摘要：The underachievement of gifted students is one of the most disturbing and, simultaneously, most enduring problems for gifted education. Previously, the identification of underachievement has largely focused on discrepancies between achievement and cognitive abilities. This is partially due to the fact that, despite having detected some of the reasons for underachievement, current knowledge is still fragmentary and cannot fully explain the phenomenon. In particular the association with fine motor skills has not yet been adequately investigated. In a study with 4th grade students, it was demonstrated that achievement differences between gifted underachievers (n = 31) and achievers (n = 97) could best be explained by their fine motor skills and the interaction between fine motor skills and concentration. These results provide the first indications that deficits in fine motor skills can be predictors of underachievement and, consequently, could well be integrated into the identification process in the future. The findings are discussed with regard to action regulation and in terms of educational implications.
关键词：Giftedness, Fine Motor Skills, School Age Children, Underachiever, Identification
