Teachers, psychologists, and policy makers are still very worried about students who do poorly in school, but they don't always know why some kids who are otherwise smart do poorly. This paper analyzes essential psychological factors that affect underachievement in primary school students, specifically emphasizing motivation, self-regulation, cognitive processes, emotional functioning, and self-concept. The article is predicated on a narrative review and conceptual analysis of contemporary theoretical and empirical research in educational and developmental psychology. The interaction among executive functions, achievement motivation, school-related anxiety, and perceived competence is emphasized, along with the mediating influence of family and classroom contexts. The analysis indicates that underachievement seldom results from a singular deficiency; instead, it arises from the cumulative impact of inadequate self-regulation, fluctuating motivation, detrimental beliefs regarding capability, and maladaptive emotional reactions to academic challenges. These elements are ingrained in relational dynamics with parents and educators and are additionally influenced by the school climate and expectations. The paper concludes with implications for psychological assessment and intervention, emphasizing the necessity for early identification of risk profiles, the systematic cultivation of self-regulatory and motivational competencies, and the collaborative efforts of teachers, school psychologists, and families to establish supportive learning environments.  

Underachievement, primary education, academic performance, motivation

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