effects: A call for upstanders. Roeper Review, 33, (4), 263-272.
  • Hébert, T. (2001). “If I had a new notebook, I know things would change”: Bright underachieving young men in urban classrooms. Gifted Child Quarterly, 45, 174-194.
  • Hébert, T. ve Olenchak, R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44, 196-207.
  • He´bert, T. P., ve Schreiber, C. (2010). An examination of selective achievement in gifted males. Journal for the Education of the Gifted, 33, 570–605
  • Hishinuma, E.S. (1996). Motivating the gifted underachiever: Implementing reward menus and behavioral contracts within an integrated approach. Gifted Child Today Magazine, 19(4).
  • Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or educational enigma? Gifted Child Today, 28 (20), 46-49.
  • Kim, H.K. (2008). Underachievement and creativity: Are gifted underachievers highly 145 creative? Creativity Research Journal, 20(2), 234-242.
  • Laffoon, K. S., Jenkins-Friedman, R., ve Tollefson, N. (1989). Causal attributions of underachieving gifted, achieving gifted, and nongifted students. Journal for the Education of the Gifted, 13(1), 4-21.
  • Landis, R. N., & Reschly, A. L. (2013). Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement. Journal for the Education of the Gifted, 36 (2), ss. 220-249 0162353213480864.
  • Manning, S., Stanford, B., ve Reeves, S. (2010). Valuing the advanced learner: Differentiating up. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(4), 145-149.
  • Matthews, M. S., ve McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181.
  • McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel path analysis study. Gifted Child Quarterly, 54(4), 283-297.
  • McCollister, K. ve Sayler, M.F. (2010). Lift the ceiling: Increase rigor with critical thinking skills. Gifted Child Today, 33(1), 41-47.
  • Mandel, H. P., & Marcus, S.I. (1988). The Psychology of Underachievement. New York, NY: John Wiley & Sons
  • Milne, H. J., ve Reis, S. (2000). Using video therapy to address the social and emotional needs of gifted children. Gifted Child Today, 23(1), 24-29.
  • Montgomery, D. (2007). Differentiating for the needs of more able children: Some issues and solutions. Gifted Education International, 23(1), 6-14.
  • Neihart, M. (2006). Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28, 196-202.
  • Neihart, M. (2007). The socio affective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341
  • Neihart, M., Reis, S.M., Robinson, N.M. ve Moon, S. (2002). The social and emotional development of gifted children: What do we know). Washington, DC Prufrock Press, Waco, TX.
  • Ogurlu, Ü. ve Yaman, Y. (2010). Üstün zekâlı/yetenekli çocuklar ve iletişim. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 28, 213-223.
  • Ogurlu, Ü., ve Yaman, Y. (2013). Guidance needs of gifted and talented children’s parents. Turkish Journal of Giftedness and Education, 2013, 3(2), 81-94
  • Pagnani, A. (2005). Gifted underachievement: Root causes and reversal strategies. Erişim Tarihi: 20.Ekim.2009. http://www.fultongifted.org/_doc/Gifted%20Underachievement%20Handbook.pdf
  • Peters, W.A.M., Grager, H. L. ve Supplee, P. (2002). Underachievement in gifted children and adolescents: Theory and practice. International handbook of giftedness and talent: (ss.609-620) USA: Clearance Center.
  • Peterson, J. (2001a). Gifted and at risk: Four longitudinal case studies of post-high-school development. Roeper Review, 24(1), 31-39.
  • Peterson, J. (2001b). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45, 236-250.
  • Peterson, J., ve Colangelo, N. (1996). Gifted achievers and underachievers: A comparison f patterns found in school records. Journal of Counseling and Development, 74(4), 399-407.
  • Plucker, J. A., ve McIntire, J. (1996). Academic survivability in high-potential, middle school students. Gifted Child Quarterly, 40(1), 7-14.
  • Puckett, S. (1996). Mark: A case study in gifted underachievement. Gifted Child Today Magazine, 19(3).
  • Rathvon, N. (1996). The unmotivated child. USA: Simon and Schuster.
  • Rayneri, L. J., Gerber, B. L., ve Wiley, L. P. (2003). Gifted achievers and gifted underachievers: The impact of learning style preferences in the classroom. Journal of Secondary Gifted Education, 14(4), 197-203.
  • Reis, S. (2002). Gifted females in elementary and secondary school. In M. Neihart, S.M. Reis, N.M. Robinson, ve S.M. Moon (Eds.), The social and emotional development of gifted children: What do we know?(ss. 125-135). Washington, DC: National Association for Gifted Children; and Prufrock Press, Waco, TX.
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Yıl 2014, Cilt: 11 Sayı: 2, 1 - 21, 07.01.2015

Yavuz Yaman , Üzeyir Oğurlu

Öz

Kaynakça

  • Baker, J. (2011). Stability of racial differences in gifted education: the case for stereotype threat. Talent Development and Excellence, 3(1), 27-31.
  • Baslanti, U. ve McCoach, D.B. (2006). Factors related to the underachievement of university students in Turkey. Roeper Review, 28 (4), 210-215.
  • Baum, S. M., Renzulli, J. S., ve Hébert, T. P. (1995). Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39(4), 224-235.
  • Bellamy, L. (2005). A critical analysis of how differentiation can promote the full inclusion of three gifted and talented students in a mixed-ability, Year 9 class studying Macbeth. English Teaching: Practice ve Critique, 4(2), 72-83.
  • Benbow, C. P., ve Stanley, J. C. (1996). Inequity in equity: How "equity" can lead to inequity for high potential students. Psychology, Public Policy, and Law, 2(2), 249-292.
  • Birdsall, P. ve Correa, L. (2007). Gifted underachievers. Leadership, 36 (4), 21-23.
  • Boazman, J. ve Sayler, M. (2011). Personal well-being of gifted students following participation in an early college-entrance program. Roeper Review, 33(2), 76-85.
  • Burney, V., ve Beilke, J. (2008). Constraints of poverty on high achievement. Journal for the Education of the Gifted, 31(3), p. 295-321.
  • Burney, V.H. (2008). Applications of social cognitive theory to gifted education. Roeper Review, 30(2), 130-139.
  • Butler-Por, N. (1993). Underachieving gifted students. In K. Heller, F. Monks & H . Passow (Eds.), International handbook of research and development o f intellectually giftedness and talent (ss. 649-668). London: Pergamon
  • Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Clemons, T. L. (2008). Underachieving gifted students: A social cognitive model. Roeper Review, 30(1), 69-78.
  • Colangelo, N., ve Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J. Mönks, R. J. Sternberg ve R. F. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed. ss. 595-607). Oxford, England: Pergamon.
  • Colangelo, N., Assouline, S.G., Marron, M.A., Castellano, J.A., Clinkenbeard, P.R., Rogers, K. . . . Smith, D. (2010). Guidelines for developing an academic acceleration policy. Journal of Advanced Acvademics, 21(2), 180-203.
  • Cooper, C.R. (2009). Myth 18: It is fair to teach all children the same way. Gifted Child Quarterly, 53(4), 283-285.
  • Çağlar, D. (2004). Okulda başarısız olan üstün zekâlı çocuklar. M. R. Şirin, A.Kulaksızoğlu, A.E. Bilgili (der.), 1. Türkiye üstün yetenekli çocuklar kongresi seçilmiş bildiriler kitabı (409–415). İstanbul: Çocuk Vakfı Yayınları.
  • Davidson, J., ve Davidson, B. (2004). Genius denied: How to stop wasting our brightest young minds. New York: Simon and Schuster.
  • Davis, G.A., Rimm, S.B., ve Siegle, D. (2011). Education of The Gifted And Talented. Boston: Allyn and Bacon.
  • Delisle, J.R. (2010). Liberal arts. Gifted Child Today, 33, (3), 53-54.
  • Dittrich, E. (2014). Underachievement Leading to Downgrading at the Highest Level of Secondary Education in The Netherlands: A Longitudinal Case Study. Roeper Review, 36(2), 104-113.
  • Dyrda, B. (2009). The process of diagnosing the underachievement syndrome in gifted and creative children. The New Educational Review, 18 (2), 129-137.
  • Figg, S. Rogers, K., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics 23(1), 53-71. doi: 10.1177/1932202X11430000
  • Ford, D. Y. Alber, S. R. ve Heward, W. L. (1998). Setting “motivation traps” for underachieving gifted students. Gifted Child Today Magazine. 21(2).
  • Freeman, J. (2011). A wish for the gifted and talented. Talent Development and Excellence, 3(1), 57-58. Erişim Tarihi: 03.03.2014, http://d-nb.info/1011435659/34#page=62
  • Geake, J.G. ve Gross, M.U.M. (2008). Teachers' negative affect toward academically gifted students. Gifted Child Quarterly, 52(3), 217-231.
  • Gonzalez, J., & Hayes, A. (1988). Psychosocial aspects of the development of gifted underachievers: Review and implications. The Exceptional Child, 35(1), 39-51
  • Grantham, T.C. (2011). New directions for gifted black males suffering from bystander effects: A call for upstanders. Roeper Review, 33, (4), 263-272.
  • Hébert, T. (2001). “If I had a new notebook, I know things would change”: Bright underachieving young men in urban classrooms. Gifted Child Quarterly, 45, 174-194.
  • Hébert, T. ve Olenchak, R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44, 196-207.
  • He´bert, T. P., ve Schreiber, C. (2010). An examination of selective achievement in gifted males. Journal for the Education of the Gifted, 33, 570–605
  • Hishinuma, E.S. (1996). Motivating the gifted underachiever: Implementing reward menus and behavioral contracts within an integrated approach. Gifted Child Today Magazine, 19(4).
  • Hoover-Schultz, B. (2005). Gifted underachievement: Oxymoron or educational enigma? Gifted Child Today, 28 (20), 46-49.
  • Kim, H.K. (2008). Underachievement and creativity: Are gifted underachievers highly 145 creative? Creativity Research Journal, 20(2), 234-242.
  • Laffoon, K. S., Jenkins-Friedman, R., ve Tollefson, N. (1989). Causal attributions of underachieving gifted, achieving gifted, and nongifted students. Journal for the Education of the Gifted, 13(1), 4-21.
  • Landis, R. N., & Reschly, A. L. (2013). Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement. Journal for the Education of the Gifted, 36 (2), ss. 220-249 0162353213480864.
  • Manning, S., Stanford, B., ve Reeves, S. (2010). Valuing the advanced learner: Differentiating up. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(4), 145-149.
  • Matthews, M. S., ve McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181.
  • McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel path analysis study. Gifted Child Quarterly, 54(4), 283-297.
  • McCollister, K. ve Sayler, M.F. (2010). Lift the ceiling: Increase rigor with critical thinking skills. Gifted Child Today, 33(1), 41-47.
  • Mandel, H. P., & Marcus, S.I. (1988). The Psychology of Underachievement. New York, NY: John Wiley & Sons
  • Milne, H. J., ve Reis, S. (2000). Using video therapy to address the social and emotional needs of gifted children. Gifted Child Today, 23(1), 24-29.
  • Montgomery, D. (2007). Differentiating for the needs of more able children: Some issues and solutions. Gifted Education International, 23(1), 6-14.
  • Neihart, M. (2006). Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28, 196-202.
  • Neihart, M. (2007). The socio affective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341
  • Neihart, M., Reis, S.M., Robinson, N.M. ve Moon, S. (2002). The social and emotional development of gifted children: What do we know). Washington, DC Prufrock Press, Waco, TX.
  • Ogurlu, Ü. ve Yaman, Y. (2010). Üstün zekâlı/yetenekli çocuklar ve iletişim. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 28, 213-223.
  • Ogurlu, Ü., ve Yaman, Y. (2013). Guidance needs of gifted and talented children’s parents. Turkish Journal of Giftedness and Education, 2013, 3(2), 81-94
  • Pagnani, A. (2005). Gifted underachievement: Root causes and reversal strategies. Erişim Tarihi: 20.Ekim.2009. http://www.fultongifted.org/_doc/Gifted%20Underachievement%20Handbook.pdf
  • Peters, W.A.M., Grager, H. L. ve Supplee, P. (2002). Underachievement in gifted children and adolescents: Theory and practice. International handbook of giftedness and talent: (ss.609-620) USA: Clearance Center.
  • Peterson, J. (2001a). Gifted and at risk: Four longitudinal case studies of post-high-school development. Roeper Review, 24(1), 31-39.
  • Peterson, J. (2001b). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45, 236-250.
  • Peterson, J., ve Colangelo, N. (1996). Gifted achievers and underachievers: A comparison f patterns found in school records. Journal of Counseling and Development, 74(4), 399-407.
  • Plucker, J. A., ve McIntire, J. (1996). Academic survivability in high-potential, middle school students. Gifted Child Quarterly, 40(1), 7-14.
  • Puckett, S. (1996). Mark: A case study in gifted underachievement. Gifted Child Today Magazine, 19(3).
  • Rathvon, N. (1996). The unmotivated child. USA: Simon and Schuster.
  • Rayneri, L. J., Gerber, B. L., ve Wiley, L. P. (2003). Gifted achievers and gifted underachievers: The impact of learning style preferences in the classroom. Journal of Secondary Gifted Education, 14(4), 197-203.
  • Reis, S. (2002). Gifted females in elementary and secondary school. In M. Neihart, S.M. Reis, N.M. Robinson, ve S.M. Moon (Eds.), The social and emotional development of gifted children: What do we know?(ss. 125-135). Washington, DC: National Association for Gifted Children; and Prufrock Press, Waco, TX.
  • Reis, S.M. (2004) The underachievement of gifted students Wege zurbegabungsförderung symposion Wien 72-84. Erişim Kasım 23,2007, http://www.adlibros.de/KATALOG147.pdf
  • Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J. H., Rogers, J. B., ve Smist, J. M. (1993). Why not let high ability students start school in January? The curriculum compacting study. Research Monograph 93106. Erişim Tarihi: 20.03.2014, http://eric.ed.gov/?id=ED379847.
  • Reis, S. ve McCoach, D. (2000). The underachievement in gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-169.
  • Reis, S., ve Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
  • Reis, S.M. ve Morales-Taylor, M. (2010). From high potential to gifted performance: Encouraging academically talented urban students. Gifted Child Today, 33, (4), 28-38.
  • Renzulli, J. S., ve Park, S. (2002). Giftedness and high school dropouts: Personal, family, and school-related factors. National Research Center on the Gifted and Talented.
  • Richert, E. S. (1991). Patterns of underachievement among gifted students. Understanding the gifted adolescent: Educational, developmental, and multicultural issues (ss.139-162). New York: Teachers College Press.
  • Rimm, S. (1995). Why bright kids get poor grades and what you can do about it. New York, NY: Crown.
  • Rimm, S.B. (2003). Underachievement: A national epidemic.. Handbook of gifted education: N. Colangelo ve G. A. Davis (ed.), (pp.424-443). USA: Perarson Education.
  • Rimm, S.,ve Lowe, B. (1988). Family enviroments of underachieving gifted students. Gifted Child Quarterly,32, 353-358.
  • Rinn, A.N. ve Cobane, C.T. (2009). Elitism misunderstood: In defense of equal opportunity. Journal of the National Collegiate Honors Council, 10(1), 53-56.
  • Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The Validity of the Achievement-Orientation Model for Gifted Middle School Students An Exploratory Study. Gifted Child Quarterly, (58), 3, 183-198, DOI: 0016986214534890
  • Sak, U. (2010). Üstün Zekalılar: Özellikleri, Tanılanmaları Eğitimleri. Baskı, Maya Akademi Yayınevi, Ankara.
  • Schultz, B. H. (2005). Gifted underachievement: oxymoron or educational enigma? Gifted Child Today. 28(2).
  • Schultz, R. A. (2002). Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, 24(4), 203–212.
  • Seeley, K. (2004). Gifted and talented students at risk. in L. K. Silverman, Counseling the Gifted and Talented. Denver, CO: Love Publishing.
  • Semin, R. (1975). Okulda başarısızlık sosyo-kültürel açıdan şanssız çocuklar. İstanbul: İstanbul Üniversitesi Edebiyat Fakültesi Yayınları, No:2035.
  • Silverman, L. (2000). Counseling the gifted and the talented. Denver, CO: Love Publishing Company.
  • Sisk, D. (2009). Myth 13: The regular classroom teacher can "go it alone." Gifted Child Quarterly, 53, (4), 269-271.
  • Speirs Neumeister, K.L; Williams, K.K. ve Cross, T.L. (2009). Gifted high school students’ perspectives on the development of perfectionism. Roeper Review, 31(4), 198- 206.
  • Stoeger, H. ve Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal 6(2), 261-271.
  • Stoeger, H., ve Ziegler, A. (2010). How fine motor skills influence the assessment of high abilities and underachievement in math. Journal for the Education of the Gifted, 34 (1), 195-219.
  • Snyder, K. E., ve Linnenbrink, G.L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209-228.
  • Tekkaya, C., Özkan, Ö. & Sungur, S. (2001). Biology concepts percieved as difficult by turkish high school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145-150.
  • Terman, L. M., ve Oden, M. H. (1947). The gifted child grows up: twenty-five years' follow-up of a superior group. Oxford England: Stanford Univ. Press.
  • VanTassel-Baska, J. (2009). Myth 12: Gifted programs should stick out like a sore thumb. Gifted Child Quarterly, 53(4), 266-268.
  • VanTassel-Baska, J. ve Johnsen. S.K. (2007). Teacher education standards for the field of gifted education. Gifted Child Quarterly, 51(2), 182-205.
  • Weber, C. L., & Stanley, L. (2012). Educating parents of gifted children: Designing effective workshops for changing parent perceptions. Gifted Child Today, 35(2), 128-136. doi: 10.1177/1076217512437734
  • Wellisch, M., ve Brown, J. (2011). Where are the underachievers in the dmtg’s academic talent development? Talent Development and Excellence, 3(1),115-117.
  • Whitmore, J. R. (1985). Underachieving Gifted Students. ERIC Digest. Erişim Tarihi: 18.06.2014, http://eric.ed.gov/?id=ED262526.
  • Wood, S. (2010). Best practices in counseling in gifted schools: What's really happening? Gifted Child Quarterly, 54(1), 42-58.
  • Wood, S., Portman, T.A.A., Cigrand, D. L. ve Colangelo, N. (2010). School counselors' perceptions and experience with acceleration as a program option for gifted and talented students. Gifted Child Quarterly, 54(30), 168-178.
  • Wu, E. (2008). Parental influence on children’s talent development: A case study with three Chinese American families. Journal for the Education of the Gifted, 32(1), 100-129.
  • Zabloski, J., ve Milacci, F. (2012). Gifted dropouts: Phenomenological case studies of gifted rural students. Journal of Ethnographic and Qualitative Research, 6, 175- 190.

ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI

Yıl 2014, Cilt: 11 Sayı: 2, 1 - 21, 07.01.2015

Yavuz Yaman , Üzeyir Oğurlu

Öz

Üstün zekâlı ve yetenekli olarak tanımlanan öğrenciler hakkında en yaygın yanlış anlamalardan biri, okullarda sunulan normal eğitim programlarında bu çocukların başarılı olacağıdır (Callahan, 2007). Çoğu insan bu öğrencilerin okulda her konuda başarılı olacaklarını, her türlü sınavdan yüksek not alarak parlak bir geleceklerinin de garanti olduğunu düşünmektedirler. Oysaki Okullarımızda eğitim gören üstün zekâlı ve yetenekli öğrencilerimizin bir kısmı yetenekleri ile kıyaslandığında başarı düzeylerinin iyi olmadığı hatta büyük bir bölümün düşük başarı gösterdiği görülmektedir. Bu konu ile ilgili alanyazın incelendiğinde üstün zekâlı ve yetenekli öğrencilerin %9 - %50’ sinin yeteneklerinin altında performans gösterdikleri belirtilmiştir.  Son zamanlarda üstün zekâlılar eğitim alanyazına bakıldığında düşük başarı ve bunun giderilmesine yönelik bir ilgi vardır. Eğitimciler düşük başarı gösteren üstün yetenekli öğrencileri genelde isteksiz tembel, motivasyonu düşük ve davranış problemi olan öğrenciler olarak görmektedirler (Seeley, 2004). Bu çalışma son derece yetenekli öğrencilerde beklemediğimiz bu düşük başarı davranışı ve sebep olan belirleyici etkenlerin inceleyerek bu konuda eğitimcilere, rehberlere ve ailelere katkı sağlamak amaçlanmıştır.

Anahtar Kelimeler

Üstün Yetenekli Öğrenci Eğitim Başarı Düşüklüğü

Kaynakça

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  • Montgomery, D. (2007). Differentiating for the needs of more able children: Some issues and solutions. Gifted Education International, 23(1), 6-14.
  • Neihart, M. (2006). Achievement/affiliation conflicts in gifted adolescents. Roeper Review, 28, 196-202.
  • Neihart, M. (2007). The socio affective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51(4), 330-341
  • Neihart, M., Reis, S.M., Robinson, N.M. ve Moon, S. (2002). The social and emotional development of gifted children: What do we know). Washington, DC Prufrock Press, Waco, TX.
  • Ogurlu, Ü. ve Yaman, Y. (2010). Üstün zekâlı/yetenekli çocuklar ve iletişim. Pamukkale Üniversitesi, Eğitim Fakültesi Dergisi, 28, 213-223.
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  • Pagnani, A. (2005). Gifted underachievement: Root causes and reversal strategies. Erişim Tarihi: 20.Ekim.2009. http://www.fultongifted.org/_doc/Gifted%20Underachievement%20Handbook.pdf
  • Peters, W.A.M., Grager, H. L. ve Supplee, P. (2002). Underachievement in gifted children and adolescents: Theory and practice. International handbook of giftedness and talent: (ss.609-620) USA: Clearance Center.
  • Peterson, J. (2001a). Gifted and at risk: Four longitudinal case studies of post-high-school development. Roeper Review, 24(1), 31-39.
  • Peterson, J. (2001b). Successful adults who were once adolescent underachievers. Gifted Child Quarterly, 45, 236-250.
  • Peterson, J., ve Colangelo, N. (1996). Gifted achievers and underachievers: A comparison f patterns found in school records. Journal of Counseling and Development, 74(4), 399-407.
  • Plucker, J. A., ve McIntire, J. (1996). Academic survivability in high-potential, middle school students. Gifted Child Quarterly, 40(1), 7-14.
  • Puckett, S. (1996). Mark: A case study in gifted underachievement. Gifted Child Today Magazine, 19(3).
  • Rathvon, N. (1996). The unmotivated child. USA: Simon and Schuster.
  • Rayneri, L. J., Gerber, B. L., ve Wiley, L. P. (2003). Gifted achievers and gifted underachievers: The impact of learning style preferences in the classroom. Journal of Secondary Gifted Education, 14(4), 197-203.
  • Reis, S. (2002). Gifted females in elementary and secondary school. In M. Neihart, S.M. Reis, N.M. Robinson, ve S.M. Moon (Eds.), The social and emotional development of gifted children: What do we know?(ss. 125-135). Washington, DC: National Association for Gifted Children; and Prufrock Press, Waco, TX.
  • Reis, S.M. (2004) The underachievement of gifted students Wege zurbegabungsförderung symposion Wien 72-84. Erişim Kasım 23,2007, http://www.adlibros.de/KATALOG147.pdf
  • Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hébert, T., Plucker, J., Purcell, J. H., Rogers, J. B., ve Smist, J. M. (1993). Why not let high ability students start school in January? The curriculum compacting study. Research Monograph 93106. Erişim Tarihi: 20.03.2014, http://eric.ed.gov/?id=ED379847.
  • Reis, S. ve McCoach, D. (2000). The underachievement in gifted students: What do we know and where do we go? Gifted Child Quarterly, 44, 152-169.
  • Reis, S., ve Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130.
  • Reis, S.M. ve Morales-Taylor, M. (2010). From high potential to gifted performance: Encouraging academically talented urban students. Gifted Child Today, 33, (4), 28-38.
  • Renzulli, J. S., ve Park, S. (2002). Giftedness and high school dropouts: Personal, family, and school-related factors. National Research Center on the Gifted and Talented.
  • Richert, E. S. (1991). Patterns of underachievement among gifted students. Understanding the gifted adolescent: Educational, developmental, and multicultural issues (ss.139-162). New York: Teachers College Press.
  • Rimm, S. (1995). Why bright kids get poor grades and what you can do about it. New York, NY: Crown.
  • Rimm, S.B. (2003). Underachievement: A national epidemic.. Handbook of gifted education: N. Colangelo ve G. A. Davis (ed.), (pp.424-443). USA: Perarson Education.
  • Rimm, S.,ve Lowe, B. (1988). Family enviroments of underachieving gifted students. Gifted Child Quarterly,32, 353-358.
  • Rinn, A.N. ve Cobane, C.T. (2009). Elitism misunderstood: In defense of equal opportunity. Journal of the National Collegiate Honors Council, 10(1), 53-56.
  • Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The Validity of the Achievement-Orientation Model for Gifted Middle School Students An Exploratory Study. Gifted Child Quarterly, (58), 3, 183-198, DOI: 0016986214534890
  • Sak, U. (2010). Üstün Zekalılar: Özellikleri, Tanılanmaları Eğitimleri. Baskı, Maya Akademi Yayınevi, Ankara.
  • Schultz, B. H. (2005). Gifted underachievement: oxymoron or educational enigma? Gifted Child Today. 28(2).
  • Schultz, R. A. (2002). Illuminating realities: A phenomenological view from two underachieving gifted learners. Roeper Review, 24(4), 203–212.
  • Seeley, K. (2004). Gifted and talented students at risk. in L. K. Silverman, Counseling the Gifted and Talented. Denver, CO: Love Publishing.
  • Semin, R. (1975). Okulda başarısızlık sosyo-kültürel açıdan şanssız çocuklar. İstanbul: İstanbul Üniversitesi Edebiyat Fakültesi Yayınları, No:2035.
  • Silverman, L. (2000). Counseling the gifted and the talented. Denver, CO: Love Publishing Company.
  • Sisk, D. (2009). Myth 13: The regular classroom teacher can "go it alone." Gifted Child Quarterly, 53, (4), 269-271.
  • Speirs Neumeister, K.L; Williams, K.K. ve Cross, T.L. (2009). Gifted high school students’ perspectives on the development of perfectionism. Roeper Review, 31(4), 198- 206.
  • Stoeger, H. ve Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers. International Education Journal 6(2), 261-271.
  • Stoeger, H., ve Ziegler, A. (2010). How fine motor skills influence the assessment of high abilities and underachievement in math. Journal for the Education of the Gifted, 34 (1), 195-219.
  • Snyder, K. E., ve Linnenbrink, G.L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist, 48(4), 209-228.
  • Tekkaya, C., Özkan, Ö. & Sungur, S. (2001). Biology concepts percieved as difficult by turkish high school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145-150.
  • Terman, L. M., ve Oden, M. H. (1947). The gifted child grows up: twenty-five years' follow-up of a superior group. Oxford England: Stanford Univ. Press.
  • VanTassel-Baska, J. (2009). Myth 12: Gifted programs should stick out like a sore thumb. Gifted Child Quarterly, 53(4), 266-268.
  • VanTassel-Baska, J. ve Johnsen. S.K. (2007). Teacher education standards for the field of gifted education. Gifted Child Quarterly, 51(2), 182-205.
  • Weber, C. L., & Stanley, L. (2012). Educating parents of gifted children: Designing effective workshops for changing parent perceptions. Gifted Child Today, 35(2), 128-136. doi: 10.1177/1076217512437734
  • Wellisch, M., ve Brown, J. (2011). Where are the underachievers in the dmtg’s academic talent development? Talent Development and Excellence, 3(1),115-117.
  • Whitmore, J. R. (1985). Underachieving Gifted Students. ERIC Digest. Erişim Tarihi: 18.06.2014, http://eric.ed.gov/?id=ED262526.
  • Wood, S. (2010). Best practices in counseling in gifted schools: What's really happening? Gifted Child Quarterly, 54(1), 42-58.
  • Wood, S., Portman, T.A.A., Cigrand, D. L. ve Colangelo, N. (2010). School counselors' perceptions and experience with acceleration as a program option for gifted and talented students. Gifted Child Quarterly, 54(30), 168-178.
  • Wu, E. (2008). Parental influence on children’s talent development: A case study with three Chinese American families. Journal for the Education of the Gifted, 32(1), 100-129.
  • Zabloski, J., ve Milacci, F. (2012). Gifted dropouts: Phenomenological case studies of gifted rural students. Journal of Ethnographic and Qualitative Research, 6, 175- 190.
Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yavuz Yaman

Üzeyir Oğurlu

Yayımlanma Tarihi 7 Ocak 2015
Yayımlandığı Sayı Yıl 2014 Cilt: 11 Sayı: 2

Kaynak Göster

APA Yaman, Y., & Oğurlu, Ü. (2015). ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI. HAYEF Journal of Education, 11(2), 1-21.
AMA Yaman Y, Oğurlu Ü. ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI. HAYEF Journal of Education. Ocak 2015;11(2):1-21.
Chicago Yaman, Yavuz, ve Üzeyir Oğurlu. “ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI”. HAYEF Journal of Education 11, sy. 2 (Ocak 2015): 1-21.
EndNote Yaman Y, Oğurlu Ü (01 Ocak 2015) ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI. HAYEF Journal of Education 11 2 1–21.
IEEE Y. Yaman ve Ü. Oğurlu, “ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI”, HAYEF Journal of Education, c. 11, sy. 2, ss. 1–21, 2015.
ISNAD Yaman, Yavuz - Oğurlu, Üzeyir. “ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI”. HAYEF Journal of Education 11/2 (Ocak 2015), 1-21.
JAMA Yaman Y, Oğurlu Ü. ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI. HAYEF Journal of Education. 2015;11:1–21.
MLA Yaman, Yavuz ve Üzeyir Oğurlu. “ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI”. HAYEF Journal of Education, c. 11, sy. 2, 2015, ss. 1-21.
Vancouver Yaman Y, Oğurlu Ü. ÜSTÜN YETENEKLİ ÖĞRENCİLERDE BEKLENMEDİK DÜŞÜK AKADEMİK BAŞARI. HAYEF Journal of Education. 2015;11(2):1-21.
 Kapak Resmi İndir