Romina Manani; Ahmad Abedi; Fariborz Dortaj; Noor Ali Farrokhi
Abstract
Aim: The present study has been performed to evaluate the gifted underachievement phenomenon on mathematics and compare neuropsychological skills profile of these students in groups with different levels of achievement. Methods: This study used a causal-comparative design. The study population includes ...
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Aim: The present study has been performed to evaluate the gifted underachievement phenomenon on mathematics and compare neuropsychological skills profile of these students in groups with different levels of achievement. Methods: This study used a causal-comparative design. The study population includes all students of exceptional talents middle schools, in the academic year 2018/19. For this purpose, 36 male and female students were selected by the convenience sampling method and were studied based on their neuropsychological skills.To collect the data, the online version of Wisconsin Card Sorting Test, Corsi block-tapping test and Deary-Liewald reaction time task were used. Data were analyzed using multivariate analysis of variance. Findings: The results indicated there was a significant difference between neuropsychological skills in two groups in visual-spatial working memory, choice reaction time task and executive functions. Conclusion: According to the findings of this study, it can be concluded that underachiever gifted students experience more neuropsychological skills insufficiency than those gifted students with expected achievement. Therefore, in addition to paying attention to personality and environmental factors, evaluation of neuropsychological skills and application of appropriate neuropsychological interventions to prevent of the occurrence of gifted underachievement is recommended.
