Underachievement: An Overview
Over the past few decades, underachievement has become a growing concern for educators, parents, and society at large. Defined as the failure to reach one’s academic potential, underachievement is a complex issue that can have a profound effect on the success of students, teachers, and schools. This article provides an overview of underachievement, examining its causes, consequences, and interventions.
Causes of Underachievement
Research suggests that underachievement is often caused by a combination of factors, including a student’s psychological state, cognitive abilities, and environmental influences (Davis-Kean, 2005; Gable, 2011; Kaufman & Rimm, 2004). Specifically, psychological factors, such as self-efficacy, stress, and motivation, can have a significant impact on a student’s academic performance (Gable, 2011; Kaufman & Rimm, 2004). For example, students who lack self-efficacy often lack the confidence needed to succeed in school (Gable, 2011). In addition, students who are under considerable stress are more likely to experience underachievement due to their inability to focus and concentrate on their studies (Kaufman & Rimm, 2004). Finally, students who lack intrinsic motivation are more likely to underachieve than those with a strong internal drive to succeed (Davis-Kean, 2005).
Other factors, such as cognitive abilities, can also play a role in underachievement. Students with learning disabilities or other cognitive impairments may experience difficulty in school due to their inability to keep up with their peers (Gable, 2011). In addition, students who struggle with reading comprehension may be unable to access the material needed to succeed academically (Kaufman & Rimm, 2004). Finally, environmental influences, such as poverty, family dynamics, and peer relationships, can also contribute to underachievement (Davis-Kean, 2005).
Consequences of Underachievement
The consequences of underachievement can be far-reaching. Students who are unable to reach their academic potential may struggle to develop the skills needed to succeed in college and the workplace (Gable, 2011). In addition, students who underachieve are more likely to experience lower self-esteem and increased risk of depression (Kaufman & Rimm, 2004). Finally, underachieving students are more likely to engage in risky behaviors, such as substance abuse and delinquency (Davis-Kean, 2005).
Interventions for Underachievement
Fortunately, there are a number of interventions that can be used to address underachievement. For instance, strategies that focus on developing a student’s self-efficacy, such as goal setting and positive feedback, can help to boost academic performance (Gable, 2011). In addition, cognitive interventions, such as tutoring and instructional accommodations, can help students with learning disabilities or other cognitive impairments to access the curriculum (Kaufman & Rimm, 2004). Finally, interventions that focus on environmental influences, such as family counseling and peer support groups, can help to create a more positive learning environment for underachieving students (Davis-Kean, 2005).
Conclusion
Underachievement is a complex issue with far-reaching consequences. Fortunately, there are a number of interventions that can be used to address underachievement, including those that focus on psychological, cognitive, and environmental factors. By understanding the causes and consequences of underachievement, as well as the interventions that can be used to address it, educators and parents can work together to help students reach their academic potential.
References
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
Gable, R. (2011). Enhancing self-efficacy in underachieving students. Preventing School Failure, 55(1), 26-33.
Kaufman, J. & Rimm, S. B. (2004). The Role of Stress and Motivation in Student Achievement. The Clearing House, 77(6), 284-290.