Why do we know so little about the factors associated with gifted underachievement? A systematic literature review

Abstract

International comparisons of student achievement are generating renewed interest in the academic underperformance of intellectually gifted students, however, government responses to this problem are seldom grounded in empirical research evidence. This may be due to the quantity, type and quality of available research, which can make it difficult to distinguish factors that are associated with gifted underachievement. In this systematic review, we examine the methods used to identify both giftedness and gifted underachievement in empirical research investigating factors associated with gifted underachievement, and identify the factors this research associates with gifted underachievement. Findings reveal that most studies investigating factors associated with gifted underachievement do not employ research designs capable of distinguishing differences between gifted achievers and underachievers. Of the studies that did employ appropriate research designs, the methods used to identify giftedness and gifted underachievement differed widely and most focused on individual factors with much less focus on school-related factors.