Avoiding Underachievement
SEARCH NEWSLETTER-MARCH 2016
Underachievement occurs when a prolonged discrepancy exists between a learner’s ability and academic achievement. There are many factors that can influence a child’s academic achievement. Two important factors for parents of high ability learners to be aware of are praise and choice.
Praising a child is second nature to many parents, but it is important to look at how this praise is phrased. Recent research has indicated that children praised for their intelligence (ie. “You must be smart at this.”) react differently to challenging situations than those children praised for their effort (ie. “You must have worked really hard.”). When presented with a challenging task, children praised for their effort were more likely to step up to the challenge than the children praised mainly for their intelligence. Children praised only for their intelligence often fear making mistakes, avoid risks for fear of feeling embarrassed, and demonstrate shorter task persistence. This may contribute to underachievement. Additionally, students praised for their intelligence believe it to be the key to success and discount the importance of effort. They may internalize the reasoning, “I am smart, and I don’t need to put out effort.” Conversely, those children praised for their effort see themselves in control of their success and more willing to tackle difficult tasks. Finally, to be most effective, praise should be specific and sincere.
A parent’s use of choice and freedom can also have implications for achievement. The amount of freedom, choice, and power given to a child should gradually increase as they grow and mature. It is in this way that children become appropriately empowered. If children are over-controlled and severely limited in the choices they are given, they have little opportunity to become independently motivated. This lack of motivation may impact a child’s achievement. At the same time, children who are overempowered and given power, choices, and freedom too early often make poor decisions, are offended by criticism, become defensive, and may resent the teachers who are trying to guide them. Just as too few choices can impact a child’s achievement, too many choices may also contribute to a child’s underachievement.
Bronson, P. “How Not to Talk to Your Kids.” New York Magazine reprinted at
Rimm, S. “When Overempowerment Yields Underachievement- Strategies to Adjust.” Parenting for High Potential, (March, 2007), 6-10.