This article defines and discusses the definition of underachievement, explains the concept of learning, and addresses ways that executive functions and skills influence the learning process.
It is important to study those influences that contribute to the social learning and development of gifted and talented students to help them acquire social skills and interpret their social experiences.
![Emotionally_Intense[1]](https://tempo.txgifted.org/wp-content/uploads/elementor/thumbs/Emotionally_Intense1-71u6tvqq6mvrzkzkhq6xmfalxt0bevofqy8o721t3pw.jpg "Emotionally_Intense[1]")
The intensity that commonly defines giftedness refers to how a gifted person approaches his or her life.
With some thoughtful planning, educators can infuse opportunities for supportive conversations with and among the gifted males in their classrooms.
Although studies on resilience have investigated risk and protective factors that result in adaptive consequences in the presence of adversity, there is no single agreed-upon definition of resilience.
To identify resiliency in gifted populations, this review included articles published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review.
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