School Psychology and Development in Context, KU Leuven, Leuven, Belgium.
Developmental Psychology, University of Ghent, Ghent, Belgium.
J Adolesc. 2021 Apr;88:146-161. doi: 10.1016/j.adolescence.2021.03.001. Epub 2021 Mar 26.
The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able students. This framework was developed to clear up inconclusive findings from variable-centered underachievement research, but has not been previously empirically tested.
The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥ 120) beginning secondary school in Flanders, Belgium (N = 403, M = 12.2 years, 60.5% males) and (b) whether these profiles relate to students' (dis)engagement from and (under)achievement in school, as assessed by the students, their parents and teachers, and school grades. Latent profile analysis was performed on five motivational dimensions: academic self-concept, self-worth contingency, task value beliefs, entity beliefs, and attainment/utility value, and outcomes were compared across profiles using the BCH method.
Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct profiles theorized by the PUM. Furthermore, profile differences in (dis)engagement and (under)achievement outcomes generally corresponded with the predictions of the PUM across multiple perspectives.
This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different types of high-ability underachievers, which supports the Pathways to Underachievement model and gives momentum to person-oriented analysis within underachievement research.
成就不足路径模型（PUM；Snyder & Linnenbrink-Garcia，2013）是一种面向个体的框架，确定了两种不同的自我和价值观信念模式，有助于解释认知能力高的学生的成就不足。该框架旨在澄清变量中心成就不足研究中的不确定发现，但尚未经过实证检验。
本研究旨在通过调查（a）在比利时佛兰德斯开始中学教育的高能力学生样本（智商≥120；N=403，M=12.2 岁，60.5%为男性）中是否存在预测的动机特征，以及（b）这些特征是否与学生的学业参与度和（不足）成就相关，这些由学生、他们的父母和老师以及学校成绩评估。使用潜在剖面分析对五个动机维度进行分析：学业自我概念、自我价值关联、任务价值信念、实体信念和成就/效用价值，使用 BCH 方法比较不同剖面的结果。
潜在剖面分析确定了四个剖面，每个剖面都涉及不同的动机变量模式。其中两个剖面表现出与 PUM 理论化的不同剖面一致的适应不良的变量模式。此外，（不足）参与度和（不足）成就结果的剖面差异通常与 PUM 的预测在多个视角上相吻合。
本研究发现了与 PUM 假设的结果相关的不同适应不良的动机特征。这些发现从实证上证明了存在不同类型的高能力成就不足者，这支持了成就不足路径模型，并为成就不足研究中的个体分析提供了动力。
