High IQ Scores and Mismatched Academics - Correcting the Anomaly
By Andrew Loh
Children with very high IQ scores are more likely to display mismatched
academic abilities for many reasons are yet unknown to many parents. For
many years, this phenomenon has baffled both parents and researchers as
they could not attribute a solid reason for the so called anomaly.
However, it could be attributed to some lack of characters that are more
do with children's lack of focus and self regulation skills. The most
important dilemma that many parents face is a failure to understand why
their gifted and talented children fail to realize their inner
potential. Too often, talented and gifted children who often display
greater academic potential simply fail to perform at a grade that
matches their inner abilities (Two authors, Siegle and McCoach conducted
their research on this vital aspect). According to these authors, many
talented and skilled children might lack:
Giftedness and high scores are
common to gifted children. However, in many cases it is also accompanied
by a condition known as gifted underachievement. Defining gifted
underachievement is a difficult task as there is no universally
definable definition for it. However, educators like Wolfe (1991) and
Reis and McCoach (2000) agree on one common definition of gifted
underachievement. According to them gifted underachievement is defined
as “a notable discrepancy between ability and achievement”. In other
words, the so called abilities that gifted and high IQ score individuals
possess might not match or translate into satisfactory academic
What are the causes of mismatch between high IQ
scores/giftedness and actual academic achievement?
Several reasons are attributed to a perceived mismatch between high IQ
scores/giftedness and academics and some of them are as follows:
Possible physical, cognitive and emotional issues
Low self-esteem and self-motivation, lower self-regulation and reduced
However, the above-mentioned factors are caused due
to three main issues that the child is likely to experience in his or
her life. These three issues are as follows:
Many school factors play an active role in hindering a gifted
child's ability to match high IQ with academics. Boredom and lack of
accelerated learning opportunities are two of the important reasons
while some children may not keep up with a mismatched curriculum that
does not correspond to their extraordinary capabilities. In addition,
their learning styles may show a conflict with the current teaching
style. Peer group pressure and a lack of extracurricular activities may
also hinder development of academic abilities. Poor academic ambiance
and disappointing teacher expectations and attitude may also affect a
gifted child's ability to show excellence in academics.
Unclear and unrealistic expectations from parents are
often an important factor that might hinder optimal academic
achievements. Lack of parental support and emotional involvement are the
other two reasons. Low emphasis on educational effort and differing
parenting styles may also play an active role. Parental behavior and
their unpredictability are the two other reasons that act as impeding
factors for disappointing academics.
Often, emotional and behavioral disturbances act as disabling factors to
prevent gifted children from learning in an optimal manner. Poor self
image, self-esteem and self-concept are the other issues that are known
to result in a mismatch between potential and performance. Possible fear
of failure and fear may also play an active role. However, gifted
children who have higher IQ scores tend to be very resilient and tough
minded in their nature. They are extremely resilient too.
When children with very high IQ scores feel that they cannot match their
intelligence with academics, they tend to exhibit the following
Extreme frustration with a perceived inability to
acquire the minimum possible academic skills.
An air of learned disappointment or helplessness.
Disappointing and disruptive classroom behavior.
Lack of perfectionism.
Cannot complete assignments and projects.
Lack organizational and self-governing skills.
Lack of concentration and listening skills.
Poor memory and perceptual abilities.
Poor in setting self-expectations.
Poor social and peer association skills.
However, children with high IQ but a mismatching academic ability usually show highly
advanced skills and abilities like:
Very good vocabulary skill.
Great analytical abilities.
Very good creativity and problem solving skills.
Can offer solutions to difficult problems.
Good in specific aptitude tests like music, art and mechanical areas.
Good in memory and efficient in showing commitment to certain tasks.
Extremely versatile spatial abilities.
With all those multiple setbacks and challenges, a child is unexceptional with high IQ scores,
may display an inability to cope up with an exceedingly demanding academic environment.
Continue to read
Matching High IQ Scores and Academics - Numerous Tips to Rectify Anomalies