(a) .

(b) Dislike schools.

(c) Avoid learning from books.

(d) Have lower popularity and leadership status.

(e) May come from of low socioeconomic status or from home with lack of
proper emotional climate.

(f) Do not have clearly defined vocational goals.

(g) Have narrower interests than those of achievers , and

(h) Sometimes have adjustment problems.

1.2 CAUSES OF UNDERACHIEVEMENT

UNDERACHIEVERS MAY BE CLASSIFIED INTO TWO BROAD GROUP:

(a) The first group includes those who are more withdrawn, passive

individuals who never reach their potential.

(b) The second group includes hyperactive and aggressive children who
disrupt classes and annoy their teachers.

So, first one suffer more from negative self- concept and lack of
motivation whereas, the second group suffers from antagonistic attitude
towards authority as either their needs are not fulfilled properly or they are
bored with the stereotyped teaching and curriculum. Their special talents are
never called for.

A lack of affective combination of socio – emotional climate in

terms of parental aspirations for the gifted children may lead to collapse in
academic performance. Pupils with superior intelligence become
educationally maladjusted in the conventional schools because his special
abilities are not given proper challenge for fulfillment.
 The magnitude and seriousness of ' education lag' increases for
gifted children as they go up the educational ladder and for this reason it is
important to tap at the source of under achievement, so that corrective stapes
can be taken to stop the ' education lag'

An important objective of education is self- fulfillment. Proper

achievement in any socially useful area tends to make an individual self
fulfilled and happy.

1.2
1.3 AFFECTIVE CHARACTERISTICS

Some basic affective characteristics which directly affect the

learning outcomes and act as barrier for the accomplishment of gifted
underachievers, have been taken into consideration.

The expected interrelations are depicted in a cognitive map which

consists (I.Q., cognitive entry behavior), intervening or mediating influences.
And (home environment, quality of instruction, academic self-concept
motivation) and the outcome variable (achievement, affective outcomes).

Fig. 1.1 : Cognitive map depicting influence of home environment on

school achivement.

Fig. 1.2 : Cognitive map of affective entry characteristics.

Fig. 1.3 : A language of model , or language as a medium of

instruction with its positive or negative or negative effect.

1.4 ENVIORNMENTAL FACTORS

Environmental factors play a dominant and decessive role in

shaping the life of the child and his mental and intellectual development.
These factors can be divided into three:

1.2
Ibid