Έφηβοι υψηλών ικανοτήτων μάθησης με ακαδημαϊκή υποεπίδοση Ο ρόλος των στάσεων τους απέναντι στο σχολείο
Abstract
Academic underachievement, as the phenomenon according to which a student displays lower academic achievement compared to those predicted by their intelligence, remains frustrating and mostly unsolvable in educational settings worldwide. Even though students of all ability ranges may underperform, the frequency and the impact of underachievement tend to be wider for high ability students. However, though underachievement is a common issue in education, there is still limited research regarding its characteristics, causes and reversing interventions. In this respect, this study aims at identifying high ability underachieving students and investigating the role of their attitudes towards school in underperforming. For the purposes of the study, 519 students from public secondary schools of Athens completed the Raven Standard Progressive Matrices, the School Attitude Assessment Survey. Also, their last school grades were used to assess their academic achievement. Analysis revealed 76 underachievers of all ability ranges, 15 of whom displayed also high cognitive and learning abilities. Both high and typical ability underachievers seemed to share common attitudes towards school, mostly as a unified group. On the other hand, those two different group of underachieving students were found to differ with normal- or over-achieving students in terms of their academic motivation and self-regulation. In conclusion, lower motivation for academic success and poor self-regulation skills may be linked to high ability underachievement. Nonetheless, their specific role in underachievement should be further investigated.
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Μπελογιάννη Β., & Ζμπάινος Δ. (2020). Έφηβοι υψηλών ικανοτήτων μάθησης με ακαδημαϊκή υποεπίδοση Ο ρόλος των στάσεων τους απέναντι στο σχολείο. Panhellenic Conference of Educational Sciences, 9, 496–506. https://doi.org/10.12681/edusc.3150
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