The nature and correlates of underachievement among elementary schoolchildren in Hong Kong

This study investigated for the first time several characteristics of under achievement in a large sample of I-long Kong elementary schoolchildren. Mor e males were identified as underachievers than females, but the ratio was s ubstantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased dur ing the elementary school years, and the stability of underachievement tend ed to be higher in subject matter that was relatively more difficult, which varied wth gender. Underachievement became more specific to particular aca demic subjects rather than more general across the elementary grades. Paren ts and teachers, but not the children themselves, perceived that underachie vers were more capable than same-grade nonunderachievers (who score lower o n ability tests), although this awareness is more likely directed at male t han female underachievers, which has been observed in other samples. In gra des 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter underachievers became more disruptive, impatient , and aggressive in school and perhaps at home. At that point, teachers bec ame less supportive, offered less extra mentoring, and applied greater beha vioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grade s 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachiev ers from children who have the same grades but lower mental ability.