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Abstract
An overview of the empirical research on academic achievement and underachievement among gifted children in America and Korea is provided. Two factors are identified: family factors and psychosocial maturity factors. Parental values, family climate, parent-child interaction, and parenting styles influence achievement and underachievement. Psychosocial maturity factors such as motivation, sense of control, self-confidence, and autonomy also determine achievement. Parent-child interactions and the relationship of psychosocial maturity to academic achievement suggest that these relationships are bidirectional. Suggestions are made for future research on the causes and cures of underachievement.
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Youngjoo Oh-Hwang
Youngjoo Oh-Hwang is a doctoral candidate in educational psychology at Purdue University. She earned her BS in child development and family studies from Yonsei University in Seoul, Korea. She received her MS in elementary education from Clemson University. Her research interests include achievement and underachievement among the gifted, psychosocial development, parental influence, and programming for both parents and gifted children. (Address: 228-2 Arnold Dr., West Lafayette, IN 47906, USA)