Unpacking the underachievement of gifted students: A systematic review of internal and external factors

Abstract

In recent years, there has been a substantial research and numerous reviews on the subject of gifted students. The current systematic review is dedicated to explore the underachieving in gifted students, aiming to identify and classify the internal and external factors contributing to this phenomenon. In this study, 282 research articles published from 2010 to 2024 were reviewed using three databases including Google Scholar, ERIC, and Science Direct. Applying specific inclusion and exclusion criteria, 33 articles were selected among the total ones and then a narrative synthesis approach was applied. In this regard, a theoretical model was developed, the observed patterns were described, intersections among studies were explored, and the synthesis was evaluated in light of the theoretical background. The analysis revealed that internal factors such as motivational, emotional-social, and demographic factors, as well as external factors including environmental perception, family, peers, and socio-economic/cultural factors, play significant roles in the underachievement of gifted students. The study underscores the importance of understanding and addressing these factors in all stages of a gifted student's educational journey, from screening and assessment to identification, planning, and rehabilitation. It highlights the need for a comprehensive strategy that goes beyond solely focusing on the psychological empowerment of students. The study emphasizes the critical role of considering contextual factors, including the influence of the parents, teachers, and peers relationships. Recognizing the multifaceted nature of underachievement in gifted students is essential to prevent this phenomenon and by considering a holistic approach that considers both internal and external factors, educational stakeholders can develop more effective interventions and support systems.

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