A follow‐up study of one group of achievers and underachievers four years after high school graduation

Relationship between Sense of Rejection, Academic Achievement, Academic Efficacy, and Educational purpose in High School Students

“…McCoach ve Siegle (2001) öğrencilerin motivasyon düzeylerinin ve eğitimsel amacının olmasının akademik başarı üzerinde önemli faktörler olduğunu belirtmiştir. Amaca yönelik davranışlar gösteren ve yüksek akademik motivasyona sahip olan öğrencilerin akademik başarıları da daha yüksektir (Balkıs vd., 2015;Peterson, 2000). Dolayısıyla eğitimsel beklentilerin öğrencilerin akademik olarak başarılı olabileceklerine olan inançları ve akademik başarıları üzerinde belirleyici rol üstlenmektedir (Ames ve Archer, 1988).…”

Academic failure and students′ viewpoint: The influence of individual, internal and external organizational factors

“…[7] Various studies have suggested that various factors can lead to academic failure; in some researches, drug addiction[8] has been considered and other studies have demonstrated that personality factors, motivation and interest, satisfaction, loneliness, success expectation and family circumstances can affect level of academic success in universities. [9] In a comprehensive approach, the factors involved in academic failure can be classified in three categories of individual factors (components like having a goal, motivation, anxiety, studying method, intelligence, attention, planning, affective and mental conditions and lack of course attendance), internal organizational factors (professional characteristics of instructors, space and proper facilities and equipment) and external organizational factors (parents’ education level and their dealing with students’ academic failure, socioeconomic status of families and unclear and uncertain occupational prospects). [10111213]…”

The Validity of the Achievement-Orientation Model for Gifted Middle School Students

“…Findings revealed most students identified as gifted underachievers failed to achieve in all subject areas and their underachievement persisted for the duration of their secondary education. In a four-yearfollow-up study, Peterson (2000) found that of the original 153 participants who had attended college, only 52% graduated, compared to an 83% graduation rate among the achievers. Gifted underachievement, therefore, can be viewed as a chronic phenomenon (Colangelo et al), one that most likely will not fix itself without appropriate interventions.…”