Another study about Underachieving Gifted Students

Using Self-Regulated Learning to Reverse Underachievement in Talented Students, 

Sally M. Reis, Meredith J. Greene, Neag Center for Gifted Education and Talent Development.

I like this article because it talks about actual interventions to help gifted students who have trouble with self-regulation. Some include:

1. Guide learners' self-beliefs, goal setting, and expectations
• help students frame new information or feedback in a positive rather than a negative manner (e.g. "keeping track of your homework assignments will help you manage this course successfully," rather than "if you don't keep track you will fail.")
• provide specific cues for using self-regulatory strategies
2. Promote reflective dialogue
• teacher modeling of reflective practices (think aloud)
• student practice with reflective dialogue
• group discussions to think through problems/cases (collaborative learning)
3. Provide corrective feedback
• performance standards must be clear and perceived as attainable
• phrase feedback (positive or negative) as a statement about the task of learning, not about the learner
4. Help learners make connections between abstract concepts
• use case-based instructions or examples that students come up with themselves
• use hands-on learning activities
• help students learn to separate relevant from irrelevant information (i.e., help them know where and how to focus their attention; guide their reference standards)
5. Help learners link new experiences to prior learning
• use experiential learning activities
• focus on application of knowledge in broader contexts
• integrate real-life examples with classroom information