Prufrock Press. Factors that Contribute to Achievement Orientation. Making a Difference: Del Siegle, Ph.d

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1 Making a Difference: Factors that Contribute to Achievement Orientation Del Siegle, Ph.d Director, National Center for Research on Gifted Education Prufrock Press 1

2 What is Underachievement? The most common component of the various definitions of underachievement in gifted students involves identifying a discrepancy between ability or potential (expected performance) and actual achievement (performances). (Baum, Renzulli, & Hebert, 1995a; Butler-Por, 1987; Dowdall & Colangelo, 1982; Emerick, 1992; Redding, 1990; Reis & McCoach, 2000; Rimm, 1997a; 1997b; Supplee, 1990; Whitmore, 1980; Wolfle, 1991). Up to 50% of gifted students probably underachieve at some time. Motivation and underachievement are a major concern of gifted and talented practitioners and parents. Underachievement results in missed productivity for society and less satisfaction with life for the individual. 2

3 What happens to underachievers? In the largest longitudinal study of underachievers conducted to date, McCall, Evahn, and Kratzer (1992) found that 13 years after high school, the educational and occupational status of high school underachievers paralleled their grades in high school, rather than their abilities. motivation motivation motivation motivation motivation motivation motivation 3

4 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58, Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Students Don t See the Relationship Between Effort and Quality Work Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

5 Teacher Rating of Students Quality of Work R 2 =.66 Quality of Ability R 2 =.63 Work Effort Student Self-Rating R 2 =.11 Quality of Work R 2 =.52 Ability Quality of Work Effort IF YOU NEED TO WORK HARD IT MEANS YOU ARE NOT SMART 5

6 WORKING HARD MAKES YOU SMART 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, Achievers Are More Similar to Each Other than Underachievers Are to Each Other D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

7 Achievement Orientation Model Expects to Succeed (Environmental Perception) Possesses Adequate Skills to Perform the Task Values the Task or Outcome (Meaningfulness) Motivation Confident in One s Ability to Perform the Task (Self- Efficacy) Sets Realistic Expectations and Implements Appropriate Strategies to Successfully Complete Goals (Self-Regulation) Task Engagement and Achievement Teachers Peers Family Each of the four elements of the model (Meaningfulness, Self-Efficacy, Environmental Perception, and Self-Regulation) is usually present in individuals who achieve at a level commensurate with their abilities. Some of these factors may be stronger than others, but overall, achievement-oriented individuals display a combination of all four traits. Remediation can be based on diagnosing which element or elements are deficit and addressing them. Two individuals might have very different remediation programs based on their achievement-orientation profiles. 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Academic Self-Esteem Is Not Necessarily the Problem with Underachievers Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., & Siegle, D. (2003). The structure and function of academic selfconcept in gifted and general education students. Roeper Review, 25, McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

8 Expects to Succeed (Environmental Perception) Possesses Adequate Skills to Perform the Task Values the Task or Outcome (Task Value) Motivation Demonstrates Confidence in One s Ability to Perform the Task (Self-Efficacy) Sets Realistic Expectations and Implements Appropriate Strategies to Successfully Complete Goals (Self-Regulation) Task Engagement and Achievement School Peers Home Task/Goal valuation is more highly correlated to motivation than are students attitudes towards school, attitudes towards teachers, and their academic self perceptions. 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted Underachievers are Inattentive and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Inattentiveness among underachievers & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

9 Sample 280 students identified as gifted underachievers (9- to 17-years-old). 89% of sample between 10- to 14-years old, M = years-old. Approximately two-thirds of sample were male; onethird were female. 75% Caucasian, 13% Latino, 4% African-American, and 3% Native American. IQ scores (n = 269); M = 131.8, SD = 9.5. Siegle, D., McCoach, D. B., Shea, K. L., Mann, R., & Rubenstein, L. D. (in revision). Inattentiveness among gifted underachievers. ADHD IV Home Rating Scales- Parent % in GUA Sample % in Norm Group Type Inattentive Hyperactive ADHD IV School Rating Scales- Teacher % in GUA Sample % in Norm Group Type Inattentive Hyperactive

10 Twice-Exceptional Many underachievers are inattentive. This inattentiveness crosses over home and school environments. Are these students who actually suffer from ADHD inattentive type or is inattention a characteristic of underachievers? Should we treat the ADHD or the underachievement? 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, Social Comparisons & Challenge Influence Self- Concept D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

11 1Both perceived difficulty and factors associated with social comparison (i.e., ability and opinion comparison orientations, achievement, and social comparison moderator) are predictors of student self-concept. Learner self-concept is how students perceived their ability to 2understand new ideas or knowledge and student self-concept is how they perceived their abilities to succeed in school-related tasks. Of these two constructs, student self-concept is a better predictor of future goals There is an increase to student self-concept for students who are high achieving and tend to compare themselves to others frequently and for those students who are low achieving but do 3 not tend to compare themselves to others. The social comparison moderator also provides a decrease in student self-concept for students who either have low achievement and tended to engage in high levels of ability comparison or have high achievement but do not compare themselves to others. 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Interest Is Not Necessarily is Important the Problem with Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

12 nterest is one of the single best selfreported predictors of achievement Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: /

13 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, Recognizing Ability Isn t Necessarily Detrimental doi: / Academic Self-Esteem Is Not Necessarily the Problem with Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58, performance goals Entity (Fixed Mindset) g oals learning/mastery Carol Dweck Incremental (Growth Mindset) 13

14 Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with What We Say Is Important Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

15 Specific Developmental Nice work. You ve learned to write supporting sentences in a paragraph that elaborate on the topic sentence. 15

16 Francoys Gagné Joseph Renzulli 16

17 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Meaningful Learning Matters Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58, Challenge I don t want to be challenged. I want to be intellectually stimulated. 17

18 Creating Real Products for Real Audiences makes all of the difference in the world. Garth s Photo Exhibit Meaningfulness and the Roles of Teachers Change as Talent Develops 1. Teach them to love the field 2. Develop their skills and discipline 3. Help them to Benjamin Bloom make a unique contribution 18

19 GRIT Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline. (Duckworth & Seligman, 2005, p. 939) 1. Students Don t See the Relationship Between Effort and Quality Work Siegle, D., & Reis, S. M. (1998). Gender differences in teacher and student perceptions of gifted students' ability. Gifted Child Quarterly, 42, doi: / Achievers Are More Similar to Each Other than Underachievers McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving students from achieving students. Gifted Child Quarterly, 47, doi: / Academic Self-Esteem Is Not Necessarily the Problem with Knowledgeable, Caring Teachers Make a Difference Underachievers McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25, Underachievers are Inattentive Siegle, D., McCoach, D. B., Rubenstein, L. D., Mann, R., Moore, M. M., Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58, & Shea, K. (in revision). Underachievement or ADHD? 5. Social Comparisons & Challenge Influence Confidence Wilson, H. E., Siegle, D., McCoach, D. B., Little, C. A., & Reis, S. M. (2014). A model of academic self-concept: Perceived difficulty and social comparison among academically accelerated secondary school students enrolled in advanced coursework. Gifted Child Quarterly, 58, Interest is Important Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / Recognizing Ability Isn t Necessarily Detrimental Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshman honors students effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, doi: / What We Say Is Important Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics selfefficacy through teacher training. Journal of Advanced Academics, 18, doi: /jaa Meaningful Learning Matters Rubenstein, L. D., Siegle, D., Reis, S. M., McCoach, D. B., & Burton, M. G. (2012). A complex quest: The development and research of underachievement interventions for gifted students. Psychology in the Schools, 49, doi: /pits Knowledgeable, Caring Teachers Make a Difference Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students perceptions of their high school experiences: The influence of teachers. Gifted Child Quarterly, 58,

20 Caring Meaningful Content Knowledgeable Useful Challenge Passionate Hard Working knowledgeable I pretty much realized immediately that the class was just going nowhere. The teacher I had wasn t fluent in Spanish first of all, which I thought was strange [since this was an AP Spanish class]. There were lots of times that she didn t know answers to our questions.she would give us activities out of the textbook but was not teaching us things that were going to help us with the exam.her busy work was pointless, and we all knew we weren t going to pass the [AP] test, so no one put any effort into it. 20

21 What does being a knowledgeable teacher promote? 1. Self-efficacy to Learn 2. Differentiation of Content 3. Variety of Instructional Strategies 4. Interdisciplinary Connections Which Promote Meaningful Learning (Kanevsky & Keighley, 2003). What gifted high school students seek control choices challenge complexity caring s 21

22 Lannie Kanevsky Five C s for Learning 1: Control (Self-determination, Power to change the situations) 2: Choice (Content [tied to interests and the real world], Process [higher-level thinking, hands-on activities with authentic materials, quick pace with minimum repetition], and Environment [flexible attendance and work with peers]) 3: Challenge (Accelerated pace, Deeper, more complex thinking) 4: Complexity (Craved the unfamiliar [novel, authentic, abstract, openended]) 5: Caring (A caring teacher can overcome the other four C s) Support ACHIEVEMENT Don t Give Up All of Us Are Works in Progress Chad 22

23 Earn a Master s Degree Across Three Summers We Give Summer School a Good Name NEAG CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENT Summer instructors: Dr. Joseph Renzulli, Dr. Sally Reis, Dr. Del Siegle, Dr. E. Jean Gubbins, Dr. Susan Baum, Dr. Jann Leppien, and Mary Sullivan summers program/ ph d/ a Ph.D. program designed for busy educators from a university internationally known for its work in gifted education and talent development. NEAG CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENT Earn a Ph.D. through a combination of summer classes, online classes, and a one year sabbatical residency. 23