Giftedness and Academic Success: How Are Parent–Child and Teacher–Student Relations Related to Gifted Children’s Underachievement?
Bibliographic record
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".