In this multiple-narrative inquiry, we examined the narratives of four underachieving gifted girls to identify aspects that appear to have contributed to the onset, development, and resolution of academic underachievement. We found that academic achievement was disrupted when the participants experienced a sudden increase in curricular demands when transitioning to middle or high school. Participants’ negative self-perceptions, lack of learning skills, and negative relationships with teachers commonly contributed to the maintenance of the underachievement. Finally, the underachievement began to resolve when the girls had a clear goal in mind, which for three of them was being accepted to college.

中文翻译：

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讲故事：天才女孩的成绩不佳是如何发展的

在这个多叙事调查中，我们检查了四个成绩不佳的天才女孩的叙事，以确定似乎有助于学业成绩不佳的发生、发展和解决的方面。我们发现，当参与者在过渡到初中或高中时经历突然增加的课程需求时，他们的学业成绩会受到干扰。参与者消极的自我认知、缺乏学习技能以及与教师的消极关系通常是导致成绩不佳的原因。最后，当女孩们有了一个明确的目标时，成绩不佳的问题开始解决，她们三个人都被大学录取了。