Motivational Characteristics of Under-achievers in Hong Kong

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On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “…pattern of underachievement begins in the elementary or primary school years, it is well-established by high school (Assouline & Colangelo, 2006; Lau & Chan, 2001; McCoach & Siegle, 2003; Reis & McCoach, 2000; Richert, 1991; Whitmore, 1980) and therefore an important consideration in the…”
The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments (2017, background): “…educational and other attainments (e.g. Hau & Salili, 1996; Ho, Salili, Biggs, & Hau, 1999; Lau & Chan, 2001), and research has found a stronger emphasis on effort than on ability for underachievers in the East Asian context compared to underachievers in the Western context (Lau & Chan, 2001).”
Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents (2007, background): “Preliminary data show that among Chinese students, curiosity is positively related to school achievement (Wavo 2004) and high curiosity differentiates over-and under-achieving students (Lau and Chan 2001).”