This mixed-methods study evaluated the Achievement Motivation Enhancement (AME) curriculum’s effectiveness in improving academic motivation, self-regulation, and metacognitive skills among 19 predominantly Black gifted middle school students at risk of underachievement in South Georgia. Using a quasi-experimental delayed treatment design, the study examined changes in academic self-perception, goal valuation, self-regulation, and metacognition. Quantitative findings revealed significant positive effects for academic self-perception (η 2 = 0.13) and motivation/self-regulation (η 2 = 0.10), with particularly strong effects in metacognitive evaluation skills (η 2 = 0.23). Qualitative data from interviews and exit tickets revealed improved positive self-talk, enhanced goal-setting strategies, sustained self-monitoring practices, and clearer goal valuation. Spring implementation showed stronger effects than fall delivery. The AME curriculum shows promise as a targeted intervention for diverse gifted underachievers, with metacognitive strategies demonstrating sustainability beyond the intervention period. Future research should examine long-term effects and optimal implementation factors.
Desmet et al. (Thu,) studied this question.