The identification of gifted underachievement

Validity evidence for the commonly used methods

Datos Bibliográficos

ID5265196
AutoresRahmi Luke Jackson (0000-0001-9649-5455, School of Education The University of New South Wales Sydney New South Wales Australia, autor de correspondencia), Jae Yup Jung (0000-0002-0620-6726, School of Education The University of New South Wales Sydney New South Wales Australia)
Año2022
Volumen92
Número3
Páginas1133-1159
Fecha de publicación2022-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjep.12492
PMID35199852
OpenAlexW4213454210
IdiomaEN
Citas recibidas8
Referencias citadas70

BackgroundMuch confusion exists about the underachievement of gifted students due to significant variations in how the phenomenon has been identified. From a review of the literature, five methods were found to be commonly used to identify gifted underachievement.AimsThe purpose of the study was to assess the equivalence of the commonly used methods to identify gifted underachievement, and to determine which of these methods may be optimal.SampleData were collected from a school in Sydney, Australia.MethodThree measures of convergence (i.e., difference in proportions, phi association, and kappa agreement) were used to assess the equivalence of the identification methods, while latent class analysis was used to determine the optimal identification method.ResultsThe convergence evidence suggested that the commonly used identification methods may not be considered convergent, while the criterion evidence indicated that one of the five identification methods may have strong levels of criterion validity.ConclusionsA conclusion was reached that the simple difference method may be the most valid method to identify gifted underachievement

Developmental psychology · Identification (biology) · Psychometrics · Short Forms · Test validity · Clinical Psychology · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Psychological Treatments and Assessments · Psychology