Developmental Pathways in Underachievement

Autor/inn/en	Snyder, Kate E.; Carrig, Madeline M.; Linnenbrink-Garcia, Lisa
Titel	Developmental Pathways in Underachievement
Quelle	In: Applied Developmental Science, 25 (2021) 2, S.114-132 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1543028
Schlagwörter	Underachievement; Student Motivation; Elementary School Students; Self Concept; Self Esteem; Gifted; Gender Differences; Achievement Need; Student Development; Beliefs; Academic Achievement; Middle School Students; Longitudinal Studies; Slosson Intelligence Test + Suchen Sie Ihr Suchwort? Performance deficiency; Leistungsschwäche; Schulische Motivation; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Begabter, Hoch Begabter; Geschlechterkonflikt; Belief; Glaube; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Insufficient research attention has been focused on the development of academic "under"-achievement and motivational beliefs. A longitudinal, person-centered approach was used to identify latent subgroups of growth in the joint development of teacher-reported underachievement and four motivational beliefs (self-concept, task importance, psychological cost value, and self-worth) from first through sixth grade. Two types of underachievement emerged: Sustained and Growing Underachievement. An Achievement class was also consistently found. Sustained underachievement was not associated with declining self-concept or task importance, but was related to moderately lower psychological cost value, self-worth, and middle school achievement. Growing underachievement was associated with relatively lower levels of self-concept and task importance that declined over time, similar to the achievement patterns. Class membership did not differ by gifted status. Gender effects emerged for the Task Importance and Self-Worth models in the hypothesized direction, but were not robust. These findings highlight heterogeneity in the development of academic underachievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01