Students with good grades but poor character

Students with good grades but poor character often have psychological characteristics of cognitive and behavioral mismatch, mainly related to factors such as lack of family education, insufficient empathy ability, utilitarian values, social skills deficiencies, and self-centered tendencies.

1. Lack of Family Education

Some high intelligence students have delayed moral judgment ability due to excessive emphasis on academic ranking and neglect of moral cultivation in early family education. These students may see others as tools of competition and lack basic gratitude and sense of responsibility. Parents need to readjust the focus of education and strengthen moral education through family meetings, reading ethical stories together, and other means.

2. Insufficient Empathy

Imbalanced cognitive and emotional development may lead to empathy disorders, where students can accurately calculate exam scores but cannot understand others' emotions. Manifested as mocking classmates' mistakes, ignoring collective needs, etc., intervention can be carried out through social emotional learning activities such as role-playing and volunteer service.

III. Utilitarian Values

The alienation of interpersonal relationships into resource exchange is a typical manifestation, and such students may deliberately please teachers but bully disadvantaged classmates. The essence of its behavior is to apply Machiavellianism to the campus environment, requiring psychological counselors to guide the establishment of a healthy achievement motivation model.

Fourth, Social Skills Deficiency

Some students have weak social adaptability due to long-term immersion in problem-solving training, and use aggressive words and actions to conceal social anxiety. Manifesting as interrupting others when answering questions and acting independently in group cooperation, interpersonal interaction patterns can be improved through group psychological counseling.

Fifth, self-centered tendency

Intellectual advantage may strengthen the omnipotent narcissistic psychology, manifested as plagiarism of homework and convincing excuses, shirking duty responsibilities, etc. These students need to experience setback education, and teachers can break their pathological sense of self superiority by setting learning tasks that require mutual assistance to complete. For students with excellent academic performance but poor conduct, it is recommended to use a combination of cognitive-behavioral therapy and values education. Schools can establish a mentorship system for personal growth and regularly discuss ethical dilemmas; Parents should reduce material rewards and provide more emotional support and behavioral feedback; Peers can demonstrate the value of collaboration through group learning. The key is to make students understand that true excellence is the synchronous development of intelligence and personality, and pursuing scores unilaterally will ultimately limit their height in life. Continuous observation and guidance of behavior for more than six months are necessary to achieve stable change.