Indicative needs for gifted students with underachievement

Abstract

This study aimed at investigating the effect of using self-regulated learning strategies on raising the academic achievement of one of the female gifted students. The study used the descriptive methodology that follows the case study on the female gifted student with underachievement. A measure has been used to detect the extent of excessive sensitivity to criticism in the female gifted student, the scale of learning styles, analysis of documents to find out the beginning of this problem, and the use of the interview tool to clarify the problem from the point of view of female gifted student with underachievement and indicative sessions that include applying self-regulated learning strategies with the female gifted student. The results have yielded that the female gifted student with underachievement suffers from a decline in certain courses. Thus, learning style is known. Also, the excessive sensitivity ratio of the criticism has been measured, and it has been found that it is very high (approximately 160). Thus, indicative sessions of a selective nature were used. The effectiveness of these sessions has been demonstrated in using self-regulated learning strategies with female gifted student with underachievement through the rise of academic achievement from 82% to 89% during the year. After sessions, post-measurement of the excessive sensitivity to criticism has been made, and it has been found that the excessive sensitivity ratio has decreased from 160 to 149 (approximately 10 degrees on the scale used). After mentioning the results of the study, it can be said that the effect of training on self-regulated learning was evident on the academic achievement of the gifted student.

Keywords

• underachievement
• self-regulated learning
• Excessive sensitivity to criticism
• gifted students

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