Identifying and establishing the attitudes and motivations of low academic performance in underachieving students
Identifying and establishing the attitudes and motivations of low academic performance in underachieving students
Main Article Content
Abstract
The term underachievement refers to the discrepancy between students’ potential ability and their observed academic performance. The main objective of this work is to identify students with lower than expected academic performance based on their ability, and to establish the differential factors that characterise them, compared to students whose performance is commensurate with their ability. An in-depth analysis is to be conducted of the conceptual and operational definition of students whose ability is greater than their actual academic performance, and the results obtained using different identification procedures will then be compared. A further objective is to identify the motivational factors that characterise these students and distinguish them from students whose performance is higher than expected, and consistent with expectations. Lastly, the study aims to establish precise educational implications for students, parents and teachers, based on knowledge of these profiles and differential characteristics with the ultimate goal of reversing the lower academic performance of these students.
References
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De la Torre-Cruz, M. J., Casanova, P. F., Villa-Carpio, M., & Cerezo, M. T. (2013). Consistencia e inconsistencia parental: Relaciones con la conducta agresiva y la satisfacción vital de los adolescentes. European Journal of Education and Psychology, 6(2), 135---149. http://dx.doi.org/10.1989/ejep.v6i2.112
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Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71---75.
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Campbell-Sills, L., Cohan, S. L., & Stein, M. B. (2006). Relationship of resilience to personality, coping, and psychiatric symptoms in young adults. Behaviour Research and Therapy, 44(4), 585---599. http://dx.doi.org/10.1016/j.brat.2005.05.001
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Connor, K. M., & Davidson, J. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CDRISC). Depression and Anxiety, 18(2), 76---82. http://dx.doi.org/ 10.1002/da.10113
Cunningham, M., & Swanson, D. P. (2010). Educational resilience in African American adolescents. Journal of Negro Education, 79(4), 473---487.
De la Torre-Cruz, M. J., Casanova, P. F., Villa-Carpio, M., & Cerezo, M. T. (2013). Consistencia e inconsistencia parental: Relaciones con la conducta agresiva y la satisfacción vital de los adolescentes. European Journal of Education and Psychology, 6(2), 135---149. http://dx.doi.org/10.1989/ejep.v6i2.112
Diener, E. (1994). Bienestar subjetivo. Intervención Psicosocial, 3(8), 67---113.
Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of Ed Diener (pp. 11---58). Dordrecht, The Netherlands: Springer.
Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49, 71---75.
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325---339. http://dx.doi.org/10.1002/pits.21681
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Fernández-Zabala, A., Goñi, E., Rodríguez-Fernández, A., & Goñi, A. (2015). Un nuevo cuestionario con escalas de las dimensiones del autoconcepto. Revista Mexicana de Psicología, 32(2), 149---159.
Fernández, J., & Bravo, A. (2000). Estructura y dimensiones de apoyo en la red social de los adolescentes. Anuario de Psicología, 31, 87---105.
Florenzano, R., & Valdés, M. (2005). El adolescente y sus conductas de riesgo. Santiago de Chile: Ediciones Universidad Católica de Chile.
Fredricks, J. A., Blumenfeld, P. C., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore, & L. Lippman (Eds.), Conceptualizing and measuring indicators of positive development: What do children need to flourish (pp. 305---321). New York: Kluwer Academic/Plenum Press.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59---109. http://dx.doi. org/10.3102/00346543074001059
Gavazzi, S. M. (2013). Theory and research pertaining to families with adolescents. In G. W. Peterson, & K. R. Bush (Eds.), Handbook of marriage and the family. Part 2 (pp. 303---327). New York: Springer-Verlag.
Gaxiola, J. C., González, S., Domínguez, M. T., & Gaxiola, E. (2013). Autorregulación, metas y rendimiento académico en bachilleres con disposiciones resilientes y no resilientes. Revista Interamericana de Psicología, 47(1), 71---82.
Gaylord, N. K., Kitzmann, K. M., & Lockwood, R. L. (2003). Child characteristics as moderators of the association between family stress and children’s externalizing, and peer rejection. Journal of Child and Family Studies, 12, 201---213.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher---student support, behavior engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1---14.
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student---teacher and student---peer relatedness: Effects on academic self efficacy. Journal of Applied Developmental Psychology, 32(5), 278---287. http://dx.doi.org/10.1016/ j.appdev.2010.03.005
Hughes, J. N., & Kwok, O. (2007). The influence of student---teacher and parent---teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39---51.
Kotzé, M., & Kleynhans, R. (2013). Psychological well-being and resilience as predictors of first-year students’ academic performance. Journal of Psychology in Africa, 23(1), 51---59. http://dx.doi.org/10.1080/14330237.2013.10820593
Krauskopf, D. (2007). Sociedad, adolescencia y resiliencia en el siglo XXI. In M. Munist, N. E. Suárez Ojeda, D. Krauskopf, & T. Silber (Comps), Adolescencia y Resiliencia (pp. 19---36). Buenos Aires: Paidós.
Lam, S., Wong, B. H., Yang, H., & Liu, Y. (2012). Understanding student engagement with a contextual model. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 403---419). New York, NY, US: Springer Science and Business Media. http://dx.doi.org/10.1007/ 978-1-4614-2018-7 19
Landero, R., & González, M. (2008). Escala de apoyo social percibido de familia y amigos (AFA). Documento interno de la Facultad de Psicología, Universidad Autónoma de Nuevo León.
Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner, M. B., Schmid, K. L., et al. (2013). Resilience and positive youth development: A relational developmental systems model. In S. Goldstein, & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 293---308). New York, NY, US: Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-3661-4 17
Lorence Lara, B., Hidalgo-García, M., & Dekovic, M. (2013). Ajuste adolescente en familias en situación de riesgo: El rol del estrés psicosocial y de la socialización parental. Salud Mental, 36(1), 49---57.
Lubbers, M. J., Van der Werf, M. P. C., Kuyper, H., & Offringa, G. J. (2006). Predicting peer acceptance in Dutch youth: A multilevel analysis. Journal of Early Adolescence, 26, 4---35.
Martínez, B. (2009). Ajuste escolar, rechazo y violencia en adolescentes. Valencia: Universidad de Valencia.
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19, 921---930.
Masten, A. S., & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the project competence longitudinal study. Development and Psychopathology, 24(2), 345---361. http://dx.doi.org/10.1017/S095457941200003X
McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64---82. http://dx.doi.org/10.1037/1082-989X.7.1.64
McMahon, S., Parnes, A., Keys, C., & Viola, J. (2008). School belonging among low in come urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45, 387---401.
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher---student relationships as compensatory resources for aggressive children. Child development, 74(4), 1145---1157. http://dx.doi.org/ 10.1111/1467-8624.00598
Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661---685. http://dx.doi.org/10.1016/j.jsp.2008.06.006
Moreno, C., Ramos, P., Rivera, F., Jiménez-Iglesias, A., García-Moya, I., Sánchez-Queija, I., et al. (2012). Las conductas relacionadas con la salud y el desarrollo de los adolescentes españoles. Resultados del Estudio HBSC-2010 con chicos y chicas españoles de 11 a 18 años. Madrid: Ministerio de Sanidad, Servicios Sociales e Igualdad.
Moreno, J. A., & Vera, J. A. (2011). Modelo causal de la satisfacción con la vida en estudiantes adolescentes. Revista de Psicodidáctica, 16(2), 367---380.
Oliva, A., Parra, A., & Sánchez-Queija, I. (2002). Relaciones con padres e iguales como predictoras del ajuste emocional y conductual durante la adolescencia. Apuntes de Psicología, 21, 225---242.
Otero-López, J. M. (2001). Consumo de drogas y comportamientos delictivos en la adolescencia. In C. Saldaña (Dir.), Detección y prevención en el aula de los problemas del adolescente (pp. 179---212). Madrid: Pirámide.
Otero-López, J. M., Villardefrancos, E., Castro, C., & Santiago, M. J. (2014). Stress, positive personal variables and burnout: A path analytic approach. European Journal of Education and Psychology, 7(2), 95---106. http://dx.doi.org/10.1989/ejep.v7i2.182
Ou, S. (2005). Pathways of long-term effects of an early intervention program on educational attainment: Findings from the Chicago longitudinal study. Journal of Applied Developmental Psychology, 26(5), 578---611. http://dx.doi.org/10.1016/ j.appdev.2005.06.008
Perdue, N. H., Manzeske, D. P., & Estell, D. B. (2009). Predicting school commitment at grade five: Exploring the role of students relationships with peers and teachers from grade three. Psychology in the Schools, 46, 1084---1097.
Ramos-Díaz, E. (2015). Resiliencia y ajuste psicosocial en la adolescencia. Lejona: UPV/EHU.
Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in adolescence: The role of academic self-concept and perceived social support. Revista de Psicodidáctica, 17(2), 397---414. http://dx.doi.org/ 10.1387/Rev.Psicodidact.4496
Rodríguez-Fernández, A., & Goñi, A. (2011). La estructura tridimensional del bienestar subjetivo. Anales de Psicología, 27(2), 327---332.
Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2014). Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familial crisis. Journal of Happiness Studies, 1---24. http://dx.doi.org/ 10.1007/s10902-014-9585-5
Rueger, S., Kerres, C., & Kilpatrick, M. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47---61.
Salazar, L. F., DiClemente, R. J., Wingood, G. M., Crosby, R. A., Harrington, K., Davies, et al. (2004). Self-concept and adolescents’ refusal of unprotected sex: A test of mediating mechanisms among African American girls. Prevention Science, 5, 137---149.
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