Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers.

Autor/inn/en	Dings, Alexander; Spinath, Frank M.
Titel	Motivational and personality variables distinguish academic underachievers from high achievers, low achievers, and overachievers. Gefälligkeitsübersetzung: Motivations- und Persönlichkeitsvariablen unterscheiden akademische Underachiever von High Achiever, Low Achiever und Overachiever.
Quelle	In: Social psychology of education, (2021) 24, S. 1461-1485 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1381-2890; 1573-1928
DOI	10.1007/s11218-021-09659-2
Schlagwörter	Eigenschaft; Erwartung; Intelligenz (Psychologie); Persönlichkeitsmerkmal; Eltern; Schulleistung; Schülerleistung; Leistungsmotivation; Lernmotivation; Soziale Unterstützung
Abstract	Previous studies have associated several variables concerning motivation and other domains with underachievement, i. e. a student's academic achievement falling short of what their cognitive abilities, as the best predictor of academic performance, would indicate. The present study extends these findings using a more rigorous approach in defining underachievers and suitable control groups. Using discriminant analysis, underachievers identified in a German twin family study were compared not only to achievers with comparable IQ scores, but also with students of lower aptitude, but comparably low grades, as well as overachieving students. Results confirm previous findings that compared to successful students, underachievers report lower levels of motivation and parental support; beyond this comparison, underachievers also differed from other low achievers, mostly in terms of their personality. In total, 40% of the variance between the groups were explained. Additionally, the data shed doubt on the common assumption that underachievers are an unusually heterogenous group of students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/1