In the field of Economics of Education the “resilience” term is used to designate those students from low socio-economic backgrounds who can overcome their initial situation and obtain high academic results. However, the opposite kind of student profile has been a less explored field, i.e., high socio-economic status students who perform poorly and are thus denoted as advantaged low-achieving students. Because of that, the current study intends to disentangle the characteristics which influence the likelihood of high socio-economic students to become low-achievers. In order to do this, we use census and longitudinal education data and a rich set of variables from secondary education students in the most populated region of Spain (Andalusia). Our results show that students’ use of time and self-confidence, together with parental engagement, when students were in primary education, are relevant variables in explaining the low achievement of advantaged students.

在教育经济学领域，“韧性”一词用于表示那些社会经济背景较低的学生，他们可以克服最初的状况并获得较高的学习成绩。然而，相反的学生概况却是一个较少探索的领域，即，社会经济地位高的学生表现较差，因此被称为低成就学生。因此，当前的研究旨在弄清那些影响高社会经济学生成为低成就学生的可能性的特征。为此，我们使用人口普查和纵向教育数据以及来自西班牙人口最多地区（安达卢西亚）的中学教育学生的大量变量。我们的结果表明，学生对时间和自信的利用以及父母的参与，