Document Type : Original Article
Authors
1
3. Full Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
2
Department of Psychology and Education of Children with Special Needs, University of Isfahan, Isfahan, Iran
Abstract
Academic underachievement among gifted students, despite their high cognitive abilities, is an important concern in the educational system. The present study aimed to model academic underachievement among gifted students, with an emphasis on creativity, resilience, and academic self-concept. The research method was descriptive and correlational. The statistical population consisted of all gifted female students in the first cycle of secondary education in Isfahan during the 2025–2026 academic year. A sample of 104 students was selected using multistage cluster sampling, including 50 academically typical gifted students and 54 gifted students with academic underachievement. Data were collected using the Connor and Davidson Resilience Scale (2003), the Liu and Wang Academic Self-Concept Questionnaire (2005), and the Abedi Creativity Questionnaire (1992), and were analyzed using logistic regression. The findings showed that, among the main study variables, only academic self-concept significantly differentiated academically typical gifted students from gifted students with academic underachievement (p < .001). For each one-unit increase in academic self-concept, the odds of belonging to the academically typical gifted group increased by 8.4%. Resilience and overall creativity scores did not have significant effects on differentiating the two groups; however, among the creativity dimensions, the development dimension showed a positive effect, whereas the originality dimension showed a negative and significant effect. Furthermore, the final model based on academic self-concept explained approximately 18% of the variance in academic underachievement. Overall, the findings indicated that academic self-concept played a more prominent role than resilience and creativity in differentiating gifted students with academic underachievement from academically typical gifted students. Accordingly, strengthening academic self-concept through educational, counseling, and psychological programs may contribute to the prevention and reduction of academic underachievement among gifted students.
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