Underachievement versus Selective Achievement: Delving Deeper and Discovering the Difference

Abstract

Through a qualitative research design, this study examined the differences between underachievement and selective achievement in a gifted university student. The findings indicated that, while the participant demonstrated behaviors typically associated with underachievement, his self-regulation and metacognitive abilities suggested a different image. These findings highlight a need to consider the attitudes and motivations behind the student's behavior when considering how to approach incidences of fluctuating academic performance of high-ability students.