Academic underachievement, the discrepancy between students' academic potential and performance, remains both an educational problem and a mystery after nearly a century of research. Of enduring interest has been identifying factors behind underachievement, one of which relates to students’ motivation and self-regulated learning. To explore the state of known research, we conducted a systematic and meta-analytic review of the past 80 years of empirical research comparing underachieving and non-underachieving students on various motivational and self-regulated learning correlates. Based on 1044 effect sizes from 125 studies (156 unique samples, = 56,640 students), our overall meta-analytic findings suggested that underachieving students tend to have higher external locus of control ( = 0.30) and lower levels of competence beliefs ( = −0.48), autonomous motivation and task values ( = −0.48), self-regulated learning strategies ( = −0.59), and mastery goals ( = −0.39) relative to non-underachieving students. Differences in competence beliefs between underachieving and non-underachieving students were moderated by grade level and underachievement identification method. Implications for the theoretical bases for academic underachievement and the educational practices to reverse or prevent underachievement are discussed.

中文翻译：

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学业成绩不佳与其动机和自我调节学习相关：80 年研究的荟萃分析回顾

经过近一个世纪的研究，学业成绩不佳，即学生的学业潜力与表现之间的差异，既是一个教育问题，也是一个谜。人们一直对找出成绩不佳背后的因素感兴趣，其中之一与学生的动机和自我调节学习有关。为了探索已知研究的现状，我们对过去 80 年的实证研究进行了系统的元分析回顾，比较了成绩不佳和非成绩不佳的学生在各种动机和自我调节学习相关性方面的情况。基于 125 项研究（156 个独特样本，= 56,640 名学生）的 1044 个效应量，我们的总体荟萃分析结果表明，成绩不佳的学生往往具有较高的外部控制点 (= 0.30) 和较低的能力信念水平 (= -0.48) ）、自主动机和任务价值观（= -0.48）、自我调节学习策略（= -0.59）以及相对于非成绩不佳的学生的掌握目标（= -0.39）。成绩不佳和成绩正常的学生之间能力信念的差异通过年级水平和成绩不佳识别方法来调节。讨论了学业成绩不佳的理论基础和扭转或防止成绩不佳的教育实践的意义。