The readings for this module discuss research studies regarding selective achievement involving
older students. Could this “selectiveness” occur with younger children? Give an example of what
this might look like in a younger child. What suggestions do you have for teachers and parents
who might be facing this with their students? How might a biblical worldview provide support
for parents in this case?
In terms of defining underachievement in comparison to selective achievement; as
defined in Hebert’s book— selective achievement is a student’s clear choice in actively
refraining from applying effort to the task and purposely choosing to prioritize other activities
first and devoting little to no time on the assignment for a variety of reasons (Hebert, 2020).
Underachievement, although yielding similar results, is different in that it is more of a
subconscious decision and places no real value or desire to accomplish other tasks; but minimal
effort is given to the task, and student achievement is not attained due to the student not applying
his or her talents, knowledge, or skills resulting in subpar results and lackluster performance. By
closely observing student behavior in the classroom, analyzing student data and identifying
unique characteristics of students; teachers are able to more accurately determine if a student is
showing underachievement, or exercising selective achievement (Hebert, 2020). Selective
achievement has been more frequently observed in secondary schools and postgraduate learning
environments; leaving little to no data from elementary age children to analyze. This does not
mean that these behaviors are not present in younger children; but in much smaller numbers,
leaving educators seeking to identify originating factors of selective achievement and possible
prevention or intervention strategies to implement before the problem arises (Kluz, 2021).
Using Hebert’s list of influential factors found in Chapter 7 of our textbook, I found that
while these factors can be seen at every age; certain factors shift into critical components
throughout different stages in life, directly determining the level of influence thar factor has on
has on a student’s choices.. For example, the influence of peers, influence of inappropriate
curricular experiences, and influence of culture are all major components in shaping one’s
identity and fostering a sense of self-awareness throughout our teenage years but has much less
impact on a 7-year-old’ss daily life Kruz, 2021). Other factors included in Hebert’s list include
factors like the influence of family, and influence of school environment – both are factors that
are more relatable and important to younger students. For example, an elementary school child
may be struggling to meet the unrealistic expectations that their parents have set for them, o
constantly feeling the need to compete with an academically advanced sibling. When a gifted
student is faced with unattainable expectations, it is common for the student to experience great
emotional setbacks often resulting in the student refusing to try for fear of failure- (National
Talent Centre of the Netherlands, 2017) – which would fall under our definition of selective
achievement. Another influential factor with the possibility of resulting in selective achievement
would be an academically gifted student dealing with a school bully, or a group of classmates
who tease the student for making straight A’s on tests and being a bookworm. The elementary
student who finds himself in this situation may turn to selective achievement in order to blend in
with his classmates and not draw unwanted attention to his unique abilities in hopes of avoiding
more bullying and teasing from classmates or peers.
As a mother to an academically gifted third grader myself; I often catch myself
subconsciously setting unnecessary goals and time constraints for my son – who has no interest
or motivational reason to complete meaningless goals, although he is fully capable of doing so.
As humans, we often find ourselves losing momentum and focusing on doing a good job, rather
than the best job possible. When a student starts to exhibit signs of burnout, teachers and parents
often find themselves stepping into the role of cheerleader to offer encouraging words and
support to students who may be struggling to challenge themselves. When a student
demonstrates the need for encouragement, we should approach the problem from a biblical
perspective and seek to find solace and strength in scripture. The Bible is full of motivational
stories and inspirational messages, but I am always drawn to the reminders nestled within
Ephesians that reads, “For we are God’s handiwork, created in Christ Jesus to do good
works, which God prepared in advance for us to do” (New International Bible, 1978/2011,
Ephesians 2:10. Providing students with the academic and spiritual tools for success is still the
single most effective strategy in preventing selective achievement in students of all ages.
References
Bible Study Tools. (2018, April 6). What does it mean to have a biblical worldview? [Video].
YouTube. https://youtu.be/J4KgEO8oonQ
Hebert, T. P. (2020). Understanding the social and emotional lives of gifted students (2nd ed.).
Waco, TX: Prufrock Press.
Kluz, Samantha, "Combating Underachievement in Gifted Elementary Students through
Differentiation" (2021). Culminating Experience Projects. 89.
https://scholarworks.gvsu.edu/gradprojects/89
National Talent Centre of the Netherlands. (2017, November 20). Doing poorly on purpose:
Underachievement and the quest for dignity [Video]. YouTube.
https://www.youtube.com/watch?v=kyY7iukaoRE
New International Version Bible. (2011). The NIV Bible. https://www.thenivbible.com (Original
work published 1978)
