| Abstract [eng] |
We still cannot unambiguously identify and understand the reasons of adolescents’ underachievement. For this reason, we cannot fully help them to fulfil the potential they have. This qualitative study was aimed at revealing the subjective learning experiences of adolescents who underachieve in academic performance. In the first part of the study, nine participants were selected to participate in the study. They were selected from 107 students who studied at five schools in four areas of Lithuania. The selection criterion was the discrepancy between their abilities and academic achievements on the basis of the results of the Standard Progressive Matrices (STM) test and the data of their academic achievements. The academic performance of underachieving adolescents was revealed using semi-structured interview. The collected material was analyzed using a method of deductive thematic analysis. The content of six topics was revealed. These topics were self-awareness, learning motives, learning goals, optimal learning circumstances and learning interfering factors. The results of the study revealed that the learning of adolescents who underachieve is interfered by meaningless and study material, not effective learning strategies and considering the leisure of great importance; moreover, by the underestimating approach of the teachers. Optimal learning circumstances for underachieving adolescents are during afternoon, in a peaceful and silent environment and in quiet solitude. Their learning motives are explanations of teachers and parents’ help; furthermore, they need that the teaching material would be interesting, attractive and applicable. |
