Kumbang Sigit Priyoaji


Gifted Underachiever merupakan kondisi peserta didik yang mengalami kesenjangan antara potensi akademik tinggi yang dimiliki dan capaian akademik rendah yang dicapai di sekolah. Ada beberapa faktor penyebab terjadinya kasus underachiever baik dari lingkungan sekolah dan keluarga. Faktor penyebab ini berasal secara internal maupun eksternal. Self – determination theory merupakan teori besar yang membahas tentang motivasi intrinsik individu. Dalam pandangan self-determination theory, ada tiga kebutuhan yang jika terpenuhi maka akan dapat membentuk motivasi intrinsik yang tinggi. Tiga kebutuhan itu adalah kemandirian (autonomy), kompetensi (competency) dan keterhubungan (relatedness). Tinjauan teoritis ini diharapkan akan mampu menjelaskan tentang fenomena siswa gifted underachiever beserta faktor penyebabnya dengan menggunakan teori determinasi diri. Selain itu diharapkan akan membantu memahami perlakuan yang tepat pada anak gifted untuk memiliki motivasi intinsik sehingga dapat mencegah terjadinya underachiver maupun memulihkan siswa gifted dari kondisi yang underachiever.

Full Text:



Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). The prism metaphor: A new paradigm for reversing underachievement (CRS95310). Storrs, CT: University of Connecticut, The National Research Center on the Gifted and Talented.

Beckley, D. (1998). Gifted and learning disabled: Twice exceptional students. Neag Center for Gifted Education and Talent Development, 1998 Spring Newsletter.

Davis, G. A. and Rimm, S. B. (1989). Education of The Gifted and Talend (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.

Delisle, J., & Galbraith, J. (2002). When gifted kids don’t have all the answers. Minneapolis, MN; Free Spirit Publishing Inc.

Frey, C. (2002). Dealing with the needs of underachieving gifted students in a suburban school district: What works! The National Research Center on the Gifted and Talented, Spring 2002.

Dowdall, C.B., and Colangelo, N., 1982. Underachieving gifted students: review and implications. Gifted child quarterly, 26(4), 179-184.

Gallagher, J.J., 1991.Personal patterns of underachievement. Journal for the Education of the gifted, 14 (5), 221-233.

Leach, K. M. (2015). The effect of growth mindset on the persistence of gifted students when facing challenges in online educational gameplay (Doctoral Dissertation). Wilkes University Library

Matthews, M. S., & McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181.

Mandel, H.P. & Marcus, S. I. (2009). Could do better: Why children under-achieve and what to do about it. New York: John

Wiley & Sons, Inc.

Ogbonnia, C. (2012). Underachieving learners: can they learn at all? ARECLS, Vol.6, 84-102

Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152- 170.

Ryan, T. G., & Coneybeare, S. (2013). The Underachievement of Gifted Students: A Synopsis. Journal of The International Association of Special Education, 14(1), 58-66.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

Sousa, D. A., 2003. How the gifted brain learners. California: Corwin Press.

Stoeger, H., & Ziegler, A. (2013). Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils. Gifted Education International, 29(1), 28-42.

Winebrenner, S., Berger, S., Council for Exceptional Children, R. A., & ERIC Clearinghouse on Disabilities and Gifted Education, R. A. (1994). Providing Curriculum Alternatives to Motivate Gifted Students. ERIC Digest E524.



  • There are currently no refbacks.

echo 'slot gacor