This study explored the problem of under-achievement in Hong Kong. Underachievers were compared with high achievers and low achievers on their motivational characteristics. The findings generally supported that motivational variables were important factors in discriminating under-achievers and high achievers. While under-achievers had poor academic self-concept, low attainment value in learning, and deficiencies in using effective learning strategies, they did not demonstrate maladaptive attributional pattern as described in Western studies. Implications of these findings for the study of under-achievement and implementation of interventions are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410120090803]

Although academic underachievement is a familiar topic in educational research, there is no consensus on how underachievers should be selected. This study aimed to compare different selection methods, absolute split method, simple difference score method, regression method and nomination, in the identification of underachievers from a sample of 126 Chinese Grade 7 students. The results indicated that the three different statistical methods showed high congruence in selecting underachievers, but nomination selected a different group of underachievers. It was suggested that, depending on research or intervention purposes, information from statistical methods and nomination might combine to provide a more comprehensive identification procedure.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690120050419]