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Journal of Advanced Academics

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Author’s Response to Commentaries on “Differentiating Low Performance of the Gifted Leaner

Stephanie Figg

Journal of Advanced Academics 2012 23:2, 180-184

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Author’s Response to Commentaries on “Differentiating Low Performance of the Gifted Leaner

Stephanie Figg

Journal of Advanced Academics 2012 23:2, 180-184

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Author’s Response to Commentaries on “Differentiating Low Performance of the Gifted Leaner: Achieving, Underachieving, and Selective Consuming Students

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Stephanie Figg¹

1University of New South Wales, Sydney, Australia
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First Published April 4, 2012 Research Article

https://doi.org/10.1177/1932202X12439705

Article Information

Volume: 23 issue: 2, page(s): 180-184

Article first published online: April 4, 2012; Issue published: May 1, 2012

Stephanie Figg¹

¹University of New South Wales, Sydney, Australia

Corresponding Author: Stephanie Figg, 2 Bourke Street, Pymble, Sydney 2073, Australia Email: stephanie.figg@optusnet.com.au

References

Section:

	Delisle, J. R. (2002). Underachiever or selective consumer? In Delisle, J., Galbraith, J. (Eds.), When gifted kids don’t have all the answers: How to meet their social and emotional needs (pp. 167-190). Minneapolis: Free Spirit. Google Scholar
	Entwistle, N. J., Ramsden, P. (1982). Understanding student learning. New York, NY: Nichols. Google Scholar
	Hèbert, T. P., Schreiber, C. A. (2010). An examination of selective achievement in gifted males. Journal for the Education of the Gifted, 33, 570-605. Google Scholar \| SAGE Journals
	Hjelle, L. A., Ziegler, D. J. (1976). Personality theories: Basic assumptions, research and applications. Tokyo, Japan: McGraw-Hill Kogakusha. Google Scholar
	Kanevsky, L., Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20-29. Google Scholar \| Crossref
	McCoach, D. B., Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63, 414-429. Google Scholar \| SAGE Journals \| ISI
	Speirs Neumeister, K. L., Hèbert, T. P. (2003). Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, 26, 221-238. Google Scholar \| SAGE Journals \| ISI
	Thompson, D. D., McDonald, D. M. (2007). Examining the influence of teacher-constructed and student-constructed assignments on the achievement patterns of gifted and advanced sixth-grade students. Journal for the Education of the Gifted, 31, 198-226. Google Scholar \| SAGE Journals

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	Delisle, J. R. (2002). Underachiever or selective consumer? In Delisle, J., Galbraith, J. (Eds.), When gifted kids don’t have all the answers: How to meet their social and emotional needs (pp. 167-190). Minneapolis: Free Spirit. Google Scholar
	Entwistle, N. J., Ramsden, P. (1982). Understanding student learning. New York, NY: Nichols. Google Scholar
	Hèbert, T. P., Schreiber, C. A. (2010). An examination of selective achievement in gifted males. Journal for the Education of the Gifted, 33, 570-605. Google Scholar \| SAGE Journals
	Hjelle, L. A., Ziegler, D. J. (1976). Personality theories: Basic assumptions, research and applications. Tokyo, Japan: McGraw-Hill Kogakusha. Google Scholar
	Kanevsky, L., Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20-29. Google Scholar \| Crossref
	McCoach, D. B., Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63, 414-429. Google Scholar \| SAGE Journals \| ISI
	Speirs Neumeister, K. L., Hèbert, T. P. (2003). Underachievement versus selective achievement: Delving deeper and discovering the difference. Journal for the Education of the Gifted, 26, 221-238. Google Scholar \| SAGE Journals \| ISI
	Thompson, D. D., McDonald, D. M. (2007). Examining the influence of teacher-constructed and student-constructed assignments on the achievement patterns of gifted and advanced sixth-grade students. Journal for the Education of the Gifted, 31, 198-226. Google Scholar \| SAGE Journals

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