Topic: IDENTIFYING FACTORS OF ACADEMIC FAILURE TO REVERSE UNDERACHIVEMENT

Research questions: 

- what are the factors affecting academic underachievement?

- what are the effective ways of reversing students' academic underachievement?

- what should be considered while providing an individual approach for a student to reverse underachievement?

Purpose: to identify the factors of an academic underachievement, to idenitfy the most effective practices to combat the academic failure of students and to identify the pecularities of a successful individual approach while reveresing academic achievement.

Theoretical Framework: 

Recent studies conducted on the theory of motivation were based on the AOM (Achievement Orientation Model) theory introduced by Siegel and McCoach (2003a). The AOM theory is based on Bandura's self-efficacy theory, Weiner’s attribution theory, Eccles’ expectancy-value theory, person-environment fit theory, and Rotter’s locus of control theory (Siegle, McCoach & Roberts, 2017). According to AOM theory, students’ motivation in a combination of all three areas: student’s self-efficacy, goal – valuation, and environmental perception will positively result in student’s task engagement and academic achievement. Seigle et al., (2017)  stressed that these three areas can be developed in different levels, but should not be missing at all since it negatively impacts on self-regulation as well as achievement (See Figure 1.).  

Self-efficacy addresses  a student’s belief to be skillful and capable to complete a task where a student might ask himself “Am I smart enough?” (Siegle, Rubensein & McCoach, 2020).  Researchers agree that students with low self – efficacy tend to avoid task accomplishment, therefore, the higher self-efficacy students possess, the stronger task engagement they show (Rubenstein,  Siegle, Reis, Mccoach, & Burton, 2012; Siegle et al., 2017; Siegle et al., 2020). 

Environmental perception refers to a student's motivation or demotivation as a result of student’s interaction with peers, parents and teachers as well as the expectation from parents and teachers, and the scale of support a student gets from the outside world (Rubenstein et al., 2012). It is assumed that students get false perceptions and find themselves in an unsupportive environment assuming nobody believes in their success, therefore these students often lack or do not develop enough learning skills important to be academically productive (Ritchotte, Matthews & Flowers, 2014).

This research adopts a constructivist methodology, wherein the knowledge is constructed through the collaborative interaction between the researcher and the students being studied (Guba & Lincoln, 1994, p. 111). The importance of their input in shaping the findings. Additionally, the researcher plays a fundamental role in facilitating the research process and engaging with the participants, as per the principles of constructivism (Guba & Lincoln, 1994, p. 113). According to the research on "Identifying Factors of Academic Failure to Reverse Underachievement," a quantitative research method was employed (Author, Year). This involved collecting and analyzing numerical data through surveys, standardized tests, and other measurement tools to understand various factors such as academic performance, study habits, motivation levels, and socio-economic factors (Creswell, Fetters, & Ivankova, 2004). Statistical analysis techniques were then used to examine relationships and patterns within the data, identifying significant factors associated with academic failure and potential strategies for reversing underachievement (Creswell et al., 2004). This quantitative research method provided a systematic and objective approach to exploring the factors influencing academic performance, offering valuable insights into addressing the issue of underachievement (Creswell et al., 2004). Research desing and sampling: The current research involved 45 participants to collect relevant data by using a survey. The survey was designed to identify factors that contribute to academic failure and explore potential strategies to reverse underachievement. This research design allowed for a systematic and structured approach to collect information from a relatively large sample size. By utilizing a survey, the researchers were able to gather data on various factors that may influence academic performance and analyze the responses to draw meaningful conclusions. The use of a survey as a research tool provided a standardized method for data collection, ensuring consistency and reliability in the findings. The study focused on students from a Nazarbayev Intellectual School in Kyzylorda, specifically targeting low achieveing students there. To gather participants for the study, a purposeful sampling strategy was employed. This approach was chosen because it allowed for the selection of individuals and a research site that would provide the most valuable insights into the central phenomenon being investigated, which in this case was gifted underachievement. This decision was based on the belief that these specific participants and research location would offer the most relevant and informative data for the study, as supported by Creswell (2014).

Through analysis of survey results and systematic procedures, we've identified several key hindrances to educational progress, including inadequate grasp of prior material, preference for certain subjects, excessive extracurricular involvement, and psychological fatigue. These factors notably impact academic performance, particularly among 7th and 8th graders transitioning to new social environments. While some adapt smoothly, others face prolonged adjustment, necessitating tailored interventions. A case study underscores the complexities of academic struggles, revealing familial and health-related burdens impeding a student's focus and resulting in declining grades, exacerbated by the absence of paternal guidance. Familial dynamics often contribute to suboptimal home environments, perpetuating cycles of underachievement. Observations highlight prevalent apathy and disinterest, with external motivations, like financial security, dampening academic engagement. Recognizing these complexities, recommendations focus on fostering supportive learning environments through personalized encouragement, critical thinking cultivation, and consistent acknowledgment of achievements. Embracing a culture of learning from mistakes is pivotal to nurturing well-rounded individuals capable of academic success and holistic development.

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