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ERIC Number: EJ1215252
Record Type: Journal
Publication Date: 2019-Jun
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0162-3532
Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes among Gifted Students
Mofield, Emily; Parker Peters, Megan
Journal for the Education of the Gifted, v42 n2 p107-134 Jun 2019
The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers (n = 15) and gifted achievers (n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence (d = 0.79), lower scores on Organization (d = -1.01), and lower Self-Regulation/Motivation (d = -1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students (N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, ß = 0.35, p < 0.0001; Doubt of Action, ß = 0.28, p < 0.0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, ß = 0.35, p < 0.0001, and Organization, ß = 0.21, p = 0.001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A