Which defense mechanism do underachieving gifted students often use to avoid failure?

Underachieving gifted students often employ a range of defense mechanisms to cope with the fear of failure or the pressure to perform at a high level. One such mechanism is deliberate or subconscious underachieving, where students intentionally lower their performance to avoid the risk of failure and the anxiety that comes with high expectations. This behavior allows them to remain within their comfort zone.

Additionally, the compulsive high achievement, where students feel the need to consistently excel, also reflects a defense mechanism. This pressure for continual success can lead to burnout or a fear of being unable to maintain such high standards, causing gifted students to withdraw from challenging situations altogether.

An external locus of control is another defense mechanism that manifests in students attributing their success or failure to external factors rather than their own efforts. This perspective can provide comfort as it shifts blame away from the individual and mitigates the anxiety linked to personal responsibility for outcomes.

Considering these options together highlights a complex interplay of defense mechanisms used by underachieving gifted students, with each choice reflecting a different aspect of their struggle with achievement and failure. Thus, recognizing that all these mechanisms can be present and influence behavior affirms the choice of all of the above as the most accurate response.