Achievement/affiliation conflicts in gifted adolescents

• Published in: Roeper review Vol. 28; no. 4; pp. 196 - 202
• Main Author: Neihart, Maureen
• Format: Journal Article
• Language: English
• Published: Taylor & Francis Group 01-06-2006; Routledge
• Subjects: Academic Achievement; Academic Aspiration; Academically Gifted; Conflict; Coping; Direct Instruction; Early Adolescents; Intervention; Risk; Self Concept; Skill Development; Student Motivation; Underachievement; Young Adults
• ISSN: 0278-3193; 1940-865X
• DOI: 10.1080/02783190609554364

Achievement/affiliation conflicts arise for gifted students when they associate certain achievement attitudes or behaviors with betrayal of their social, gender, ethnic, or racial culture. Studies suggest that a good number of gifted students begin to struggle with these conflicts during early adolescence and that these conflicts are a contributing factor to academic underachievement, risk avoidance, and a long-term reduction in aspirations and overall achievement. The essence of keeping motivation and achievement high among gifted young adults is not so much avoiding these conflicts, but developing the attitudes and skills needed to manage them as they arise. Interventions and supports should be aimed at anticipating and normalizing such conflicts as well as at direct instruction of specific coping strategies.