Document Type : Original Article
Authors
1 Department of Counseling and Educational Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2 Associate Professor, Department of Counseling and Educational Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3 . Assistant Professor, Department of Counseling and Educational Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
4 , Department of Counseling and Educational Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract
Introduction: Gifted schools, as specialized environments, strive to foster exceptional talents by providing special facilities and educational programs tailored to their needs. However, among some students in these schools, a phenomenon known as "academic underachievement" is increasingly prevalent. The primary objective of this study is to identify and examine the school-related factors that contribute to academic underachievement among gifted students, from the perspective of secondary school teachers in girls’ gifted schools.
Methods and Data: This study is fundamental in terms of its aim and employs a qualitative research method. Data were collected through in-depth, semi-structured interviews with secondary school teachers at girls’ gifted schools during the year 2024 (1403 in the Iranian calendar). The research population comprised all teachers in these schools, from whom 11 participants were selected using purposive sampling based on specific inclusion criteria. The data obtained were analyzed with MAXQDA software via thematic analysis. The analytical process consisted of three main stages: coding of basic themes, coding of organizing themes, and extraction of overarching themes. To ensure the credibility and validity of the results, Guba and Lincoln’s four criteria were applied.
Findings: The qualitative analysis of the interviews revealed five main themes that explain school-related factors influencing the academic underachievement of gifted students. These themes include: "managerial factors," "teacher-related factors," "peer-related factors," "school climate factors," and "curriculum-related factors."
Discussion and Conclusion: The results of this study underscore the necessity to reconsider educational approaches in gifted schools, design educational-emotional interventions, and strengthen multidimensional support for talented students.
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