Statistical versus self -categorization in identifying achieving, underachieving, and low -achieving high school students

The present study attempts to address the problem of academic underachievement by providing precise definitions and by using objective statistical procedures, as well as subjective (self-identification) methods to determine whether there are any meaningful differences among the various groups of subjects accordingly identified. Additionally, this study attempts to determine whether meaningful differentiations can be made between Academic Underachievers and Low Achievers.

The sample consisted of 581 high school students (312 males and 269 females) from four high schools in the Greater Metropolitan Toronto area. Subjects were administered the Achievement Motivation Profile (AND) (Mandel, Friedland, and Marcus, 1995), a self-report measure of intrapsychic, interpersonal, and work characteristics. In addition, they were administered the Matrix Analogies Test (Naglieri, 1985), a measure of non-verbal reasoning. Subjects' grade point averages (GPA) were also obtained, and a regression formula was generated and used to categorize subjects into groups of achievers, underachievers, and low achievers. Subjects were also classified as one of three types of self-categorized underachievers based on their own perceptions of their achievement status.

Significant differences were observed among the self-categorized groups on one characteristic (Work Habits). Specifically, subjects who perceived themselves as underachievers but who were not identified as underachievers by the regression formula (SCUI), reported having better work habits compared to subjects who perceived themselves as underachievers and who were identified by the regression formula as underachievers (SCUC). Similarly, subjects who were identified as underachievers by the regression formula, but who did not perceive themselves as underachievers (SCUU), reported having better work habits compared to subjects who perceive themselves as underachievers and who were also identified by the regression formula as underachievers (SCUC).

There were significant differences between underachievers and achievers in terms of intrapsychic and interpersonal characteristics as well as work habits. Compared to Underachievers, low achievers reported more intrapsychic tension and better interpersonal skills. Compared to Underachievers, low achievers reported more intrapsychic tension and better interpersonal skills. There were also significant differences between underachievers and low achievers with regard to their intrapsychic and interpersonal characteristics. The implications of these findings were discussed.