{"id":{"repo_id":"vilnius","oai_identifier":"oai:vu.lt:elaba:210642216"},"canonical_url":"https://search.dev.ndltd.org/etd/vilnius/oai:vu.lt:elaba:210642216","repository":{"repo_id":"vilnius","name":"Vilnius University","base_url":"https://epublications.vu.lt/oai"},"display":{"title":"Didelių pasiekimų, gabių ir savo gebėjimų nerealizuojančių 5-8 klasių mokinių pasiekimų ypatumai /","abstract":"Achievement profiles of high achieving, gifted and underachieving 5-8 grade students Vilius Šlekys Vilnius, Vilnius University, 2024 42 pg. The intersection of intelligence and academic achievement is yet to be fully explored. Based on these two indicators alone, students can be divided into different groups with specific achievement ant personality traits. The rarity of high achieving and gifted students makes it difficult to study them. Therefore, the aim of this study is to describe the characteristics of achievements among gifted, high-achieving, and gifted underachieving students using a broad database. Data from 2074 students in grades 5-8 (average age 13.29, with 50.3% being girls) were used in this study. Instruments used included the CFT 20-R and SDQ, a questionnaire on beliefs about grades, and students' academic achievements. It was observed that one in three gifted students in grades 5-8 were underachievers. Girls more often exhibit high academic achievements regardless of intelligence, while boys more likely to underachieve. All groups had fewer difficulties, but gifted underachievers had more emotional and behavioral difficulties than the other groups.","abstract_html":"Achievement profiles of high achieving, gifted and underachieving 5-8 grade students Vilius Šlekys Vilnius, Vilnius University, 2024 42 pg. The intersection of intelligence and academic achievement is yet to be fully explored. Based on these two indicators alone, students can be divided into different groups with specific achievement ant personality traits. The rarity of high achieving and gifted students makes it difficult to study them. Therefore, the aim of this study is to describe the characteristics of achievements among gifted, high-achieving, and gifted underachieving students using a broad database. Data from 2074 students in grades 5-8 (average age 13.29, with 50.3% being girls) were used in this study. Instruments used included the CFT 20-R and SDQ, a questionnaire on beliefs about grades, and students' academic achievements. It was observed that one in three gifted students in grades 5-8 were underachievers. Girls more often exhibit high academic achievements regardless of intelligence, while boys more likely to underachieve. All groups had fewer difficulties, but gifted underachievers had more emotional and behavioral difficulties than the other groups.","abstract_has_math":false,"creators":["Šlekys, Vilius,"],"institution":"Institutional Repository of Vilnius University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-24T05:55:52Z","subjects":[],"languages":["lit"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.vu.lt/VU:ELABAETD210642216&prefLang=en_US","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Šlekys, Vilius,"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["Institutional Repository of Vilnius University"]},{"key":"dc:relation","label":"Dc Relation","values":["https://epublications.vu.lt/object/elaba:210642216/210642216.pdf"]},{"key":"dc:type","label":"Dc Type","values":["info:eu-repo/semantics/bachelorThesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["lit"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/openAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.vu.lt/VU:ELABAETD210642216&prefLang=en_US"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Achievement profiles of high achieving, gifted and underachieving 5-8 grade students Vilius Šlekys Vilnius, Vilnius University, 2024 42 pg. The intersection of intelligence and academic achievement is yet to be fully explored. Based on these two indicators alone, students can be divided into different groups with specific achievement ant personality traits. The rarity of high achieving and gifted students makes it difficult to study them. Therefore, the aim of this study is to describe the characteristics of achievements among gifted, high-achieving, and gifted underachieving students using a broad database. Data from 2074 students in grades 5-8 (average age 13.29, with 50.3% being girls) were used in this study. Instruments used included the CFT 20-R and SDQ, a questionnaire on beliefs about grades, and students' academic achievements. It was observed that one in three gifted students in grades 5-8 were underachievers. Girls more often exhibit high academic achievements regardless of intelligence, while boys more likely to underachieve. All groups had fewer difficulties, but gifted underachievers had more emotional and behavioral difficulties than the other groups."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Didelių pasiekimų, gabių ir savo gebėjimų nerealizuojančių 5-8 klasių mokinių pasiekimų ypatumai /","Achievement profiles of high achieving, gifted and underachieving 5-8 grade students."]}]}],"canonical_facts":{"dc:creator":["Šlekys, Vilius,"],"dc:date":["2024"],"dc:description":["Achievement profiles of high achieving, gifted and underachieving 5-8 grade students Vilius Šlekys Vilnius, Vilnius University, 2024 42 pg. The intersection of intelligence and academic achievement is yet to be fully explored. Based on these two indicators alone, students can be divided into different groups with specific achievement ant personality traits. The rarity of high achieving and gifted students makes it difficult to study them. Therefore, the aim of this study is to describe the characteristics of achievements among gifted, high-achieving, and gifted underachieving students using a broad database. Data from 2074 students in grades 5-8 (average age 13.29, with 50.3% being girls) were used in this study. Instruments used included the CFT 20-R and SDQ, a questionnaire on beliefs about grades, and students' academic achievements. It was observed that one in three gifted students in grades 5-8 were underachievers. Girls more often exhibit high academic achievements regardless of intelligence, while boys more likely to underachieve. All groups had fewer difficulties, but gifted underachievers had more emotional and behavioral difficulties than the other groups."],"dc:format":["application/pdf"],"dc:identifier":["https://repository.vu.lt/VU:ELABAETD210642216&prefLang=en_US"],"dc:language":["lit"],"dc:publisher":["Institutional Repository of Vilnius University"],"dc:relation":["https://epublications.vu.lt/object/elaba:210642216/210642216.pdf"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:title":["Didelių pasiekimų, gabių ir savo gebėjimų nerealizuojančių 5-8 klasių mokinių pasiekimų ypatumai /","Achievement profiles of high achieving, gifted and underachieving 5-8 grade students."],"dc:type":["info:eu-repo/semantics/bachelorThesis"]},"updated_at":"2026-07-24T05:55:52Z"}