"Underachievement" among markedly accelerated college students.
P M Janos1, S M Sanfilippo, N M Robinson
1Child Development Research Group, University of Washington, Seattle, Washington.
Journal of Youth and Adolescence
|December 5, 2013
Summary
This study explored underachievers in accelerated college programs. Underachieving males showed less maturity and more conflict, while underachieving females displayed greater maturity than their high-achieving peers.
Area of Science:
- Psychology
- Education
- Academic Achievement
Background:
- Academic acceleration programs aim to challenge high-ability students.
- Identifying and understanding underachievers within these programs is crucial for targeted support.
Purpose of the Study:
- To investigate the characteristics of underachievers in a college-level academic acceleration program.
- To compare underachievers with high-achievers of similar ability.
Main Methods:
- Analysis of college transcripts to identify underachievers based on defined criteria.
- Psychological assessment comparing underachievers and high-achievers.
Main Results:
- Underachievers showed significant differences in academic performance compared to high-achievers.
- Underachieving males exhibited lower psychological maturity and higher internal conflict.
- Underachieving females demonstrated greater psychological maturity than their high-achieving counterparts.
Conclusions:
- Psychological factors, particularly maturity and internal conflict, differentiate underachievers from high-achievers.
- Gender moderates the psychological profiles of underachievers in accelerated academic settings.
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