A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement

Educational Psychologist

Volumn 48, Issue 4, 2013, Pages 209-228

  Snyder, Kate E ^a   Linnenbrink Garcia, Lisa ^b  

^a UNIVERSITY OF LOUISVILLE   (United States)

^b DUKE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84885934171     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2013.835597     Document Type: Article

References (164)

1. Ablard, K. E. and Mills, C. J. 1996. Implicit theories of intelligence and self-perceptions of academically talented adolescents and children. Journal of Youth and Adolescence, 25: 137 - 148. doi: 10.1007/BF01537340
2. Albaili, M. A. 2003. Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. Social Behavior and Personality, 31: 107 - 120. doi: 10.2224/sbp.2003.31.2.107
3. Archambault, I., Eccles, J. S. and Vida, M. N. 2010. Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12. Journal of Educational Psychology, 102: 804 - 816. doi: 10.1037/a0021075
4. Balduf, M. 2009. Underachievement among college students. Journal of Advanced Academics, 20: 274 - 294. doi: 10.1177/1932202X0902000204
5. Barab, S. A. and Plucker, J. A. 2002. Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist, 37: 165 - 182. doi: 10.1207/S15326985EP3703_3
6. Baslanti, U. and McCoach, D. B. 2006. Gifted underachievers and factors affecting underachievement. Roeper Review, 28: 210 - 215. doi: 10.1080/02783190609554366
7. Battle, A. and Wigfield, A. 2003. College women's value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62: 56 - 75. doi: 10.1016/S0001-8791(02)00037-4
8. Baum, S. M., Renzulli, J. S. and Hëbert, T. P. 1995. Reversing underachievement: Creative productivity as a systematic intervention. Gifted Child Quarterly, 39: 224 - 235. doi: 10.1177/001698629503900406
9. Berglas, S. and Jones, E. E. 1978. Drug choice as a self-handicapping strategy in response to noncontingent success. Journal of Personality and Social Psychology, 36: 405 - 417. doi: 10.1037/0022-3514.36.4.405
10. Bergman, L. R. 2000. " The application of a person-oriented approach: Types and clusters ". In Developmental science and the holistic approach, Edited by: Bergman, L. R., Cairns, R. B., Nilsson, L.-G. and Nystedt, L. 137 - 154. Mahwah, NJ: Erlbaum.
11. Bergman, L. R. 2012. Advancing developmental science: Some challenges and obstacles. International Journal of Developmental Science, 6: 41 - 43. doi: 10.3233/DEV-2012-11083
12. Bergman, L. R. and Magnusson, D. 1997. A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9: 291 - 319. doi: 10.1017/s095457949700206x
13. Bergman, L. R. and Trost, K. 2006. The person-oriented versus the variable-oriented approach: Are they complementary, opposites, or exploring different worlds?. Merrill-Palmer Quarterly, 52: 601 - 632. doi: 10.1353/mpq.2006.0023
14. Berlin, J. E. 2009. It's all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review: A Journal on Gifted Education, 31: 217 - 223.
15. Blackburn, A. C. and Erickson, D. B. 1986. Predictable crises of the gifted student. Journal of Counseling & Development, 64: 552 - 555. doi: 10.1002/j.1556-6676.1986.tb01200.x
16. Blackwell, L. S., Trzesniewski, K. H. and Dweck, C. S. 2007. Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78: 246 - 263. doi: 10.1111/j.1467-8624.2007.00995.x
17. Borkowski, J. G. and Thorpe, P. K. 1994. " Self-regulation and motivation: A life-span perspective on underachievement ". In Self-regulation of learning and performance: Issues and educational applications, Edited by: Schunk, D. H. and Zimmerman, B. J. 45 - 73. Hillsdale, NJ: Erlbaum.
18. Bråten, I. and Olaussen, B. S. 2005. Profiling individual differences in student motivation: A longitudinal cluster-analytic study in different academic contexts. Contemporary Educational Psychology, 30: 359 - 396. doi: 10.1016/j.cedpsych.2005.01.003
19. Butler-Por, N. 1993. " Underachieving gifted students ". In International handbook of research and development of giftedness and talent, Edited by: Heller, K. A., Monks, F. J. and Passow, A. H. 649 - 668. Elmsford, NY: Pergamon.
20. Cairns, R. B., Elder, G. H. Jr. and Costello, E. J. 1996. Developmental science, New York, NY: Cambridge University Press.
21. Carr, M., Borkowski, J. G. and Maxwell, S. E. 1991. Motivational components of underachievement. Developmental Psychology, 27: 108 - 118. doi: 10.1037/0012-1649.27.1.108
22. Chan, D. W. 2003. Assessing adjustment problems of gifted students in Hong Kong: The development of the student adjustment problems inventory. Gifted Child Quarterly, 47: 107 - 117. doi: 10.1177/001698620304700202
23. Chan, L. K. S. 1996. Motivational orientations and metacognitive abilities of intellectually gifted students. Gifted Child Quarterly, 40: 184 - 193. doi: 10.1177/001698629604000403
24. Clinkenbeard, P. R. 1991. Unfair expectations: A pilot study of middle school students' comparisons of gifted and regular classes. Journal for the Education of the Gifted, 15: 56 - 63.
25. Clinkenbeard, P. R. 2012. Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49: 622 - 630. doi: 10.1002/pits.21628
26. Colangelo, N., Kerr, B., Christensen, P. and Maxey, J. 1993. A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37: 155 - 160. doi: 10.1177/001698629303700404
27. Conley, A. M. 2012. Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104: 32 - 47. doi: 10.1037/a0026042; 10.1037/a0026042. supp
28. Covington, M. V. 1992. Making the grade: A self-worth perspective on motivation and school reform, New York, NY: Cambridge University Press.
29. Crocker, J. and Wolfe, C. T. 2001. Contingencies of self-worth. Psychological Review, 108: 593 - 623. doi: 10.1037/0033-295X.108.3.593
30. Csikszentmihalyi, M. 1988. " The flow experience and its significance for human psychology ". In Optimal experience: Psychological studies of flow in consciousness., Edited by: Csikszentmihalyi, I. S. 15 - 35. New York, NY: Cambridge University Press.
31. Dai, D. Y., Moon, S. M. and Feldhusen, J. F. 1998. Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33: 45 - 63. doi: 10.1207/s15326985ep3302&3_1
32. Dai, D. Y. and Renzulli, J. S. 2008. Snowflakes, living systems, and the mystery of giftedness. Gifted Child Quarterly, 52: 114 - 130. doi: 10.1177/0016986208315732
33. Deary, I. J., Whalley, L. J., Lemmon, H., Crawford, J. R. and Starr, J. M. 2000. The stability of individual differences in mental ability from childhood to old age: Follow-up of the 1932 Scottish Mental Survey. Intelligence, 28: 49 - 55. doi: 10.1016/S0160-2896(99)00031-8
34. Diaz, E. I. 1998. Perceived factors influencing the academic underachievement of talented students of Puerto Rican descent. Gifted Child Quarterly, 42: 105 - 122. doi: 10.1177/001698629804200205
35. Dixon, F. A., Lapsley, D. K. and Hanchon, T. A. 2004. An empirical typology of perfectionism in gifted adolescents. Gifted Child Quarterly, 48: 95 - 106. doi: 10.1177/001698620404800203
36. Dweck, C. S. 1999. Self-theories: Their role in motivation, personality, and development, Philadelphia, PA: Taylor and Francis.
37. Dweck, C. S. 2002a. " Beliefs that make smart people dumb ". In Why smart people can be so stupid, Edited by: Sternberg, R. J. 24 - 41. New Haven, CT: Yale University Press.
38. Dweck, C. S. 2002b. " The development of ability conceptions ". In Development of achievement motivation, Edited by: Eccles, J. S. and Wigfield, A. 57 - 88. San Diego, CA: Academic Press.
39. Dweck, C. S. and Leggett, E. L. 1988. A social-cognitive approach to motivation and personality. Psychological Review, 95: 256 - 273. doi: 10.1037/0033-295X.95.2.256
40. Eccles, J. S. 2005. " Subjective task value and the Eccles et al. model of achievement-related choices ". In Handbook of competence and motivation, Edited by: Elliot, A. J. and Dweck, C. S. 105 - 121. New York, NY: Guilford.
41. Eccles (Parsons), J. S., Adler, T. F., Futterman, R., Goff, S., Kaczala, C. M., Meece, J. L. and Midgley, C. 1983. " Expectancies, values, and academic behaviors ". In Perspective on achievement and achievement motivation, Edited by: Spence, J. T. 75 - 146. San Francisco, CA: Freeman.
42. Eccles, J. S. and Alfeld, C. A. 2007. " Not you! Not here! Not now! ". In Approaches to positive youth development, Edited by: Silbereisen, R. K. and Lerner, R. M. 133 - 156. Thousand Oaks, CA: Sage.
43. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C. and Mac Iver, D. 1993. Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48: 90 - 101. doi: 10.1037/0003-066x.48.2.90
44. Eccles, J. S. and Wigfield, A. 2002. Motivational beliefs, values, and goals. Annual Review of Psychology, 53: 109 - 132. doi: 10.1146/annurev.psych.53.100901.135153
45. Elliot, A. J. and Church, M. A. 2003. A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71: 369 - 396. doi: 10.1111/1467-6494.7103005
46. Emerick, L. J. 1992. Academic underachievement among the gifted: Students' perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36: 140 - 146. doi: 10.1177/001698629203600304
47. Endepohls-Ulpe, M. and Ruf, H. 2005. Primary school teachers' criteria for the identification of gifted pupils. High Ability Studies, 16: 219 - 228. doi: 10.1080/13598130600618140
48. Ericsson, K. A., Roring, R. W. and Nandagopal, K. 2007. Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18: 3 - 56. doi: 10.1080/13598130701350593
49. Figg, S. D., Rogers, K. B., McCormick, J. and Low, R. 2012. Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics, 23: 53 - 71. doi: 10.1177/1932202X11430000
50. Fischer, K. W. and Paré-Blagoev, J. 2000. From individual differences to dynamic pathways of development. Child Development, 71: 850 - 853. doi: 10.1111/1467-8624.00192
51. Ford, D. Y. 1993. Support for the achievement ideology and determinants of underachievement as perceived by gifted, above-average, and average Black students. Journal for the Education of the Gifted, 16: 280 - 298.
52. Ford, D. Y., Alber, S. R. and Heward, W. L. 2005. " Setting 'motivation traps' for underachieving gifted students ". In Teaching strategies in gifted education, Edited by: Johnsen, S. K. and Kendrick, J. 159 - 168. Waco, TX: Prufrock.
53. Fredricks, J. A., Alfeld, C. and Eccles, J. 2010. Developing and fostering passion in academic and nonacademic domains. Gifted Child Quarterly, 54: 18 - 30. doi: 10.1177/0016986209352683
54. Freeman, J. 1994. Some emotional aspects of being gifted. Journal for the Education of the Gifted, 17: 180 - 197. doi: 10.1177/016235329401700207
55. Freeman, J. 2006. Giftedness in the long term. Journal for the Education of the Gifted, 29: 384 - 403. doi: 10.4219/jeg-2006-246
56. Frome, P. M. and Eccles, J. S. 1998. Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology, 74: 435 - 452. doi: 10.1037/0022-3514.74.2.435
57. Gagné, F. 2004. Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15: 119 - 147. doi: 10.1080/1359813042000314682
58. Gagné, F. 2005. " From gifts to talents: The DMGT as a developmental model ". In Conceptions of giftedness (2nd ed., Edited by: Sternberg, R. J. and Davidson, J. E. 98 - 119. New York, NY: Cambridge University Press.
59. Gallagher, J., Harradine, C. C. and Coleman, M. R. 1997. Challenge or boredom? Gifted students' views on their schooling. Roeper Review, 19: 132 - 141. doi: 10.1080/02783199709553808
60. Granic, I. 2008. " A dynamic systems approach to understanding family and peer relationships: Implications for effective interventions with aggressive youth ". In Human development in the twenty-first century: Visionary ideas from systems scientists, Edited by: Fogel, A., King, B. J. and Shanker, S. G. 216 - 224. New York, NY: Cambridge University Press.
61. Granic, I. and Hollenstein, T. 2003. Dynamic systems methods for models of developmental psychopathology. Development and Psychopathology, 15: 641 - 669. doi: 10.1017/s0954579403000324
62. Grant, H. and Dweck, C. S. 2003. Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85: 541 - 553. doi: 10.1037/0022-3514.85.3.541
63. Guay, F., Marsh, H. W. and Boivin, M. 2003. Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95: 124 - 136. doi: 10.1037/0022-0663.95.1.124
64. Harter, S. 1981. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17: 300 - 312. doi: 10.1037/0012-1649.17.3.300
65. Harter, S. 1988. " Developmental processes in the construction of the self ". In Integrative processes and socialization: Early to middle childhood, Edited by: Yawkey, T. D. and Johnson, J. E. 45 - 78. Hillsdale, NJ: Erlbaum.
66. Hayenga, A. O. and Corpus, J. 2010. Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34: 371 - 383. doi: 10.1007/s11031-010-9181-x
67. Hobden, K. and Pliner, P. 1995. Self-handicapping and dimensions of perfectionism: Self-presentation vs self-protection. Journal of Research in Personality, 29: 461 - 474. doi: 10.1006/jrpe.1995.1027
68. Hollenstein, T. and Lewis, M. D. 2006. A state space analysis of emotion and flexibility in parent-child interactions. Emotion, 6: 656 - 662. doi: 10.1037/1528-3542.6.4.656
69. Hollingworth, L. S. 1942. Children above 180 IQ (Stanford-Binet): Origin and development, New York, NY: World Book Company.
70. Horowitz, F. D. 2004. " A developmental view of giftedness ". In Definitions and conceptions of giftedness, Edited by: Sternberg, R. J. 145 - 153. Thousand Oaks, CA: Corwin.
71. Hotulainen, R. H. E. and Schofield, N. J. 2003. Identified pre-school potential giftedness and its relation to academic achievement and self-concept at the end of Finnish comprehensive sSchool. High Ability Studies, 14: 55 - 70. doi: 10.1080/13598130304093
72. Jones, E. E. and Berglas, S. 1978. Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of underachievement. Personality and Social Psychology Bulletin, 4: 200 - 206. doi: 10.1177/014616727800400205
73. Kamins, M. L. and Dweck, C. S. 1999. Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35: 835 - 847. doi: 10.1037/0012-1649.35.3.835
74. Kanevsky, L. and Keighley, T. 2003. To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26: 20 - 28. doi: 10.1080/02783190309554235
75. Kerr, B. A., Colangelo, N. and Gaeth, J. 1988. Gifted adolescents' attitudes toward their giftedness. Gifted Child Quarterly, 32: 245 - 247. doi: 10.1177/001698628803200201
76. Kinlaw, C. R. and Kurtz-Costes, B. 2003. The development of children's beliefs about intelligence. Developmental Review, 23: 125 - 161. doi: 10.1016/S0273-2297(03)00010-8
77. Krouse, J. H. and Krouse, H. J. 1981. Toward a multimodal theory of academic underachievement. Educational Psychologist, 16: 151 - 164. doi: 10.1080/00461528109529237
78. Kunnen, S. 2012. A dynamic systems approach to adolescent development, New York, NY: Psychology.
79. Laffoon, K. S., Jenkins-Friedman, R. and Tollefson, N. 1989. Causal attributions of underachieving gifted, achieving gifted, and nongifted students. Journal for the Education of the Gifted, 13: 4 - 21.
80. Larson, R. W. and Richards, M. H. 1991. Boredom in the middle school years: Blaming schools versus blaming students. American Journal of Education, 99: 418 - 443. doi: 10.1086/443992
81. Lau, K. and Chan, D. W. 2001a. Identification of underachievers in Hong Kong: Do different methods select different underachievers?. Educational Studies, 27: 187 - 200. doi: 10.1080/03055690120050419
82. Lau, K.-L. and Chan, D. W. 2001b. Motivational characteristics of under-achievers in Hong Kong. Educational Psychology, 21: 417 - 430. doi: 10.1080/01443410120090803
83. Laursen, B. and Hoff, E. 2006. Person-oriented and variable-oriented approaches to longitudinal data. Merrill-Palmer Quarterly, 52: 377 - 389. doi: 10.1353/mpq.2006.0029
84. Lewis, M. D. and Junyk, N. 1997. " The self-organization of psychological defenses ". In The psychological meaning of chaos: Translating theory into practice, Edited by: Masterpasqua, F. and Perna, P. A. 41 - 73. Washington, DC: American Psychological Association.
85. Linnenbrink, E. A. and Pintrich, P. R. 2002. Motivation as an enabler for academic success. School Psychology Review, 31: 313 - 327.
86. Linnenbrink-Garcia, L. and Fredricks, J. A. 2008. " Developmental perspectives on achievement motivation: Personal and contextual influences ". In Handbook of motivation science: The social psychological perspective, Edited by: Shah, J. Y. and Gardner, W. L. 448 - 464. New York, NY: Guilford.
87. Lupart, J. L. and Pyryt, M. C. 1996. Hidden gifted" students: Underachiever prevalence and profile. Journal for the Education of the Gifted, 20: 36 - 53.
88. Magnusson, D. 1999. On the individual: A person-oriented approach to developmental research. European Psychologist, 4: 205 - 218. doi: 10.1027//1016-9040.4.4.205
89. Magnusson, D. 2001. The holistic-interactionistic paradigm: Some directions for empirical developmental research. European Psychologist, 6: 153 - 162. doi: 10.1027//1016-9040.6.3.153
90. Magnusson, D. and Stattin, H. 2006. " The person in context: A holistic-interactionistic approach ". In Handbook of child psychology, Vol. 1: Theoretical models of human development, (6th ed.), Edited by: Lerner, R. M. and Damon, W. 400 - 464. Hoboken, NJ: Wiley.
91. Magnusson, D. and Törestad, B. 1993. A holistic view of personality: A model revisited. Annual Review of Psychology, 44: 427 - 452. doi: 10.1146/annurev.ps.44.020193.002235
92. Mahoney, J. L. and Bergman, L. R. 2002. Conceptual and methodological considerations in a developmental approach to the study of positive adaptation. Journal of Applied Developmental Psychology, 23: 195 - 217. doi: 10.1016/s0193-3973(02)00104-1
93. Major, B. and Schmader, T. 1998. " Coping with stigma through psychological disengagement ". In Prejudice: The target's perspective, Edited by: Swim, J. K. and Stangor, C. 219 - 241. San Diego, CA: Academic.
94. Malin, J. L., Snyder, K. E., Dent, A. L. and Linnenbrink-Garcia, L. 2012, April. Reactions to failure: Self-sabotage when giftedness is viewed as a fixed ability Vancouver, Canada Paper presented at the annual meeting of the American Educational Research Association
95. Marsh, H. W., Byrne, B. M. and Shavelson, R. J. 1988. A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80: 366 - 380.
96. Marsh, H. W., Chessor, D., Craven, R. and Roche, L. 1995. The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32: 285 - 319. doi: 10.3102/00028312032002285
97. Marsh, H. W. and Parker, J. W. 1984. Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don't learn to swim as well?. Journal of Personality and Social Psychology, 47: 213 - 231. doi: 10.1037/0022-3514.47.1.213
98. Marsh, H. W. and Shavelson, R. 1985. Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20: 107 - 123. doi: 10.1207/s15326985ep2003_1
99. McCoach, D. B. and Siegle, D. 2003. Factors that differentiate underachieving gifted students from high-achieving gifted students. Gifted Child Quarterly, 47: 144 - 154. doi: 10.1177/001698620304700205
100. Middleton, J. A. and Toluk, Z. 1999. First steps in the development of an adaptive theory of motivation. Educational Psychologist, 34: 99 - 112. doi: 10.1207/s15326985ep3402_3
101. Midgley, C. and Urdan, T. 2001. Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26: 61 - 75. doi: 10.1006/ceps.2000.1041
102. Molenaar, P. C. M. 2010. Testing all six person-oriented principles in dynamic factor analysis. Development and Psychopathology, 22: 255 - 259. doi: 10.1017/s0954579410000027
103. Mooij, T. 1992. Predicting (under)achievement of gifted children. European Journal for High Ability, 3: 59 - 74. doi: 10.1080/0937445920030 106
104. Moon, S. M., Swift, M. and Shallenberger, A. 2002. Perceptions of a self-contained class for fourth- and fifth-grade students with high to extreme levels of intellectual giftedness. Gifted Child Quarterly, 46: 64 - 79. doi: 10.1177/001698620204600106
105. Moulton, P., Moulton, M., Housewright, M. and Bailey, K. 1998. Gifted and talented: Exploring the positive and negative aspects of labeling. Roeper Review, 21: 153 - 154. doi: 10.1080/02783199809553950
106. Mueller, C. M. and Dweck, C. S. 1998. Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75: 33 - 52. doi: 10.1037/0022-3514.75.1.33
107. Muir-Broaddus, J. E. 1995. Gifted underachievers: Insights from the characteristics of strategic functioning associated with giftedness and achievement. Learning and Individual Differences, 7: 189 - 206. doi: 10.1016/1041-6080(95)90010-1
108. Nicholls, J. G. 1990. " What is ability and why are we mindful of it? A developmental perspective ". In Competence considered, Edited by: Sternberg, R. J. and Kolligian, J. Jr. 11 - 40. New Haven, CT: Yale University Press.
109. Nicholls, J. G. and Miller, A. T. 1983. The differentiation of the concepts of difficulty and ability. Child Development, 54: 951 - 959. doi: 10.2307/1129899
110. Niiya, Y., Brook, A. T. and Crocker, J. 2010. Contingent self-worth and self-handicapping: Do incremental theorists protect self-esteem?. Self and Identity, 9: 276 - 297. doi: 10.1080/15298860903054233
111. Osborne, J. W. 1995. Academics, self-esteem, and race: A look at the underlying assumptions of the disidentification hypothesis. Personality and Social Psychology Bulletin, 21: 449 - 455. doi: 10.1177/0146167295215003
112. Osborne, J. W. 1997. Race and academic disidentification. Journal of Educational Psychology, 89: 728 - 735. doi: 10.1037/0022-0663.89.4.728
113. Patrick, H., Gentry, M. and Owen, S. V. 2006. " Motivation and gifted adolescents ". In The handbook of secondary gifted education, Edited by: Dixon, F. A. and Moon, S. M. 165 - 195. Waco, TX: Prufrock.
114. Pelham, B. W. 1995. Self-investment and self-esteem: Evidence for a Jamesian model of self-worth. Journal of Personality and Social Psychology, 69: 1141 - 1150. doi: 10.1037/0022-3514.69.6.1141
115. Perez, T., Cromley, J. G. and Kaplan, A. 2013. The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, Advance online publication. doi:10.1037/a0034027
116. Pervin, L. A. 2001. A dynamic systems approach to personality. European Psychologist, 6: 172 - 176. doi: 10.1027//1016-9040.6.3.172
117. Pintrich, P. R. 2000. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92: 544 - 555. doi: 10.1037/0022-0663.92.3.544
118. Pintrich, P. R. 2003. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95: 667 - 686. doi: 10.1037/0022-0663.95.4.667
119. Pintrich, P. R. and Schunk, D. H. 2002. Motivation in education: Theory, research, and application (2nd ed.), Englewood Cliffs, NJ: Merrill-Prentice-Hall.
120. Plucker, J. A. and McIntire, J. 1996. Academic survivability in high-potential, middle school students. Gifted Child Quarterly, 40: 7 - 14. doi: 10.1177/001698629604000102
121. Preckel, F., Götz, T. and Frenzel, A. 2010. Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80: 451 - 472. doi: 10.1348/000709909X480716
122. Pyszczynski, T., Greenberg, J., Solomon, S., Arndt, J. and Schimel, J. 2004. Why do people need self-esteem? A theoretical and empirical review. Psychological Bulletin, 130: 435 - 468. doi: 10.1037/0033-2909.130.3. 435
123. Rattan, A., Good, C. and Dweck, C. S. 2012. It's ok-Not everyone can be good at math": Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48: 731 - 737. doi: 10.1016/j.jesp.2011.12.012
124. Rea, D. W. 2000. Optimal motivation for talent development. Journal for the Education of the Gifted, 23: 187 - 216. doi: 10.4219/jeg-2000- 574
125. Reis, S. M. and Boeve, H. 2009. How academically gifted elementary, urban students respond to challenge in an enriched, differentiated reading program. Journal for the Education of the Gifted, 33: 203 - 240.
126. Reis, S. M. and McCoach, D. B. 2000. The underachievement of gifted students: What do we know and where do we go?. Gifted Child Quarterly, 44: 152 - 170. doi: 10.1177/001698620004400302
127. Reis, S. M. and Renzulli, J. S. 2011. " Challenging gifted and talented learners with a continuum of research-based interventions strategies ". In The Oxford handbook of school psychology, Edited by: Bray, M. A. and Kehle, T. J. 456 - 482. New York, NY: Oxford University Press.
128. Renzulli, J. S. 2005. " The three-ring conception of giftedness: A developmental model for promoting creative productivity ". In Conceptions of giftedness (2nd ed., Edited by: Sternberg, R. J. and Davidson, J. E. 246 - 279. New York, NY: Cambridge University Press.
129. Renzulli, J. S., Reid, B. D. and Gubbins, E. J. 1992. Setting an agenda: Research priorities for the gifted and talented through the year 2000. Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
130. Robinson, A. 1990. Does that describe me? Adolescents' acceptance of the gifted label. Journal for the Education of the Gifted, 13: 245 - 255.
131. Rogers, K. B. 2007. Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51: 382 - 396. doi: 10.1177/0016986207306324
132. Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B. and Burton, M. G. 2012. A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49: 678 - 694. doi: 10.1002/pits.21620
133. Ryan, R. M. and Deci, E. L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68 - 78. doi: 10.1037/0003-066X.55.1.68
134. Schiefele, U. 1991. Interest, learning, and motivation. Educational Psychologist, 26: 299 - 323. doi: 10.1080/00461520.1991.9653136
135. Schmader, T., Major, B. and Gramzow, R. H. 2001. Coping with ethnic stereotypes in the academic domain: Perceived injustice and psychological disengagement. Journal of Social Issues, 57: 93 - 111. doi: 10.1111/0022-4537.00203
136. Shell, D. F. and Husman, J. 2008. Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100: 443 - 459. doi: 10.1037/0022-0663.100.2.443
137. Siegle, D. and McCoach, D. B. 2005. Motivating gifted students, Waco, TX: Prufrock.
138. Snyder, K. E. 2012. Developmental pathways in underachievement (Doctoral dissertation), Available from ProQuest Dissertations and Theses database. (No. 1011330316)
139. Speirs Neumeister, K. L. 2004. Factors influencing the development of perfectionism in gifted college students. Gifted Child Quarterly, 48: 259 - 274. doi: 10.1177/001698620404800402
140. Steele, C. M. 1992. Race and the schooling of Black Americans. The Atlantic Monthly, 269: 68 - 78.
141. Sterba, S. K. and Bauer, D. J. 2010a. Matching method with theory in person-oriented developmental psychopathology research. Development and Psychopathology, 22: 239 - 254. doi: 10.1017/s0954579410000015
142. Sterba, S. K. and Bauer, D. J. 2010b. Statistically evaluating person-oriented principles revisited. Development and Psychopathology, 22: 287 - 294. doi: 10.1017/s0954579410000064
143. Sternberg, R. J. 2005. " The WICS model of giftedness ". In Conceptions of giftedness (2nd ed., Edited by: Sternberg, R. J. and Davidson, J. E. 327 - 342. New York, NY: Cambridge University Press.
144. Sternberg, R. J. and Zhang, L.-f. 1995. What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39: 88 - 94. doi: 10.1177/001698629503900205
145. Tesser, A. 2000. On the confluence of self-esteem maintenance mechanisms. Personality and Social Psychology Review, 4: 290 - 299. doi: 10.1207/S15327957PSPR0404_1
146. Thelen, E. and Smith, L. B. 1994. A dynamic systems approach to the development of cognition and action, Cambridge, MA: MIT Press.
147. Thompson, T. 2004. Re-examining the effects of noncontingent success on self-handicapping behaviour. British Journal of Educational Psychology, 74: 239 - 260. doi: 10.1348/000709904773839860
148. Tomlinson, C. A. 1994. Gifted learners: The boomerang kids of middle school?. Roeper Review: A Journal on Gifted Education, 16: 177 - 182. doi: 10.1080/02783199409553568
149. Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G. and Jonkmann, K. 2012. Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104: 763 - 777. doi: 10.1037/a0027470
150. Urdan, T. 2004. Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96: 251 - 264. doi: 10.1037/0022-0663.96.2.251
151. Urdan, T. and Midgley, C. 2001. Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13: 115 - 138. doi: 10.1023/A:1009061303214
152. Urdan, T., Midgley, C. and Anderman, E. M. 1998. The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35: 101 - 122. doi: 10.3102/00028312035001101
153. Van Boxtel, H. W. and Mönks, F. J. 1992. General, social, and academic self-concepts of gifted adolescents. Journal of Youth and Adolescence, 21: 169 - 186. doi: 10.1007/BF01537335
154. van Geert, P. 1994. Dynamic systems of development: Change between complexity and chaos, Hertfordshire, England: Harvester Wheatsheaf.
155. Vlahovic-Stetic, V., Vidovic, V. V. and Arambasic, L. 1999. Motivational characteristics in mathematical achievement: A study of gifted high-achieving, gifted underachieving and non-gifted pupils. High Ability Studies, 10: 37 - 49. doi: 10.1080/1359813990100104
156. von Eye, A. and Bogat, G. A. 2006. Person-oriented and variable-oriented research: Concepts, results, and development. Merrill-Palmer Quarterly, 52: 390 - 420. doi: 10.1353/mpq.2006.0032
157. Walberg, H. J. and Paik, S. J. 2005. " Making giftedness productive ". In Conceptions of giftedness (2nd ed., Edited by: Sternberg, R. J. and Davidson, J. E. 395 - 410. New York, NY: Cambridge University Press.
158. Whitmore, J. R. 1980. Giftedness, conflict, and underachievement, Boston, MA: Allyn and Bacon.
159. Whitmore, J. R. 1986. Understanding a lack of motivation to excel. Gifted Child Quarterly, 30: 66 - 69. doi: 10.1177/001698628603000204
160. Wigfield, A. and Eccles, J. S. 2000. Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25: 68 - 81. doi: 10.1006/ceps.1999.1015
161. Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W. and Davis-Kean, P. 2006. " Development of achievement motivation ". In Handbook of child psychology: Vol. 3, Social, emotional, and personality development (6th ed., Edited by: Eisenberg, N., Damon, W. and Lerner, R. M. 933 - 1002. Hoboken, NJ: Wiley.
162. Yeager, D. S. and Dweck, C. S. 2012. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47: 302 - 314. doi: 10.1080/00461520.2012.722805
163. Yeager, D. S. and Walton, G. M. 2011. Social-psychological interventions in education: They're not magic. Review of Educational Research, 81: 267 - 301.
164. Zuckerman, M., Kieffer, S. C. and Knee, C. 1998. Consequences of self-handicapping: Effects on coping, academic performance, and adjustment. Journal of Personality and Social Psychology, 74: 1619 - 1628. doi: 10.1037/0022-3514.74.6.1619