| Summary: | 碩士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 102 === The existing literature about junior high students’ school life mostly focus on students with stress, weaknesses, and deviant behaviors for the study, rarely cared about the underachievers’ school life experience. The previous research on academic underachievement is nothing more than to explore the relevant factors, along with anxiety or deviant behavior, high IQ but low diagnostic achievement, as well as remedial teaching strategies, etc, and never do more in-depth exploration of the inner dimension of their school life experience. Therefore, the combination of the two research literature gap for understanding the junior high underachievers’ faces of their life experience in the school field valuing academic achievement under the academic stress.
It should be stressed that: alleged academic underachievement in past documents are accompanied by anxiety and deviant behavior, or below the proper level of academic achievement IQ, but academic underachievement in my study differs from previous studies, there’s no high IQ conditions or concomitant deviant behavior, and no culture adversely disadvantaged backgrounds, just simply low academic performance, it seems to accompany others studying, so I call it “pei du”.
My study used the case study method, a fiercely competitive school for the academic stress in Tainan is a case in point, a third grade class led by me is a case in point, the students in my class ranked after 20% according to their grades is a case in point, and then progress interviews and observations for the cases of students
and teachers in four aspects of study, peer relationships, lifestyle, and self-concept. According to the results of my study, the following conclusions is:
1. The students of case are underachievers, but they will not give up studying subjects easily, instead, they are willing to cooperate with teachers to achieve the requirements as far as possible within the scope.
2. Peer relationships are important experiences of school life of the students of case, and it is most important to support the meaning and value of their school life.
3. There are not many aspects for the lifestyle of the school life of the students of case can be developed, but they have the expectations on freedom and joy in the short idle class.
4. The teachers and parents of the students of case have respect and tolerance for their underachievement without undue expectations and perceptions, so they have active and positive self-concept.
Finally, based on the conclusions above, my study provided suggestions for schools, teachers, students, parents, and future research workers.
|
|---|
