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A. C. Sven Mathijssen, Max J.A. Feltzer, Lianne Hoogeveen, Jaap Denissen & Anouke Bakx. (2023) Back to the Drawing Board Again: Potential Indicators of Giftedness in Human Figure Drawings of Children Aged 4 to 6 Years. Roeper Review 45:2, pages 128-139.
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Sven Mathijssen, Max J. A. Feltzer, Lianne Hoogeveen, Jaap Denissen & Anouke Bakx. (2022) Back to the Drawing Board: A Descriptive Study on Potential Indicators of Giftedness in Human Figure Drawings of Children Aged 4 to 6 Years. Roeper Review 44:4, pages 249-262.
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Marko Lüftenegger, Marlene Kollmayer, Evelyn Bergsmann, Gregor Jöstl, Christiane Spiel & Barbara Schober. (2015) Mathematically gifted students and high achievement: the role of motivation and classroom structure. High Ability Studies 26:2, pages 227-243.
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Laura Ferrer-Wreder, Linda Wänström & Jelena Corovic. (2014) Midlife Outcomes of Educationally Underachieving Swedish Adolescents With Above Average Generalized Intelligence. Research in Human Development 11:3, pages 217-236.
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Articles from other publishers (17)
Alexander Dings & Frank M. Spinath. (2021) Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. Social Psychology of Education 24:6, pages 1461-1485.
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Mehmet BIÇAKCI & Mustafa BALOĞLU. (2021) Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 22:3, pages 771-798.
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Tara Kulkarni, Amanda L. Sullivan & Jiwon Kim. (2020) Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?. Educational Psychology Review 33:3, pages 915-936.
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James R. Delisle & Robert Arthur Schultz. 2021. Handbook of Giftedness and Talent Development in the Asia-Pacific. Handbook of Giftedness and Talent Development in the Asia-Pacific
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Kristofor R. Wiley. (2020) The social and emotional world of gifted students: Moving beyond the label. Psychology in the Schools 57:10, pages 1528-1541.
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Eva Feron & Trudie Schils. (2020) A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential. Frontiers in Psychology 11.
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Christine IRELAND, Terence BOWLES, Kimberley BRİNDLE & Susan NİKAKİS. (2020) Curriculum Differentiation’s Capacity to Extend Gifted Students in Secondary Mixed-ability Science Classes. Talent 10:1, pages 40-61.
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Kate E. Snyder, Carlton J. Fong, Jackson Kai Painter, Caroline M. Pittard, Sebastian M. Barr & Erika A. Patall. (2019) Interventions for academically underachieving students: A systematic review and meta-analysis. Educational Research Review 28, pages 100294.
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Raquel Gilar-Corbi, Alejandro Veas, Pablo Miñano & Juan-Luis Castejón. (2019) Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students. Frontiers in Psychology 10.
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Raquel Gilar-Corbi, Pablo Miñano, Alejandro Veas & Juan-Luis Castejón. (2019) Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology 59, pages 101780.
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Alejandro Veas, Juan-Luis Castejón, Colm O’Reilly & Albert Ziegler. (2018) Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students. Journal for the Education of the Gifted 41:4, pages 369-385.
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Juan Luis Castejón, Raquel Gilar, Pablo Miñano & Alejandro Veas. (2016) Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement). European Journal of Education and Psychology 9:2, pages 63-71.
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Sarah I. Hofer & Elsbeth Stern. (2016) Underachievement in physics: When intelligent girls fail. Learning and Individual Differences 51, pages 119-131.
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Juan L. Castejón, Raquel Gilar, Alejandro Veas & Pablo Miñano. (2016) Differences in Learning Strategies, Goal Orientations, and Self-Concept between Overachieving, Normal-Achieving, and Underachieving Secondary Students. Frontiers in Psychology 7.
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Alejandro Veas, Raquel Gilar, Pablo Miñano & Juan-Luis Castejón. (2016) Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model. Frontiers in Psychology 7.
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Tobias Kärner & Julia Warwas. (2015) Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study. Empirical Research in Vocational Education and Training 7:1.
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