The objective is to determine if a counseling intervention, consisting of two modules relying on the Achievement Orientation Model (AOM; Siegle & McCoach, 2005) and Pathways to Underachievement Model (PUM; Snyder &Linnenbrink-Garcia, 2013), is effective, first, in improving motivation and engagement of underachieving cognitively gifted adolescents, and second, in reducing underachievement of these adolescents.

As proximal outcomes, the module based on the Maladaptive Competence Beliefs Pathway should show changes in competence beliefs, while the other module based on the Declining Value Beliefs Pathway should show changes in value beliefs. Based on the self-determination theory (SDT; Deci & Ryan, 1985), the intervention is demand-driven as much as possible, meaning that the adolescents choose to participate in one of the two modules by becoming aware of their own goals and needs during the intake interview. Even more, sensitizing the adolescents to certain goals and needs by showing them vignettes of the different pathways of the PUM, we aim to create a sense of urgency to learn and to increase the chance of high impact learning.

We anticipate that the module, relating to the Maladaptive Competence Beliefs Pathway, will facilitate a significant change in competence beliefs. As such, we expect a shift towards a more growth mindset and an increase in academic self-concept (Hypothesis 1). Additionally we anticipate that the second module, relating to the Declining Value Beliefs Pathway, will facilitate a significant change in value beliefs. As such, we expect a decrease in cost value, and an increase in intrinsic value, attainment value, and utility value (Hypothesis 2). We are also interested in determining whether both modules will facilitate a significant change in motivation, amotivation, and engagement of the gifted underachieving adolescent, especially in the long run (i.e., 3 months later), which we expect it to do so (Hypothesis 3). The results of this study could also provide potentially valuable information about the feasibility and suitability of this intervention for implementation in a school counseling environment.