Poster #28 - Academic underachievement of gifted children: Influence of the parent-child relationship and the teacher-student relationship

• In Event: Poster Session 02

Abstract

Considering their cognitive abilities, it is expected that gifted children perform well in school in line with their learning abilities. Unfortunately, this is not the case, although underachievement may affect up to 40% of gifted children. From primary school onwards and throughout their school career, these children, who often report being bored in class as they master almost half of the content covered in class before it is taught, are at high risk of academic difficulties, particularly demotivation, low academic engagement, low self-esteem and dropping out. In order to prevent consequences on their academic trajectory, some researchers are studying factors which may contribute to underachievement. Several of these factors are already well documented, including motivation, self-esteem and educational measures offered to support the child's interest in class. Others have been less investigated. Considering the difficulties that remain in identifying the phenomenon of underachievement, the present study proposes to examine other variables, namely the relationships with their parents (attachment) and their teacher as they are understood to be potential variables of influence. It is proposed to evaluate these two types of relationships and to establish whether they are related to the underachievement of gifted children or not.

Recruitment took place in Quebec, Canada. 65 gifted children aged 6 to 12 years old and their teacher completed questionnaires. They reported data on child attachment (Kerns Security Scale, KERNS), on teacher-child relationship with the child point of view (Young Children's Appraisals of Teacher Support, YCATS) and the teacher point of view (Student-Teacher Relationship Scale, STRS). The children’s mean age was 9,15 years old (ET = 3,2). 30% of the sample was identified as academically under-performing (having above average scores on standardized IQ tests (WISC V) and scores at or below the class average on academic assessments).

Statistical analyses reveal that gifted children's perception of their attachment relationship to their parents is not significantly related to their level of academic performance. The quality of the relationship with the teacher perceived by gifted children is related to the presence of underachievement. Thus, a higher level of performance was related to a warm relationship (r = .349, p = .004), autonomy in the relationship (r = .482, p = .000), and low level of conflict (r = .455, p = .000). Conversely, a high level of conflict in the relationship with the child perceived by the teacher, was significantly related to a higher level of underachievement (r =.256, p =.041).

The quality of the relationship with the teacher seems to be an important variable which cannot be underestimated in the support to be offered to gifted children underperforming. The parent-child relationship remains to be explore with larger sample, although this variable is sometimes singled out for its possible contribution to underperformance.

Authors

• Claire Baudry, Université du Québec Á  Trois Rivières
  Presenting Author

• Jessica Pearson, Université du Québec à Trois-Rivières (UQTR)

• Line Massé

• Karine Dubois-Comtois, Université du Québec à Trois-Rivières (UQTR)

• Geneviève Ouellet