Document Type : Original Article


Department of Children with Special Needs, University of Isfahan, Isfahan, Iran


INTRODUCTION: Gifted students are superior to their peers in terms of cognitive, educational,
scientific, creativity, and artistic abilities. There are also gifted students who struggle with cognitive,
educational, social, emotional, and behavioral development, especially academic performance. They
are called underachieving students. One of the main problems of these students is the low level
of academic engagement in educational settings. Thus, this study investigated the effectiveness
of Martin’s educational program on academic engagement (behavioral, emotional, cognitive, and
agency) of underachieving gifted students.
MATERIALS AND METHODS: Thirty underachieving gifted students were selected by purposeful
sampling from a high school in Isfahan, Iran, and were divided randomly into the experimental (n = 15)
and the control (n = 15) groups. All participants completed the students’ academic engagement
questionnaire (behavioral engagement, emotional engagement, cognitive engagement, and agency
engagement) at pre/post‑test.
RESULTS: The findings showed that Martin’s cognitive‑behavioral program had a significant effect on
academic engagement and its subscales, including behavioral engagement, emotional engagement,
cognitive engagement, and agency engagement.
CONCLUSION: School counselors could benefit Martin’s cognitive‑behavioral program to promote
the academic engagement of underachieving gifted students.


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