SHAABAN, SAID2024-01-162024-01-162023-0620172704https://bspace.buid.ac.ae/handle/1234/2481This research study aimed to explore how high school students evaluate their academic success and identify the factors that contribute to underachievement. The study investigated grade level, gender, study duration, self-perceptions, language barriers, parental engagement, and study habits. The findings revealed that while students generally had a positive attitude towards their academic aptitude, language barriers, average parental engagement, and poor study habits were prevalent. These results underscore the significance of addressing language obstacles, increasing parental involvement, and promoting effective study habits to improve academic achievement and foster positive self-perceptions among young individuals. However, it is important to note the study's limitations, including a small sample size and a unique setting in a private school in Sharjah. Therefore, caution should be exercised when generalizing the findings to other academic contexts or populations. Future research should aim to expand the sample size to explore potential interventions that can enhance both academic performance and self-perceptions among students. Overall, this study provides valuable insights into the educational factors influencing low achievement and negative self-perceptions in high school students, offering practical implications for educators, parents, and policymakers. By addressing these factors, stakeholders can enhance students' opportunities for academic success and cultivate a positive school experience, thereby promoting their overall well-being and satisfaction.enlow achievement, high school students, private school, United Arab Emirates (UAE)DissertationDr Solomon Arulraj David