Students
Quotes - The absence of academic challenges
“Excessive
screen time has been linked to academic underachievement in students, as it can
reduce attention span, diminish interest in other forms of learning, and limit
time spent on academic tasks.”
―
Asuni LadyZeal
“Fine
motor skills are crucial for early childhood development, and delays in this
area can impact a child's academic progress, particularly in activities that
involve writing, cutting, or drawing. Early intervention to improve students’
fine motor abilities could help bridge this gap and support overall academic
growth.”
―
Asuni LadyZeal
“Students
who are reluctance to speak up make it harder for teachers to estimate their
abilities. Such students may even face social anxiety, making it difficult for
them to engage with peers and teachers and seek help or participate in
collaborative learning experiences, ultimately affecting their academic
growth.”
―
Asuni LadyZeal
“Some
students’ tendency to daydream can hinder their ability to concentrate during
lessons, causing them to miss important information and instructions, and
teachers may misinterpret their daydreaming as disinterest or lack of effort,
leading them to provide less support or encouragement.”
―
Asuni LadyZeal
“Students
who have slow reading fluency and difficulty with word recognition may have
underlying cognitive processing issues. If these issues are not properly
identified and supported, they may miss out on targeted interventions that
could help him improve.”
―
Asuni LadyZeal
“The
absence of academic challenges may cause students to lose interest and perform
poorly, ultimately leading to their cognitive potential being underutilised.”
―
Asuni LadyZeal
“When
students feel bored and unchallenged, it can lead to frustration and decreased
motivation, fostering a negative attitude towards schoolwork.”
―
Asuni LadyZeal
“In
the mid-20th century, underachievement was often seen as a result of poor
effort, lack of discipline, or insufficient motivation, with little regard for
underlying psychological or environmental factors.”
―
Asuni LadyZeal
“The
IQ discrepancy model dominated early perspectives on underachievement, assuming
that any significant gap between a student's intellectual potential and
academic performance marked underachievement.”
―
Asuni LadyZeal
“Many
years ago, underachievement was largely defined by the misalignment of test
scores with classroom success, without considering the broader context in which
students were learning.”
―
Asuni LadyZeal
“The
1960s to 1980s saw a shift towards understanding the psychological factors,
such as motivation and self-perception that could affect academic performance
and lead to underachievement.”
―
Asuni LadyZeal
“Motivational
theories like Attribution Theory show how students’ beliefs about their
abilities influence their achievements.”
―
Asuni LadyZeal
“Albert
Bandura's concept of self-efficacy in 1977 brought a new dimension to the
understanding of underachievement, highlighting the role of self-belief in
students' academic outcomes.”
―
Asuni LadyZeal
“In
the 1990s and 2000s, perspectives about underachievement expanded beyond
individual psychology to include environmental, social, and cultural factors,
making it clear that family, socioeconomic status, and peer influences also
play significant roles.”
―
Asuni LadyZeal
“Emotional
struggles, such as the loss of a parent, are increasingly recognised as factors
that could contribute to academic underachievement, even in students with high
potential.”
―
Asuni LadyZeal
“Carol
Dweck’s concepts of growth and fixed mindsets bring fresh perspective of how
beliefs about learning can impact academic success and failure.”
―
Asuni LadyZeal
“Today,
underachievement is seen as a multifaceted issue shaped by a combination of
internal and external factors, with both cognitive and emotional dimensions
influencing student performance.”
―
Asuni LadyZeal
