Category: Research & Evaluation
In a causal-comparative study, we compared coping styles between gifted achievers and underachievers. Results showed that gifted underachievers employed more avoidance coping in response to an academic stressor and less approach-oriented coping. Findings support explicitly teaching approach coping by shaping positive attitudes towards achievement, building self-regulation skills, and providing meaningful learning engagement. Implications and practical intervention ideas are shared.
Megan Parker Peters, PhD, is an associate professor and the Director of Teacher Assessment at
Lipscomb University. She is the chair of the National Association for Gifted Children’s
(NAGC) Early Childhood Network and co-winner of the 2016 Hollingworth Award. She is also the recipient of the 2017 Jo Patterson Award for extended service to the field of gifted education in Tennessee. 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.
White House, Tennessee
Emily Mofield, Ed.D., is an assistant professor in the College of Education at Lipscomb University where she teaches gifted education and doctoral research courses. Her background includes 15 years experience teaching gifted students and leading gifted services. Emily currently serves as the NAGC Chair for Curriculum Studies. She is a National Board Certified Teacher in language arts and has been recognized as the Tennessee Association for Gifted Children Teacher of the Year. She has been recognized with numerous NAGC curriculum awards for coauthored units with Tamra Stambaugh. She has authored several research articles on the social-emotional needs of gifted students and has received the NAGC Hollingworth Award for excellence in research (with Megan Parker Peters). Emily regularly presents professional development addressing the social-emotional needs of gifted learners and implementing effective differentiation strategies for advanced learners for school districts and special groups.