Underachievement Among Spatially Gifted Students

Abstract

High school students gifted in spatial ability were selected from a large national probability sample and compared to those gifted in mathematical ability. The groups were compared on multiple measures, including a range of cognitive tests, organizational participation, hobbies, extracurricular reading, coursework, study habits, grades, occupational and academic intentions, guidance received, and family/home environment. Results indicate that, relative to the students gifted in mathematics, the students high in spatial ability were not fully utilizing their academic capabilities, had interests that were less compatible with traditional coursework, received less college guidance from school personnel, were less motivated by the education experience, and aspired to, and achieved, lower levels of academic and occupational success.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 115 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.