Developmental skills and the growing self-sufficiency of the student as learner is crucial in the educational growth of gifted children

The gap

Evidence profile

Sourced from the recommendations and inline gaps and future work of the source papers, classified as general, drawn from work published between 1983 and 2026, spanning 3 journals. Those papers have been cited 3 times in total.

Supporting evidence — 3 representative gaps

• A Case Study on the Experiences of Underachieving Gifted Students (2026) · Bartın University Journal of Faculty of Education · doi

  The findings of this study suggest that underachievement in gifted students cannot be attributed solely to academic performance, but rather represents a complex process shaped by the interaction of motivational, affective, and contextual factors. Accordingly, the recommendations are presented across three dimensions: practice, policy, and research. It is recommended that guidance and psychological counseling services implemented in schools and BILSEM be structured to support the self-efficacy beliefs, task value, and self-regulation skills of gifted students experiencing underachievement. Establishing meaningful links between students’ interests and academic tasks may increase engagement in the learning process. Enhancing teachers’ awareness of underachievement and avoiding interpretations of low performance as mere lack of effort are particularly important. Informational activities for families should address the effects of parental attitudes toward academic achievement on students’ motivation. Educational practices for gifted students should move beyond identification and academic acceleration to include motivational and psychosocial needs. In particular, the development of transition programs that support students’ academic and emotional adjustment during critical periods such as the transition from middle school to high school may reduce the risk of underachievement. Strengthening alignment between school and BILSEM programs and incorporating this topic into teacher education processes are also essential. Future research is recommended to replicate and extend these findings through studies conducted with larger samples and in diverse contexts. Longitudinal and mixed-method designs may provide deeper into the developmental course of underachievement over time. In addition, studies that incorporate the perspectives of school administrators, school counselors, students, parents, and teachers may contribute to a more comprehensive understanding of this phenomenon. insight

  generalrecommendations
  Keywords: students underachievement academic school gifted performance process motivational recommended bilsem support self teachers transition programs
• Üstün Yeteneklilere Yönelik Geliştirilen Programının Normal Gelişim Gösteren Öğrencilerin Akademik Başarısına Etkisi (2026) · KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ · doi

  Building on these findings, future research could explore the following directions:Programs for different subjects and disciplines such as Turkish, Social Studies, Science, and Life Sciences at primary and secondary school levels, and Physics, Chemistry, Biology, History, Geography, and Literature at high school levels, were developed according to the Gifted Education Program Design, to test the impact on typical students' academic achievement. interests, and development comparisons between indicate t-test that Given that the Gifted Education Program Design supports the development of social skills, future studies could investigate the effects of discipline-specific programs, developed in alignment with this design, on students' social skill development.

  generalinline gaps
  Keywords: social design development future programs school levels developed gifted education program test students building explore
• Future Studies in the Curricular Framework of the Purdue Three-Stage Model (1983) · G/C/T · cited 3× · doi

  developmental skills and the growing self-sufficiency of the student as learner is crucial in the educational growth of gifted children. Secondly, the alert teacher should certainly see the model as an ideal management system for a futures curriculum. She should see many ways to "plug in" futuristic concepts, strategies, and methodolo this article gies. The remainder of presents a plan for doing just that, bringing many of the diverse topics and strategies of into a manageable plan that provides for learning' experiences, developmental provides for individual differences in and preferred interests, learning and moves gifted learners toward self-directed study and significant product development. ideas

  generalfuture work
  Keywords: developmental self gifted strategies plan provides learning skills growing sufficiency student learner crucial educational growth

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