Underachiever

Abstract: The use of learning support assistants in schools has become increasingly common in England, partly as a result of government support for this strategy. One suggested advantage of the deployment of learning support assistants is to provide additional support to low achieving pupils. However, so far research on the effects of this strategy is very limited. In this study the effect of using trained learning support assistants to help pupils underachieving in mathematics is examined using a quasi-experimental design whereby pupils receiving support were matched to those not receiving support on prior achievement and pupil background factors.

Abstract: Although underachieving gifted students have been largely ignored in empirical research, there has been a modest surge of interest in describing and “treating” this population in recent years. It is estimated that nearly half of gifted youth achieve significantly below their potential. In the realm of school psychology, gifted children have special needs that must be addressed. In this article, gifted underachievement is briefly reviewed, and personal goal setting is explored as a possible intervention. Goal setting's applicability is reviewed in light of recent expressive writing, neuropsychology, and goal-theory literature. Although personal goal-setting exercises are often reserved for young adults, the reported heightened metacognitive capabilities of gifted children indicate that they might benefit from this type of focus much earlier.

Abstract: This investigation examined the independent and joint effects of aptitude (gifted vs. normal) and achievement (underachiever vs. achiever) on assessments of the self-system in upper elementary-aged children. The gifted group was significantly higher than the average group on self-evaluations of competence, feelings of mastery, and preference for independent decision making. The average group reported a lower level of understanding than the gifted group about the reasons for success and failure outcomes and more anxiety about school-related events. Underachievers were significantly lower than achievers on self-evaluations of performance and higher on perceptions of internal control over success and failure outcomes. Achievers were higher on perceptions of control by powerful others over outcomes.

Abstract: RESEARCH ON UNDERACHIEVEMENT. Variables which Influence the Achievement Process. Treatment Approaches to Underachievement. THE MODEL OF DIFFERENTIAL DIAGNOSIS. The Diagnostic Interview. Concepts of Differential Diagnosis. The Developmental Theory Model. RESEARCH ON THE DIFFERENTIAL DIAGNOSTIC MODEL. Non--differential Diagnostic Research. Differential Diagnostic Research. Differential Treatment Research. PERSONALITY TYPES OF UNDERACHIEVERS. The Overanxious Disorder Underachiever. The Conduct Disorder Underachiever. The Academic Problem Underachiever. The Identity Disorder Underachiever. The Oppositional Defiant Disorder Underachiever. CONCLUSIONS. A Final Word on Differential Diagnosis and Differential Treatment. Bibliography. Author Index. Subject Index.