فهرست نشریات علمی دسترسی آزاد ایران

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. Theyare called underachieving students. One of the main problems of these students is the low levelof academic engagement in educational settings. Thus, this study investigated the effectivenessof Martin’s educational program on academic engagement (behavioral, emotional, cognitive, andagency) of underachieving gifted students.MATERIALS AND METHODS: Thirty underachieving gifted students were selected by purposefulsampling 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 engagementquestionnaire (behavioral engagement, emotional engagement, cognitive engagement, and agencyengagement) at pre/post‑test.RESULTS: The findings showed that Martin’s cognitive‑behavioral program had a significant effect onacademic 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 promotethe academic engagement of underachieving gifted students.