Received 02/05/13
Revised 04/24/13
Accepted 04/24/13
DOI: 10.1002/j.2161-0045.2014.00072.x
Academic Underachievement
and Recovery: Student Perspectives
on Effective Career Interventions
Mae Hyang Hwang, Donghyuck Lee, Hyo Jin Lim,
Hye Yon Seon, Brian Hutchison, and Mark Pope
Academic achievement has a significant influence on various career development
and decision-making factors. Therefore, it is important for career counselors to
understand how past academic underachievement affects students’ current lives
and to develop interventions that might ameliorate negative effects. This study
examined the experiences of 9 ethnically diverse college students who had experienced and overcome academic failure. Data were collected by individual interviews
and analyzed based on the consensual qualitative research method. Four themes
emerged in relation to participants’ academic underachievement and recovery:
attitude, study strategies, external support, and coping difficulties. The results
suggest that underachieving students are better able to cope with and overcome
academic difficulties when they set clear career goals, use effective learning strategies, consciously put forth more effort, and receive external support.
Keywords: college students, academic recovery, coping, consensual qualitative research
Students who have a history of low academic achievement often experience significant problems, including low academic self-concept (Schunk,
1998; Whitmore, 1980), negative attitudes toward peers (Mandel &
Marcus, 1988) and teachers (McCall, Evahn, & Kratzer, 1992), low
interest and engagement in school (Majoribanks, 1992; Mandel &
Marcus, 1988), severe emotional distress (Baker, 2004), lower career
aspirations than their peers (McCall et al., 1992), and uncertain career
pathways (J. S. Peterson, 2000). Students who fail to achieve academically because of these and other similar problems are likely to have difficulties in pursuing career goals (Arbona, 2000; Mau & Bikos, 2000).
Research also suggests that students with academic issues are inclined to
have vocational problems, both while in school and later in life (Diemer,
Wang, & Dunkle, 2009; Draper, Jennings, & Barón, 2003; Rubinshteyn,
2012). Diemer et al. (2009) found that students who sought counseling services at a college counseling center often had academic problems
Mae Hyang Hwang, Department of Education, Gyeongin National University
of Education, Incheon, South Korea; Donghyuck Lee, Department of Education,
Konkuk University, Seoul, South Korea; Hyo Jin Lim, Department of Education,
Chonbuk National University, Jeonju, South Korea; Hye Yon Seon, Department
of Education, Korea National University of Education, Chungbuk, South Korea;
Brian Hutchison and Mark Pope, Department of Counseling and Family Therapy,
University of Missouri–St. Louis. This work was supported by a National Research
Foundation of Korea grant (NRF-2011-013-B00072) funded by the South Korean
government. Correspondence concerning this article should be addressed to Donghyuck
Lee, Department of Education, College of Education, Konkuk University, 1 Hwayangdong, Gwangjin-Gu, Seoul, 143-914, South Korea (e-mail: dhlee@konkuk.ac.kr).
© 2014 by the National Career Development Association. All rights reserved.
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and career decision-making issues. Boyd et al. (1999) also reported that
issues related to academic success were the main concern of students in
their 1st and 2nd years of college.
An individual’s personal experience with academic achievement is proposed as a predictor of career development and career choice by social
cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994). SCCT
posits that learning experiences and past performance are precursors of
career development. Lent (2005) suggested that a person’s ability or
accomplishments are likely to lead to interests in a particular domain to
the extent that they foster a growing sense of self-efficacy in that domain.
Therefore, academic failure or academic underachievement would result
in low self-efficacy and low outcome expectations, which in turn leads
to low interest in certain domains.
Although career-related variables have been reported to be strongly
associated with academic achievement, little research has been conducted
to establish the relationship between career development interventions
and academic outcomes (Collins, 2010). A few empirical investigations
have shown positive effects of career intervention on students’ academic
achievement. For instance, a yearlong career course that engaged middle
school students in 6-week units on various careers made students more
likely to be involved in careful academic planning and improved students’
math and science grades (Fouad as cited in Hughes & Karp, 2004).
Interventions designed to enhance self-efficacy were also found to be effective at improving career decision-making skills in a sample of students
considered at risk who had experienced academic underachievement
(O’Brien et al., 2000).
Because academic underachievement circumscribes individual career
alternatives (Gottfredson, 1981) and educational attainment constitutes
the bedrock of career choice and self-efficacy, underachieving academically
is likely to lower students’ career aspirations, limit their career choices,
and lead to unsatisfying decision making. Arbona (2000) advocated that
career counselors understand the factors that influence academic achievement, particularly in the career counseling and development context.
If career counselors help clients with a history of underachievement
to understand the genesis and ameliorate the effects of their academic
problems, then clients might develop an expanded and more apt list of
careers to which they aspire.
Most earlier studies defined underachievement “on the basis of
the subjective opinion of teachers and others” (Mandel & Marcus,
1988, p. 2). However, in more recent studies, researchers have
argued that many definitions of underachievement are based on a
discrepancy between expected (e.g., potential) and actual performance in the assessment of academic achievement (Reis & McCoach,
2000; Whitmore, 1980). Still, there is no universal agreement on
the precise distinction between typically achieving and underachieving students, partly because of the lack of consensus when assessing
and determining the discrepancy between ability and achievement.
Underachievers are commonly defined as “student[s] who perform
more poorly in school than would be expected based on [their] ability” (McCall et al. as cited in Borkowski & Thorpe, 1994, p. 46).
In the clinical setting, underachievement is defined as a symptom
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caused by various factors such as personality, learning disability,
changes of schools, family breakup, illness, and teacher absence
(Mandel & Marcus, 1988).
To effectively help underachieving students, career counselors must
be knowledgeable about the process of recovery from academic underachievement. Furthermore, counselors should understand that academic
underachievement is strongly associated with students’ career development
and psychological issues (Baskin, Slaten, Sorenson, Glover-Russell, &
Merson, 2010; Richardson, 1996). Until recently, there was relatively
little literature available about the reversal or recovery of underachieving students (J. S. Peterson, 2001; Preckel, Holling, & Vock, 2006). A
theoretical framework addressing academic recovery has not yet been
established. Furthermore, few empirical studies have focused on understanding how underachieving students successfully overcame their
difficulties and ultimately achieved academic and career fulfillment. The
lack of literature in this area strongly suggests the need for further study
focused on effective intervention strategies to help academic underachievers recover from their academic experience and refine or redirect
their course through appropriate career interventions (Arbona, 2000;
Mandel & Marcus, 1998).
Because little is known about the individual experience of academic
recovery, appropriate interventions, and its impact on career decision
making, we explored this area using consensual qualitative research
(CQR; Hill et al., 2005; Hill, Thompson, & Williams, 1997) methods.
We aimed to identify common themes indicative of students’ experiences
of academic underachievement and subsequent academic recovery. Furthermore, we wanted to describe processes and activities in which students
engage to become academically successful. We expected that this could
inform career interventions to support students struggling with academic
underachievement.
Method
Participants
The participants were nine college students (two men and seven women)
from a university in the midwestern United States. Two participants
were graduate students, and the other seven were undergraduate students. Their ages ranged from 21 to 59 years, with an average age of
31.89 years (SD = 13.08 years). With regard to race/ethnicity, one
of the participants was African American, two were Korean, and six
were European American. Six participants were born and raised in the
United States, and the other three were foreign born. One of the Korean
participants was an international student who had been studying in the
United States since her freshman year in college. The other Korean
participant and one of the European American participants immigrated
to the United States from South Korea and Russia, respectively, when
they were young. Five of the participants experienced academic underachievement in college, and two participants had academic difficulties
in high school. Additionally, two participants experienced academic
underachievement as early as their elementary school years because of
learning disabilities.
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Researchers
The first four authors composed the primary research team and included
three counseling psychology faculty members and one educational psychology faculty member, all from universities located in South Korea.
The first author constructed the interview questions, conducted the
interviews, and participated on the data analysis team. The third and
fourth authors conducted the data analysis, and the second author served
as an auditor for the data analysis. All of the researchers had experience
working with underachieving college students.
Interview Protocol
A semistructured interview protocol (available from the first author upon
request) was constructed based on a review of the relevant literature on
academic underachievement, academic recovery, and career development
and decision making. The protocol included nine general questions. After
each response to each general question, the interviewer asked followup questions to clarify and enhance the richness of the responses. The
interview started with a question about the participant’s past experience
with academic underachievement. To explore the experience, the interviewer inquired as to when the academic underachievement occurred,
how long the participant struggled with underachievement, the level
of academic performance when academically underachieving, his or her
feelings toward poor academic performance, and his or her reactions
from significant others. Then, the interviewer moved to questions about
the participant’s process of recovery from underachievement, including
obstacles and strategies during recovery, assistance from others, and
outcome after academic improvement.
Procedure
Participants were recruited from an on-campus learning center and
through the suggestions of faculty members. Learning center advisers
and faculty were informed about the nature of the study and requested
to identify students who had experienced academic recovery after
academic failure. In this recruitment process, academic underachievers
were defined as students who performed more poorly in school than
would be expected based on their ability. The identified students were
contacted via e-mail and invited to participate in the study. Eleven students volunteered to participate. These participants met with the first
author for the interview at which time appropriate consent was obtained
and the interview occurred. Each interview took approximately 1 hour.
The research team identified two students’ interviews as invalid because
they did not reveal the process of academic recovery. Therefore, nine
interviews were selected and analyzed.
The interviews were audiotaped and transcribed verbatim for all of
the participants. The Korean students were interviewed in their native
language because they felt more comfortable with expressing their
thoughts in Korean. Therefore, the interviews were transcribed in their
language first and translated into English by a person fluent in both
languages and experienced in translating books and articles. All identifying information for participants was removed from the transcripts, and
codes were assigned to ensure confidentiality.
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Data Analysis
The data analysis was conducted using CQR methods (Hill et al.,
1997, 2005). CQR requires a specific set of procedures to analyze the
data. As the first step of the process, we selected two transcripts and
reviewed them to develop domains or broad thematic areas related to
the content of the transcripts. This process generated a domain list. We
then analyzed the rest of the transcripts, came to a consensus on each
list of domains, and then made additional changes to the developed
list. Once the domains were set, the transcripts were coded according
to the finalized domain list.
Once all transcripts were coded with a list of domains, they were abstracted
for core ideas. For this task, three researchers (the first, third, and fourth
authors) independently read the transcripts and developed core ideas of the
data on the transcripts. Then, the team met to discuss each core idea until
they agreed on content and wording. After consensus, core ideas were developed, and then an auditor examined each core idea and judged whether
the domain coding and the associated core ideas were adequately developed.
Finally, cross-analysis was completed by clustering the core ideas
across the interviews. We independently created categories that would
explain the similarities of the core ideas that occurred across cases. We
then discussed the independently selected categories and came to a
consensus. This process was repeated several more times when uncategorized data were found. After a consensus version of the categories
was established, the auditor reviewed it and suggested changes to the
cross-analysis results. The team met again, whereupon they arrived at a
consensus about the final list of categories.
Results
Four broad coding domains were identified in relation to the content of
the data gathered from the participants who had experienced academic
underachievement and recovery: attitude, study strategies, external support,
and coping difficulties. These domains each comprised subcategories as
described next. Consistent with CQR, a category that was mentioned in
all cases or in all but one case (nine or eight cases for our total sample)
was considered a general category. Categories represented by at least half
of the cases (between five and seven for our sample) were labeled typical,
and a variant category was representative of fewer than half of the cases.
Attitude
The attitude domain refers to individual thoughts and feelings after underachievement that have a positive effect on recovery. The participants
indicated that some attitudes influenced their recovery positively in one
way or another. Five categories emerged within this domain. Each of
these categories differed in regard to classification from general to variant.
Determination. Determination refers to an individual’s propensity
toward persistence, as indicated by statements such as “I decide to go
on studying in spite of underachievement and I will not let anything
stop me” (Participant 9). This category was mentioned in all but one
case and was therefore classified as general. This category is highlighted
by the following participant statement:
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I always had an underlying determination to still graduate no matter what.
Maybe it’s because, watching my older sister and brother do what they need
to do, my sister was in college and my mom always worked, so maybe that was
instilled in me along the way. But I knew I needed to graduate; I wasn’t going
to let myself not graduate. I was an average student at best. Maybe nobody’s
really ever seen my potential because I didn’t show, I didn’t put in effort to
show. (Participant 8)
Value of education. Value of education refers to an individual’s thought
of finding value in his or her personal educational experience, as indicated in statements such as “Education is the most important thing in
my life even if I was poor at it now” (Participant 8). This category was
mentioned in seven cases and was therefore classified as typical. This
category is highlighted in the following statement:
I didn’t want to sit there and practice math problems or whatever, but I had
to. It’s something that I always knew I had to do. For our family, education
is number one. You’re going to get your education, you’re going to get your
degrees, you’re going to get a good job . . . being young, as a kid, that was
hard. I couldn’t understand that. When you get older you’re like, “Okay, yeah.
I know this is what I have to do. I have to get all of this done before I go out
and do whatever else.” (Participant 7)
Independence. Independence refers to an individual’s attitude of acquiring independence, as indicated in statements such as “I will study
by myself without any other’s help” (Participant 4). This category was
mentioned in four cases and was therefore classified as variant. This
category is highlighted in the following statement:
I don’t have a lot of school involvement, I’ve never [joined] clubs, organizations,
nothing. What I usually do is just to stay with myself and do my homework.
That’s what I care about. (Participant 4)
Interests in study. Interests in study refers to finding an interesting area in study or, in other words, an individual’s belief that he
or she will find a more interesting academic area to focus on after
underachievement. This category was mentioned in four cases and
was therefore classified as variant. This category is highlighted in the
following statement:
That [lecture] was not what I thought till I started taking those classes. They
are very lecture oriented. When I got to the criminal justice classes, it was just
discussion. You got to see like the full size of a story, some people are conservative, some people are liberal, and you took the material you got to discuss; it
wasn’t just regard to take the book, there were lots of discussion, which I prefer
much more. (Participant 1)
Ability in study. Ability in study refers to finding out adequate
abilities in the near term or, in other words, an individual’s attitude
that he or she will find even more adequate academic abilities to
use for recovery. This category was mentioned in four cases and was
therefore classified as variant. This category is highlighted in the
following statement:
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I found myself fit to the science field more than social studies because science
texts were easily read for me. (Participant 5)
Study Strategies
Study strategies were defined as an academic plan or a set of academic
plans intended to achieve recovery after academic underachievement.
The participants indicated that they used positive study strategies for
recovery. Six categories emerged within this domain. Each of these
categories differed in regard to classification from general to variant.
Study skills. Study skills refer to general study methods that individuals
use for recovery from academic underachievement such as mnemonics,
effective reading, concentration techniques, and efficient note taking.
This category was mentioned in all but one case and was therefore classified as general. This category is highlighted in the following statement:
I always take notes. I type up the notes that I draw, because then it helps me
remember whatever. And it helps me put information together better. And then
I just study that. And I never skip class, ever. I mean even when I had a fever, I
came to class. And then look at the schedule. If you have due dates, put it in your
calendar, and your assignment in a book. That way you know how much time
you need to put aside to study for something. That helped me. (Participant 4)
Self-regulated study skills. Self-regulated study skills refer to specific
study methods for emphasizing autonomy and control by the individual,
who monitors, directs, and regulates actions toward the recovery from
academic underachievement. This category was mentioned in all but one
case and was therefore classified as general. This category is highlighted
in the following statement:
Negative thinking doesn’t help me because it makes me anxious. I focused on
my goal without thinking about fail. (Participant 6)
Studying intensity. Studying intensity refers to putting a great deal of
effort into learning and studying after underachievement. This category
was mentioned in six cases and was therefore classified as typical. This
category is highlighted in the following statement:
After school until I went to bed—and even after I was supposed to go to bed—I
would sit there and just practice and practice and practice until literally I couldn’t
do it anymore; until I was just too tired or my brain had shut down. (Participant 7)
Regulating environment. Regulating environment refers to an individual’s use of environmental resources such as music, exercise, and
religion for recovery. This category was mentioned in four cases and
was therefore classified as variant. This category is highlighted in the
following statement:
During my studying, music is helpful and enjoyable. I can study enjoyably without
stress. (Participant 6)
Time management. Time management refers to the controlling of an
individual’s time to study as a study strategy. This category was menThe Career Development Quarterly
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tioned in three cases and was therefore classified as variant. This category
is highlighted in the following statement:
There’s never just enough time. It is management. You have to be able to manage
your time. What I did is, I’d go home and do my homework. Then we would
eat dinner. Then if I had to study for whatever tests I had to take, a half hour
to study, then a 5-minute break. Then go back and do it for another half hour,
and then take another 5-minute break, until I felt like I was confident enough
to go to bed. (Participant 7)
Help seeking and using resources. Help seeking and using resources
refer to an individual’s propensity to seek another’s help (i.e., parents,
professors, friends) for recovery. This category was mentioned in two
cases and was therefore classified as variant. This category is highlighted
in the following statement:
I always asked professors to explain again when I didn’t understand it. And when
I asked a lot of questions to professors before exam, they probably told me important/unimportant things for preparing the exam. (Participant 5)
External Support
The third domain, external support, refers to outside help that was
used to recover from academic underachievement. Two categories
emerged within this domain. Each of these categories differed in regard
to classification from general to typical.
Emotional support. Emotional support refers to support given by those
closest to the participants, as indicated by statements such as “My husband and mom are supportive and they help me with housework when
I ask” (Participant 1); “After I came back to university, Mom and Dad
took care of me and they were very supportive so that I could concentrate” (Participant 9); and “Supportive interaction with one teacher
made a difference in my life, and it started a long process to feel like
I can achieve academically and it made me decide to be a counselor”
(Participant 2). This category was mentioned in all but one case and
was therefore classified as general.
Informative support. Informative support refers to one-on-one feedback from a professional concerning academic underachievement, as
indicated by some of the participants’ statements: “One of the professors sparked me by helping me improve my essay and telling me
what I had to do” (Participant 9); “Academic counseling helped me
to get off my academic probation” (Participant 1); and “I got a tutor
for my chemistry class, and learned how to organize and utilize my
resources” (Participant 8). This category was mentioned in six cases
and was therefore classified as typical.
Coping Difficulties
Coping difficulties were defined as an individual’s overcoming of
obstacles during the recovery process. The participants indicated that
they coped with various difficulties. Three categories emerged within
this domain. Each of these categories differed in regard to classification from typical to variant.
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Coping through efforts. Coping through efforts refers to participants
making every effort to cope with various difficulties. This category was
mentioned in five cases and was therefore classified as typical. This
category is highlighted in the following statement:
I observed other severe mental disorder patients for 3 days of hospitalization
and it made me decide to fight against my depression instead of accepting it
as a fate. . . . I’m fighting depression with constant activities like working as a
waiter or gardening and quitting drinking and smoking. (Participant 3)
Coping through changes of situation. Coping through changes of situation refers to a participant’s difficulties lessening naturally because of
changes in a situation. This category was mentioned in four cases and was
therefore classified as variant. It is highlighted in the following statement:
Same in high school, not so much in college. Because in college, my teachers
didn’t know my sister. She was in the business program. I was in the political
science program. So, to them, they didn’t know I had a twin sister. They didn’t
know her grades compared to my grades. So that was really nice. I got to gain
my independence in college away from just being compared to “other twins.”
(Participant 7)
Coping through hardship itself. Coping through hardship itself refers to
participants regarding difficulties in their lives as a turning point. This
category was mentioned in three cases and was therefore classified as
variant. This category is highlighted in the following statement:
I mean there were times when I look in my life, there’s some frustration and little
disappointment that I am not what I would have been if I made better choices.
But it’s very encouraging to me. (Participant 8)
Discussion
The aim of our study was to investigate the academic recovery process
of college students who had previously failed but were currently succeeding academically. In particular, the study examined college students’
experiences of coping with underachievement, and our results indicated
four themes that emerged in relation to participants’ academic underachievement and recovery.
One theme that was associated with successful academic recovery was
the attitudes expressed by participants. One of the attitudes reported
by study participants was determination. They reported a strong
motivation to graduate or improve their grade point average (GPA).
Therefore, they had pushed themselves to keep studying no matter
what kinds of difficulties they were faced with. Staying determined
is related to self-discipline or the delay of gratification, and recently,
these psychological variables have been shown by various scholars
to be critical in determining academic success (Duckworth & Seligman, 2006; Mischel, Shoda, & Rodriguez, 1989). Deci and Chandler
(1986) indicated that students who are determined in their learning
tend to have intrinsic motivation, show interests in academic tasks,
and master higher level knowledge and skills independently. Another
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attitude reported by participants was their value of education. This
implies that the participants exerted significant effort on learning
because they believed that learning was critical for their future. This
also indicates that students need to find importance or meaning from
their learning experience to overcome underachievement. This finding is related to previous research findings indicating that academic
achievement and academic motivation are positively related to career
maturity (Benshoff, Kroeger, & Scalia, 1990; Hwang & Lim, 2004).
The next theme that was related to successful academic recovery was
study strategies. Among various strategies reported by participants, study
skills, studying intensity, and self-regulated study skills were generally
reported. These results reveal that academic success might be closely
related to strategic academic skills (i.e., Borkowski & Thorpe, 1994;
Preckel et al., 2006). In Stoeger and Ziegler’s (2005) study, students
participated in a self-regulation training program and showed significant
improvements related to their achievement, which suggests that developing study strategies results in the improvement of academic performance.
Carr and Borkowski (1989) also emphasized students’ attribution toward
learning on top of study strategies. They observed that knowing the
strategies was not enough to improve underachievement; putting effort
into using the strategies was what actually induced academic success. This
perspective is supported by our findings. Participants typically reported
that they had persevered with regard to their learning, and they believed
that studying with intensity generated positive outcomes in overcoming failure. It should be noted that Carr and Borkowski found that a
strategy-plus-attribution training was found to be the most successful
strategy in terms of combating underachievement.
Our study participants also reported that they have received emotional
and information support from family, friends, and teachers. This result
implies that emotional support and adequate information are required
to improve academic performance. Baum, Renzulli, and Hébert (1995)
also proposed that emotional support from teachers resulted in a positive
outcome of learning intervention. In addition, Hébert and Olenchak
(2000) showed evidence that mentors’ supports can increase learners’
strengths and interests in study, which positively related with improved
motivation, self-regulation, and academic efforts.
Another theme was that most participants experienced difficulties (e.g.,
depression, being compared to a smarter sibling, and lack of resources)
while they went through the recovery process. They finally overcame
the obstacles by coping through efforts, through the hardship itself,
and through changes of situation. This indicates that underachievers
cannot avoid obstacles during academic recovery and that the process of
overcoming obstacles requires personal contributions, including effort,
motivation, and specific actions. This result also seems to explain why
many underachievers have failed in improving their academic performance. Underachievers may need to realize that the academic recovery
process is difficult and demands persistent effort to overcome barriers.
The aforementioned results imply that improving academic performance
is not solely a matter of developing study skills or acquiring knowledge
of study. To achieve success in academic life, students must realize the
relationship between learning and their future, build strong motivation
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for excellence, develop a specific action plan for learning, and receive
social and emotional support.
Career counselors should be aware that some of their clients are
academic underachievers. As shown in the results, study participants
had clear career goals. Those career goals encouraged them to keep
studying with intensity and enabled them to overcome various hardships in a recovery process. Therefore, career counselors can help
underachievers to set clear career goals for their future and to find
meaning in learning in terms of their career, which will help students
to value education for their future and to enhance their motivation
for learning. Balcombe (1995) found that students who have career
goals for their adult life are inclined to give serious consideration
to their educational preparation. Daniel and Slate (2001) found
that students with negative views of their career have lower GPAs
than students with positive views. These studies indicate that career
development is strongly related to academic performance. Thus, if
career counselors can work with underachievers to develop their
career identity, students would likely change their attitudes toward
schoolwork and thus improve their academic performance (Borders
& Drury, 1992). Additionally, career counselors can provide underachievers with emotional support so that they can successfully navigate
hardships. Our results revealed that most study participants received
emotional support from significant others or teachers and that this
support enabled them to be persistent in their recovery process. Just
as important, emotional support from career counselors can encourage
the personal self-worth of underachieving students (Daniel & Slate,
2001), who have low self-esteem or negative self-concept because of
constant failure (Bandura, 1977; Schunk, 1981).
Career guidance services will also increase the clarity of underachievers’ study plans. G. W. Peterson, Long, and Billups (1999) found that
students who received career guidance services made a clearer and more
appropriate academic plan for their future. This implies that career
guidance services not only help students to develop better ideas of their
future career, but also lead students to design a clearer plan of study.
Formulating clear and appropriate career aspirations serves a critical
point for educational decision making (Van Fossen & Beck, 1991).
Thus, if underachievers receive career guidance services, they will build
a more strategic study plan to fully develop their academic potential.
Furthermore, underachievers who develop specific action plans for their
career will increase their effort and improve their ability to overcome
various difficulties in the recovery process.
Limitations and Recommendations for Further Studies
Although this study provided insight on the academic recovery process of
underachievers, the study also has some limitations. First, our study did
not compare different ethnic groups in terms of the academic recovery
process. Underachievers who belong to different ethnic groups may
reveal different patterns of process and experiences. Therefore, future
studies should examine if there is any variance between ethnic groups
in the academic recovery process. Second, although the study results
provide career counselors with practical implications, the effectiveness
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of career counseling for academic underachievers was not empirically
validated. Thus, it is recommended that future studies examine the
effectiveness of career counseling in helping academic underachievers.
Finally, future studies need to examine whether the recovery experience of academic underachievers results in career goal attainment. Our
study showed that setting a clear career goal is an important factor that
influences the recovery process of underachievers. However, our study
did not examine whether the career goal is achieved by overcoming
underachievement. If future studies can find the relationship between
recovery from underachievement and career goal attainment, underachievers will have stronger motivation to be persistent in their efforts
to overcome underachievement.
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