Date of Award

2020

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma L. Hafenstein

Second Advisor

Paul Michalec

Third Advisor

Korrie Allen

Keywords

Expectations, Mental health issues, Profoundly gifted, Rebellion, Social issues, Underachievement

Abstract

Underachieving Profoundly Gifted Adolescents is a phenomenological study that explores the lived experiences of five underachieving profoundly gifted adolescents. Profoundly gifted individuals are those whose IQ scores are at the 99.9th percentile. This study was a means to explore factors that contribute to underachievement among this subpopulation of gifted students. In-depth interviews with young adults provided insight into the personal experiences of underachievement in profoundly gifted adolescents. Parents also took part in interviews to provide an additional perspective on the underachievement experience. Findings indicated five themes that contribute to underachievement among this population. Expectations were a major contributor to underachievement. In addition to expectations, social issues, mental health issues, rebellion, and motivation also emerged as contributing to underachievement in profoundly gifted individuals. All five of these contributing factors; expectations, social issues, mental health issues, rebellion, and motivation are interrelated and synergistic.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Marisa Soto Harrison

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

189 p.

Discipline

Gifted education, Psychology, Mental health

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