Research & Evaluation

Combined Concurrent

Underachievement, Perfectionism, and Mindset: Shining New Insight for Intervention

Saturday, November 11
9:15 AM - 9:45 AM
Location: 203 A

Recently, more focus has been given to the non-cognitive factors that play key roles in shaping ability into performance, including the notion of mindsets. How one views intelligence can influence behaviors, including how one responds to challenges, approaches goals, and reacts to setbacks. These motivations and behaviors can impede achievement when manifested through perfectionism, fear of failing, and avoidance of challenges. In a causal-comparative study, we examined the relationships among underachievement, perfectionism, and mindsets among gifted students, illuminating the roots of attitudes that influence underachievement and factors that differentiate underachievers from achievers. Findings and implications for interventions will be shared.

Emily L. Mofield

Consulting Teacher for Gifted Education
Sumner County Schools

Emily Mofield, EdD is the Consulting Teacher for Gifted Education for Sumner County Schools, Tennessee. She leads her district through major gifted programming shifts, specifically in promoting differentiated instruction for advanced learners in both the the regular classroom and pullout settings. She is the co-recepient of the NAGC Hollingworth research award (with Megan Parker Peters) and is the co-author (with Tamra Stambaugh) on the published Advanced ELA Curriculum Series by Vanderbilt Programs for Talented Youth. She was recognized by the Tennessee Assocation of Gifted as Teacher of the Year in 2012 and has received multiple NAGC Currriculum Network Awards. She has also authored multilple research publications on the social emotional needs of gifted learners relating to achievement motivation and perfectionism. Currently, she serves as Chair-Elect of the Curriculum Studies Network for NAGC.

Presentation(s):

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Megan Parker Peters

Assistant Professor
Lipscomb University

Megan Parker Peters, PhD, is an Assistant Professor and the Director of Teacher Assessment at Lipscomb University. She is co-editor of the National Association for Gifted Children’s (NAGC) Teaching for High Potential publication. Her current research interests include examining the impact of perfectionism on coping, the relationships among socioemotional factors and giftedness, and the academic and external factors that predict student success.

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