Classification of the Factors of Academic Difficulties Experienced by Underachieving Engineering Students: An Application of Q Methodology

This study aims to classify the factors contributing to academic underachievement among engineering students and to analyze the characteristics of each type to develop tailored learning support strategies. To this end, the study employed Q methodology, which facilitates the identification of both shared and diverse perspectives on specific topics, to explore the perceptions of third- and fourth-year engineering students regarding factors contributing to academic underachievement. Initially, 54 Q statements were derived from existing literature, and after expert review, a final set of 47 Q samples was established. A group of 40 third- and fourth-year students from an engineering college in Seoul was selected as the P sample and asked to classify the Q statements. The analysis revealed five distinct types of academic underachievement. Type 1 is identified as ‘Expectation-Value Mismatch,’ Type 2 as ‘Lack of Self-Regulation,’ Type 3 as ‘Insufficient Information and Learning Support,’ Type 4 as ‘Deficient Learning Strategies,’ and Type 5 as ‘Mismatch Between Aptitude and Major.’ Based on these findings, the study underscores the importance of providing customized support for each type of underachieving student and the necessity of establishing a collaborative system within universities.