A theory concerning low achievement of student that applies to adult education is developed, based on an interconnection between cognitive and affective domains. A holistic picture of what happens to students may be gained from Piaget's theory of intellectual development, Bloom's hierarchy of cognitive abilities, theories proposing that what students believe or think influences their behavior and self-concept, and theories of learning motivation. Noncognitive factors that affect motivation may include learning style, achievement anxiety, and locus of control. Some hypothetical first-grade children's profiles and the possible outcomes are considered, and it is suggested that it is not simple to discern the cause of a child's failure as a student. If a child experiences an inability or a lack of desire or an active aversion to learn reading when it is required to do so and is called stupid, the child may develop self-concepts of being a bad student and feel unable to succeed. A child in elementary school may be thought of as going through an acute or onset stage of academic-skills-deprivation if he does not learn the required academic skills. Maladaption to the requirements of the school may be the cause of adult students who have academic-skills-deprivation. The adult can live with the concept of self as a poor student if the adult develops other compensatory skills: people skills, or special interest skills. Those adults who have never been able to develop compensatory skills are without means to develop self-esteem. The academically unprepared adult who has compensated will need remedial assistance in postsecondary education while the adult who has not compensated also will need counseling and personal help. A bibliography is appended. (SW)