Gifted Underachievement and Self-Concept: The Role of Educational Stage and Gender

Gifted underachievement is an issue in which socioemotional variables are essential considerations; self-concept, gender, and educational stage have been previously pointed out as relevant factors. The present cross-sectional study examined the differences in general and physical self-concept between gifted underachievers and achievers, considering educational stage and gender. A total of 210 participants were identified as gifted after a two-phase screening in central and southeastern Spain; 34 were underachievers according to the simple difference method. The Spanish Physical Self-Concept Questionnaire and AF-5 Self-Concept Questionnaire were used. Gifted achievers showed higher levels in academic, physical attractiveness, and global self-concepts than underachievers. Notably, in secondary school, gifted female underachievers showed lower levels in emotional self-concept, whereas gifted male underachievers only showed lower academic self-concept. These findings highlight the potential socioemotional challenges derived from the educational transitions in gifted students, pointing out the need to address underachievement alongside other potential socioemotional issues, especially in secondary school female students.