Giftedness and academic success: How are parent–child and teacher–student relations related to gifted children’s underachievement?

Baudry, C., Massé, L., Pearson, J. et Simard, M. (2025). Giftedness and academic success: How are parent–child and teacher–student relations related to gifted children’s underachievement? Journal for the Education of the Gifted, 49 (1). pp. 3-29. ISSN 0162-3532 2162-9501 DOI 10.1177/01623532251406348

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Résumé

Abstract

Gifted children may underachieve in various subjects, putting them at risk of dropping out of school. Several factors can influence both achievement and underachievement. In the understanding of these children’s success or difficulties at school, teacher–student and parent–child relationships should be considered. The objective of this article is to document the level of performance and underachievement of 71 gifted children ages 6 to 12 and to assess the contribution of both type of relationships. Results indicate that gifted children demonstrate overall good academic results, yet an appreciable proportion exhibit underachievement. Autonomy in school tasks is a significant factor enhancing children performance. Therefore, educators are encouraged to facilitate their autonomy within the classroom and during learning activities. Although the parent–child relationship is not linked to performance or underachievement, it is nevertheless important to pursue the study of this variable, given its influence on learning and academic success.

Type de document:	Article
Mots-clés libres:	Academic achievement Gifted children Underachievement K–8
Date de dépôt:	09 avr. 2026 13:38
Dernière modification:	09 avr. 2026 13:38
Version du document déposé:	Version officielle de l'éditeur
URI:	https://depot-e.uqtr.ca/id/eprint/12806

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