A Case Study on the Experiences of Underachieving Gifted Students

The purpose of this study is to examine the experiences of gifted students who exhibit underachievement through a case study approach from the perspectives of students, teachers, and parents. The study group consists of two gifted high school students identified as underachievers, their mothers, and their subject teachers at Science and Art Centers (BILSEM), selected through purposive sampling. Data were collected using semi-structured interview forms developed in line with the components of the Achievement Orientation Model including self-efficacy, task value, environmental perceptions, and self-regulation, as well as questionnaires administered to teachers. The data were analyzed using content analysis. The findings revealed that the development of underachievement differed markedly between the two students. While underachievement in one student was largely situational and related to contextual factors, it evolved into a more chronic and persistent pattern in the other student. The components of the Achievement Orientation Model emerged as distinctive across both cases, with differences in task value, teacher–student relationships, and self-regulation skills playing a critical role in the development of underachievement. Additionally, the distance education period had differentiated effects on students, indicating that standardized educational practices do not produce uniform outcomes for all gifted learners. Overall, the findings suggest that gifted underachievement is a multidimensional and context-sensitive phenomenon. The study highlights the need for school-based interventions that extend beyond academic support and incorporate motivational and psychosocial dimensions to prevent and address underachievement in gifted students effectively.