Academic underachievement potentially redirects the future of adolescents. The specific sample for this research was Grade nine learners. Grade nine is when subject choices are made and the last year of compulsory education. Academic underachievement during Grade nine becomes a barrier to career enhancing subject choices. Subject choice is a first step to greater specialisation of skills and a future career path. This study focused on the investigation of factors that could possibly contribute to the academic underachievement of Grade nine learners to the extent that they would fail. The findings will make teachers more aware of the influence that the internal and external fields of Grade nine learners have on their academic achievement. From the results it was found that academic underachievement is influenced by peer acceptance, parental involvement, cognitive development, the ability to handle examination anxiety, the Grade nine learner's perception of academic identity as well as other factors. A mixed method approach was used. Interviews with underachieving Grade nine learners, Grade nine teachers and Grade nine parents, as well as questionnaires completed by a cluster sample of the general Grade nine population of this study indicated the influence of the underachievers' external and internal fields on academic performance. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Jenny Jenkins.

Orientadores: Antonio de Azevedo Barros Filho, Vanda Maria Gemenez Gonçalves / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T16:29:28Z (GMT). No. of bitstreams: 1 Bobbio_TatianaGodoy_D.pdf: 17147167 bytes, checksum: 2ff42fc873a798ef08cfb1463200833b (MD5) Previous issue date: 2010 / Resumo: Função motora se refere a fatores que envolvem a habilidade de usar e controlar os músculos estriados, responsáveis pela movimentação voluntária e é mais usada na área de coordenação motora. Função cognitiva entende-se por fases do processo de informação como percepção, aprendizagem, memória, atenção, vigilância, planejamento, raciocínio e solução de problemas. E o desempenho escolar, por fazer uso de todas as fases, pode ser definido como uma de suas ramificações do processo cognitivo. O desenvolvimento dessas duas funções era estudado separadamente, porém, atualmente, pesquisas têm demonstrado que estruturas cerebrais essenciais para a função motora, também são essenciais para as funções cognitivas e vice-versa. Os objetivos desse trabalho foram: (1) realizar revisão sistemática da literatura para investigar a relação entre estas funções, (2) avaliar a função motora e desempenho acadêmico de crianças de níveis socioeconômicos distintos e (3) observar a existência de associação entre a função motora e desempenho acadêmico. Foram avaliadas 02 crianças da primeira série do ensino Fundamental: 203 da escola pública e 199 de escola particular quanto à função motora por meio do Exame Neurológico Evolutivo ao inicio e ao final do ano letivo e quanto ao desempenho acadêmico por meio do Teste de Desempenho Escolar ao final do ano letivo. Um questionário contendo informações sobre os pais e a criança foi respondido previamente, pelo responsável. As escolas foram selecionadas intencionalmente para representar os dois níveis socioeconômicos distintos pretendidos. Na análise dos dados foram utilizados o teste qui-quadrado e razão de chances (odds ratio) pelo método de regressão logística multinomial. Para comparação entre as médias dos grupos utilizou-se o teste T de Student e Análise de Variância. Foi observada associação entre função motora e desempenho acadêmico, sendo que crianças com baixo escore na função motora apresentaram mais chance de baixo desempenho acadêmico. Sendo que crianças que passaram em menos provas de coordenação entre os membros apresentaram maior chance de baixo desempenho escolar comparadas as crianças que passaram em menos provas de controle motor fino seguido das provas de habilidades visuo-motora . Considerando o escore total na avaliação da função motora, as crianças da escola pública apresentaram uma escore médio significativamente mais baixo que as crianças da escola particular na tanto na avaliação inicial quanto na final. A coordenação entre os membros foi a categoria motora que mais contribuiu para a diferença entre as escolas. Ao comparar a primeira e a segunda avaliação em cada escola separadamente, pode-se verificar uma melhora na função motora ao longo do ano letivo, porém o percentual de melhora foi maior na escola pública. Existe relação entre função motora e desempenho acadêmico, sendo que dificuldade motora pode contribuir para o fraco desempenho acadêmico. As crianças de nível socioeconômico menos favorecido têm desempenho mais baixo na função motora quando comparadas às crianças de nível socioeconômico mais favorecido / Abstract: Motor function refers to factors involving the ability to use and control the striated muscles that are responsible for voluntary movement, and is most used in the area of motor coordination. On the other hand, cognitive function refers to phases in processing information such as perception, learning, memory, attention, awareness, planning, reasoning and problem solving. Due academic performance use all these phases, so it can be defined as part of cognitive function. The development of these two functions has been studied separately; however, recent studies have shown that the brain structures that are essential for motor function are also essential for cognitive function and vice-versa. The objectives of this study were to perform a systematic review of the literature to investigate the relationship between these functions, to evaluate motor function and academic performance in children from different socioeconomic backgrounds and to verify the existence of a relationship between motor function and academic performance. A total of 402 first-graders, 203 in a public elementary school and 199 in a private school, were evaluated with respect to motor function using a Developmental Neurological Examination at the beginning and at the end of the academic year. The children's academic performance was evaluated using the School Performance Test at the end of the academic year. A questionnaire requesting information on the parents and child was previously filled out by the child's guardian. The schools were selected intentionally to represent the two different socioeconomic levels required by the protocol. Data were analyzed using the chi-square test of association and odds ratios according to the multinomial logistic regression method. Student's t-test and analysis of variance were used to compare means between groups. An association was found between motor function and academic performance, a lower score for motor function being associated with poorer academic performance. The risk of poor academic performance was greater when based on the interlimb coordination test rather than on any of the other categories investigated. The mean overall score obtained in the evaluation of motor function was 17.8 for the children in the public school and 19.7 for those in the private school at the first evaluation and 19.7 and 20.5, respectively, at the second evaluation, with a statistically significant difference between these means at both evaluations. Interlimb coordination was the motor category that most contributed to this difference between the schools. Comparing the first and second evaluation in each school separately, an improvement was found in motor function during the academic year; however, the percentage of improvement was greater in the public school. There is an association between motor function and academic performance, poor motor function possibly contributing towards poor academic performance. Children from less favorable socioeconomic backgrounds have poorer motor function compared to children of higher socioeconomic levels / Doutorado / Saude da Criança e do Adolescente / Doutor em Saude da Criança e do Adolescente

<p>This dissertation investigated an affective curriculum intervention’s effectiveness in resolving</p><p>underachievement. The intervention was first implemented at a summer program with 20 students</p><p>and four camp counselors. Inductive analysis of qualitative data indicated that most participants</p><p>had positive perceptions of the model. Descriptive analyses indicated the intervention had small,</p><p>positive effects on students’ academic self-perceptions (MD = 0.122, SD = 0.621, d = 0.196) and</p><p>attitudes toward teachers (MD = 0.139, SD = 0.848, d = 0.164) were found. There was no change</p><p>in attitudes toward school (MD = 0.080, SD = 1.327, d = 0.060) and goal valuation (MD = 0, SD =</p><p>0.721, d = 0) and a moderate, negative effect on self-regulation (MD = -0.620, SD = 1.346, d = -</p><p>0.460). The intervention was then implemented in a middle school with one 12-year old girl who</p><p>was gifted and underachieving. An explanatory mixed methods design, combining a single-case</p><p>A-B design, an interrupted time series simulation, and inductive analysis, was used. The model</p><p>was perceived as useful, mainly in increasing self-perceptions. Results showed a significant</p><p>increase in behavioral engagement (d = 1.224, p <.001) and improved achievement (SMD = 1.28).</p><p>Academic self-perception (MD = 0.57) and attitudes toward school (MD = 1.00) improved,</p><p>attitudes toward teachers showed no change, and goal valuation (MD = -0.67) and self-regulation</p><p>(MD = -0.40) decreased. These two studies provide preliminary evidence for the effectiveness of</p><p>the intervention.</p>

Underachievement is a perennial problem in many secondary schools in South Africa. One of the reasons for this state of affairs, is the inhibitive learning climate in such schools. This study attempts to determine the extent and causes of the problem and to develop guidelines for parents, teachers, learners and school management teams to resolve some of the issues that cause the problem. This is a qualitative study using focus group and individual interviews. The main findings contributing to underachievement among learners, include lack of parental guidance and supervision, negative attitudes of teachers towards learners, inflexible teaching methods, overcrowded classrooms, lack of resources and facilities in schools, lukewarm attitude of learners towards their work and the absence of positive role models in communities. The findings highlight important factors, which contribute to underachievement among learners in an inhibitive learning climate. The recommendations are an attempt towards solving this important issue. / Educational Studies / M. Ed. (Special Needs Education)

Underachievement is a perennial problem in many secondary schools in South Africa. One of the reasons for this state of affairs, is the inhibitive learning climate in such schools. This study attempts to determine the extent and causes of the problem and to develop guidelines for parents, teachers, learners and school management teams to resolve some of the issues that cause the problem. This is a qualitative study using focus group and individual interviews. The main findings contributing to underachievement among learners, include lack of parental guidance and supervision, negative attitudes of teachers towards learners, inflexible teaching methods, overcrowded classrooms, lack of resources and facilities in schools, lukewarm attitude of learners towards their work and the absence of positive role models in communities. The findings highlight important factors, which contribute to underachievement among learners in an inhibitive learning climate. The recommendations are an attempt towards solving this important issue. / Educational Studies / M. Ed. (Special Needs Education)

<p>U savremenoj pedago&scaron;koj literaturi, razlike u obrazovnom postignuću učenika se, veoma<br />retko, proučavaju iz perspektive učenika &scaron;to je, verovatno, jedan od bitnih razloga za<br />kontinuiranu egzistenciju kategorije &bdquo;neuspe&scaron;an učenik&rdquo;. Cilj na&scaron;eg istraživanja bio je da<br />se problem &scaron;kolskog neuspeha razmotri iz perspektive učenika koji su pozicionirani kao<br />neuspe&scaron;ni. Umesto mnogobrojnih pretpostavki istraživača o tome za&scaron;to su neki učenici<br />neuspe&scaron;ni, u istraživanju smo po&scaron;lli od pretpostavke da su učenici ti koji imaju teorije o<br />sopstevnom obrazovnom postignuću koje proveravaju i preispituju, koje mogu, ali i ne<br />moraju da budu u skladu sa teorijama koje o njihovom obrazovnom postignuću imaju<br />&bdquo;značajni drugi&rdquo;. U istraživanju su primenjene kvantitativne i kvalitativne tehnike<br />procene konstruisanja. Konkretnije, primenjena je metodolo&scaron;ka aparatura koja se koristi u<br />teoriji ličnih konstrukata: polustrukturisani intervju, Mreža repertoara, Mreža implikacija,<br />Mreža otpornosti prema promeni i samokarakterizacija. Uzorak je činilo 60 učenika<br />trećeg razreda srednje &scaron;kole koji su u toku &scaron;kolske godine ili na kraju kvalifikacionih<br />perioda imali negativne ocene iz tri i vi&scaron;e predmeta. Na osnovu analize rezultata moguće<br />je zaključiti da se način na koji učenici defini&scaron;u &bdquo;&scaron;kolski neuspeh&rdquo; razlikuje od definicija<br />u udžbenicima pedagogije i pedago&scaron;ke psihologije. Nalazi pokazuju da je učenicima<br />najvažnije da &bdquo;drugi&rdquo; shvate da oni nisu imanentno glupi i stoga neuspe&scaron;ni u &scaron;koli. Kao<br />najče&scaron;će razloge &scaron;kolskog neuspeha učenici navode: odsustvo volje i koncentracije za<br />učenje, lenjost i neadekvatnu didaktičko-metodičku obučenost nastavnika. Nalaz koji<br />zaslužuje posebnu pažnju jeste da učenici jako dobro znaju kakvi nipo&scaron;to ne bi želeli da<br />budu, &scaron;to ukazuje na nagla&scaron;eno veću prediktivnu jasnoću onog &scaron;to predstavlja nepoželjnu<br />stranu njihovog identiteta, i &scaron;to je za nijansu jasnije od idealizovane i željene predstave o<br />onome &scaron;to bi oni želeli da budu. Učenici nipo&scaron;to ne bi želeli da budu &ndash; neuspe&scaron;ni đaci,<br />kampanjci, bezvoljni, lenji, neodgovorni, odbačeni, nepravedni, nesigurni, nedosledni,<br />nesposobni, nesamostalni u učenju, neobrazovani, naivni i neposlu&scaron;ni. &Scaron;tavi&scaron;e, oni bi<br />želeli da budu uspe&scaron;ni đaci, ali da ne moraju da uče.</p> / <p>In contemporary pedagogical literature, the differences in student academic achievement are very<br />rarely studied from student&rsquo;s perspective, which is, probably, one of significant reasons for the<br />continuous existence of the category &bdquo;underachiever&rdquo;. The goal of our research was to consider<br />the problem of school underachievement from the perspective of students who are positioned as<br />underachievers. Instead of numerous assumptions of researchers regarding the issue why certain<br />students are underachievers, the starting point for our research was the fact that students are those<br />who have theories about their own academic achievement, which they test and reconsider, and<br />which can, but do not have to be in keeping with the theories about their academic achievement<br />held by &bdquo;significant others&rdquo;. The research applies quantitative and qualitative methods for the<br />assessment of constructing. More specifically, we applied the methodological apparatus used in<br />personal construct theory: semi-structured interview, Repertory Grid, Implication grid, Resistance<br />to change grid and self-characterisation. The sample comprised 60 secondary school students<br />from the third grade, who failed three or more subjects during the school year or at the end of<br />classification periods. Based on the analysis of results, it is possible to reach the conclusion that<br />the way in which students define &bdquo;school underachievement&rdquo; is different from the definitions<br />provided in pedagogy and educational psychology textbooks. The findings indicate that the most<br />important thing to students is for &bdquo;others&rdquo; to realise that they are not immanently stupid and<br />therefore fail in school. As the most frequent reasons for school underachievement they state the<br />following: the lack of will and concentration for studying, laziness and inadequate didactic and<br />methodical training of teachers. The finding that is especially worthy of attention is that students<br />are well aware of what they do not want to be like under any circumstances, which points out to a<br />prominently higher predictive clearness of what presents the undesirable side of their identity and<br />which is one nuance clearer than the idealised and desired concept about what they would like to<br />be. Students would never want to be &ndash; underachievers, those who study unsystematically,<br />apathetic, lazy, irresponsible, rejected, unjust, insecure, inconsistent, incapable, dependent in<br />studying, uneducated, gullible and disobedient. Furthermore, they would like to be successful<br />students, but without having to study.</p>

Queixa escolar é um dos principais motivos de encaminhamento de crianças à rede pública de saúde e às clínicas-escola de psicologia. Estudos prévios sugerem que, no segmento de crianças encaminhadas para atendimento com queixa escolar, a prevalência de problemas de saúde mental é maior que na população geral. O presente trabalho teve como objetivo a identificação e classificação das áreas de dificuldade associadas à queixa escolar, em categorias compatíveis com a CID-10 e com o DSM-IV-TRTM, além da descrição do perfil da clientela quanto a dados sócio-demográficos, nível intelectual, fonte de encaminhamento, profissional solicitante, outros acompanhamentos realizados na área de saúde e uso de medicação. Participaram 103 crianças, de seis a doze anos, inscritas em uma clínica-escola de psicologia vinculada ao SUS, com queixa de dificuldade de aprendizagem escolar. Foram feitas consultas aos prontuários e a aplicação junto ao responsável da versão brasileira adaptada da Avaliação do Desenvolvimento e Bem-estar, em inglês, Development and Well-Being Assesment (DAWBA), entrevista de diagnóstico de transtornos mentais na infância e na adolescência que aponta áreas de dificuldade compatíveis com o DSM-IV-TRTM e a CID-10. Os resultados mostraram taxas de escolaridade dos pais abaixo da média do município, 90% das crianças com história anterior de acompanhamentos na área de saúde e 29% fazendo uso de medicação psicotrópica. Também foi encontrada uma alta prevalência de dificuldades como transtorno hipercinético, transtorno desafiador de oposição, transtorno de conduta, ansiedade de separação, ansiedade generalizada e fobia específica. O trabalho oferece subsídios para a defesa de políticas públicas na área de saúde mental infantil e para o planejamento de tratamentos compatíveis com a demanda, contribuindo para a melhoria do atendimento à clientela e da formação de pessoal / Low performance at school is one of the main reasons for referral of children to the public health system and clinical schools of psychology. Previous studies suggest that the prevalence of mental health problems is higher in children with underachievement than in the general population. The aim of the present study was to identify and classify the areas of difficulty associated with underachievement according to the categories of ICD-10 and DSM-IV-TRTM, and to describe socio-demographic data, intellectual level, sources of referral, previous health treatments and the use of medication. One hundred and three children, aged six to twelve years, who were referred to a public university clinic of psychology due to school underachievement, participated in the study. Medical records were consulted and the validated and adapted Brazilian parent-version of the Development and Well-Being Assessment (DAWBA) was applied. DAWBA is an interview for the diagnosis of mental disorders in childhood and adolescence that points areas of difficulty according to DSM-IV-TRTM and ICD-10. The results showed that parents\' level of education was lower than the average of the municipality, 90% of the children had previous health treatment and 29% were using psychotropic medication. It was also found a high prevalence of hyperactivity and inattention, oppositional defiant disorder, conduct disorder, separation anxiety, generalized anxiety and specific phobia. The work shows a need for public policies in the area of child mental health and for treatments compatible with the demand, contributing to the improvement of the service and staff training

Queixa escolar é um dos principais motivos de encaminhamento de crianças à rede pública de saúde e às clínicas-escola de psicologia. Estudos prévios sugerem que, no segmento de crianças encaminhadas para atendimento com queixa escolar, a prevalência de problemas de saúde mental é maior que na população geral. O presente trabalho teve como objetivo a identificação e classificação das áreas de dificuldade associadas à queixa escolar, em categorias compatíveis com a CID-10 e com o DSM-IV-TRTM, além da descrição do perfil da clientela quanto a dados sócio-demográficos, nível intelectual, fonte de encaminhamento, profissional solicitante, outros acompanhamentos realizados na área de saúde e uso de medicação. Participaram 103 crianças, de seis a doze anos, inscritas em uma clínica-escola de psicologia vinculada ao SUS, com queixa de dificuldade de aprendizagem escolar. Foram feitas consultas aos prontuários e a aplicação junto ao responsável da versão brasileira adaptada da Avaliação do Desenvolvimento e Bem-estar, em inglês, Development and Well-Being Assesment (DAWBA), entrevista de diagnóstico de transtornos mentais na infância e na adolescência que aponta áreas de dificuldade compatíveis com o DSM-IV-TRTM e a CID-10. Os resultados mostraram taxas de escolaridade dos pais abaixo da média do município, 90% das crianças com história anterior de acompanhamentos na área de saúde e 29% fazendo uso de medicação psicotrópica. Também foi encontrada uma alta prevalência de dificuldades como transtorno hipercinético, transtorno desafiador de oposição, transtorno de conduta, ansiedade de separação, ansiedade generalizada e fobia específica. O trabalho oferece subsídios para a defesa de políticas públicas na área de saúde mental infantil e para o planejamento de tratamentos compatíveis com a demanda, contribuindo para a melhoria do atendimento à clientela e da formação de pessoal / Low performance at school is one of the main reasons for referral of children to the public health system and clinical schools of psychology. Previous studies suggest that the prevalence of mental health problems is higher in children with underachievement than in the general population. The aim of the present study was to identify and classify the areas of difficulty associated with underachievement according to the categories of ICD-10 and DSM-IV-TRTM, and to describe socio-demographic data, intellectual level, sources of referral, previous health treatments and the use of medication. One hundred and three children, aged six to twelve years, who were referred to a public university clinic of psychology due to school underachievement, participated in the study. Medical records were consulted and the validated and adapted Brazilian parent-version of the Development and Well-Being Assessment (DAWBA) was applied. DAWBA is an interview for the diagnosis of mental disorders in childhood and adolescence that points areas of difficulty according to DSM-IV-TRTM and ICD-10. The results showed that parents\' level of education was lower than the average of the municipality, 90% of the children had previous health treatment and 29% were using psychotropic medication. It was also found a high prevalence of hyperactivity and inattention, oppositional defiant disorder, conduct disorder, separation anxiety, generalized anxiety and specific phobia. The work shows a need for public policies in the area of child mental health and for treatments compatible with the demand, contributing to the improvement of the service and staff training

Academic policies in higher education address institutional academic standards and student requirements including academic underachievement. Academic probation is one academic policy designed to alert students they are not meeting the minimum academic standards of the institution. Institutions offer a variety of student services to support institutional retention efforts and student persistence to graduation; however, there is little research that addresses academic policies and their role in the success of the college student (Brawner, Frillman, & Ohland, 2010). This qualitative case study was an exploration of the perceptions of undergraduate students and the administration by examining the policy of academic probation at one 4-year, private, small liberal arts college in southwest Virginia. The study explored what the institution intended the purpose of academic probation to serve and the perception of the policy by students who were placed on academic probation. Interviews were conducted with 1 undergraduate student who was currently on academic probation and 2 administrators of the institution who were familiar with the policy of academic probation. Survey questions were administered to 5 additional students on academic probation. A document review of the policy of academic probation was conducted. The findings of this study demonstrated that 3 students and both administrators viewed the policy as a way to alert students to refocusing their attention on academics in order to raise their GPA and meet the academic requirements needed for graduation. The study also revealed that students who were placed on academic probation did not feel they had sufficient knowledge of the policy before they were placed on probation.