What is an example of attributions made by underachieving gifted students?

Attributing success to luck is a common behavior among underachieving gifted students. This attribution affects their perspective on their own accomplishments and abilities. When students who are capable of high achievement attribute their success to external factors such as luck, they may diminish their sense of agency and competence. This can lead to a lack of confidence in their intrinsic abilities and discourage them from taking on challenging tasks, as they may not see their skills and efforts as the primary drivers of their success.

This mindset can perpetuate underachievement, as students may not recognize or take ownership of their potential. Instead of viewing themselves as capable learners, they might adopt a passive role in their education, believing that their achievements are mere flukes rather than a result of hard work or intelligence.

In contrast, the other choices present different perspectives: attributing failure to lack of effort suggests an understanding that personal effort plays a role in outcomes, while attributing success to ability reinforces a positive self-view, indicating a sense of control over their capabilities. Attributing failure to lack of motivation can also indicate an awareness of personal agency but does not encompass the mindset of downplaying success to something as random as luck.