ABSTRACT
High scores on general ability tests need not always translate to educational achievement, or even basic participation and engagement in the learning process. Students who persistently exhibit a severe discrepancy between superior scores on measures of expected achievement and actual achievement are referred to as gifted underachievers. Underachievement can correspond with a broad range of intrapersonal issues. Challenges to achievement are also present in students’ environment. Qualitative studies, using a variety of analytical approaches such as in-depth case study analyses, comparative case studies, and ethnographic approach, suggest that unchallenging and isolated classroom experiences, peer pressure, disrespectful teachers, undesirable family dynamics, and inconsistent parenting are contributing factors. A concerted effort in strengthening cognitive strategies such as self-regulation, study skills, and metacognition skills would promote intrinsic motivation and increase academic self-perception, which would enhance self-worth and reduce the risk of underachievement.
