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Journal articles on the topic 'ACHIEVERS AND PERFORMANCE'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Hom, Harry L., and Marilyn D. Murphy. "Low Need Achievers' Performance." Personality and Social Psychology Bulletin 11, no. 3 (1985): 275–85. http://dx.doi.org/10.1177/0146167285113004.

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Jyoti, Arora, K. Sadawarte S, and Gumashta Jyotsna. "'Visual Evoked Potential': A Tool for Assessing Underlying Deficit in Low Academic Achievers." PJSR 9, no. 1 (2016): 35–39. https://doi.org/10.5281/zenodo.8247452.

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Poor academic performance among students requires due attention. It might be a symptom reflecting an underlying physiological problem. Any problem in the visual processing of the information could be one of the contributory factors of the poor academic performance. Visual evoked potential (VEP) is a sensitive & reliable parameter to assess the functional integrity in visual pathway. Present study has investigated the relationship of poor academic performance among students with visual processing of the information. The academic scores of final examinations of preceding 2 years were assesse

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DR., MEENAKSHI KUJUR. "CREATIVE COGNITION AMONG ACADEMIC PUPILS: A COMPARATIVE ANALYSIS." International Educational Scientific Research Journal 10, no. 3 (2024): 94–97. https://doi.org/10.5281/zenodo.15547388.

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Creativity is not only essential for survival but also fundamental for attaining monetary success. Students at every educational level should endeavour to cultivate their creative thinking abilities, since it is one of the most essential and vital skills. The creative thinking skills of students from different achievement categories and genders are the main emphasis of the research. The research enlisted the help of 100 teenagers (50 males and 50 females) between the ages of 13 and 16. The data-gathering process included administering the Creativity Test, developed by Chouhan and Tiwari (1974)

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Noori Abdullah, Kameran. "Language Learning Strategies of Kurdish EFL Learners: High Achievers versus Low Achievers." Mextesol Journal 46, no. 4 (2023): 1–7. http://dx.doi.org/10.61871/mj.v46n4-8.

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It has been long believed that students’ learning techniques and strategies could distinguish between successful and unsuccessful student performance. Therefore, this study aimed to examine high- and low-achieving students’ use of the most common learning strategies. For this purpose, 160 students (80 high achievers, and 80 low achievers) were selected as student-participants, and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) was used as the data collection instrument. The results showed that high achievers use metacognitive strategies most frequently, while they use affectiv

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OGUNRO, Victor Olukayode, Ifedayo Ade OLORUNFEMI, and Kehinde Samuel FOLARIN. "FINANCIAL RECOMPENSE AND EMPLOYEES PERFORMANCE." International Journal of Management and Commerce Innovations 12, no. 1 (2024): 200–209. https://doi.org/10.5281/zenodo.13714235.

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<strong>Abstract:</strong> This study examined the impact of financial recompense on employees’ performance, with a focus on achievers university Owo, Ondo state. Specifically, the study examine the relationship between overtime and excess workload and performance of the employees in Achievers University. This study employed a descriptive research design. Data were collected from a randomly selected sample of 220 respondents using a structured questionnaire. In order to test the hypotheses formulated, Pearson product moment correlation coefficient (i.e. simple regression analysis) was pe

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Kotob, Mazen Muhieddine, and Malak Ali Abadi. "The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms." International Linguistics Research 2, no. 2 (2019): p8. http://dx.doi.org/10.30560/ilr.v2n2p8.

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The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimen

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Cornett, Marcia Millon, Lei Li, and Hassan Tehranian. "The performance of banks around the receipt and repayment of TARP funds: Over-achievers versus under-achievers." Journal of Banking & Finance 37, no. 3 (2013): 730–46. http://dx.doi.org/10.1016/j.jbankfin.2012.10.012.

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Hermes, Henning, Martin Huschens, Franz Rothlauf, and Daniel Schunk. "Motivating low-achievers—Relative performance feedback in primary schools." Journal of Economic Behavior & Organization 187 (July 2021): 45–59. http://dx.doi.org/10.1016/j.jebo.2021.04.004.

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Dean, Caroline M. "Peer tutoring in French: Improving performance amongst low achievers." Evaluation & Research in Education 4, no. 1 (1990): 11–16. http://dx.doi.org/10.1080/09500799009533273.

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10

Odung, Christina Waso. "Metacognitive Strategies of English Department Students in Virtual Speaking Assessment." Beyond Words 10, no. 2 (2022): 83–102. https://doi.org/10.33508/bw.v10i2.3171.

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Metacognitive strategies are learners’ strategies to think or organize their learning. There have been a lot of studies conducted on this subject area in which most of them quantitatively found that there were differences in the frequency of using metacognitive strategies between different achievers. This study is specially presented to depict how students deploy their metacognitive strategies especially in facing and executing a language assessment, performing a persuasive speech virtually. The l assessment should be conducted virtually in an English Education study program in Indonesia due t

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Chanegrih, Tarek, and Jordane Creusier. "The Effect of Internal and External Lean Practices on Performance: A Firm-Centered Approach." Management international 21, no. 1 (2018): 114–25. http://dx.doi.org/10.7202/1052501ar.

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The aim of this paper is to enhance the understanding of the relationship between lean practices and both operational and financial performance. A sample of 171 French manufacturing firms shows a direct effect of external lean practices on financial performance. A firm-centered approach identified three profiles. “Full achievers” present significant differences in both operational and financial performance compare to “weak achievers”. Even if the difference in operational performance is significant between “full achievers” and “internal lean dominant”, there is not a significant difference in

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Gupta, Abha, Shana Pribesh, and Norou Diawara. "Therapeutic Breathing Techniques and Disparity across Student Performance in English and Mathematics." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 2 (2017): 164. http://dx.doi.org/10.21013/jems.v8.n2.p2.

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<p class="Abstract">This paper explores possible correlation between Therapeutic Breathing Techniques (TBT) and improved academic performance of low achieving students in elementary school. The intervention consisted of daily breathing exercises combining two forms of TBT, namely, deep breathing and alternate nostril breathing. A semester-long quantitative study with85 second graders was conducted to investigate the impact of above intervention on English and mathematics scores. Following one semester of intervention, the gaps between the low and high achievers had narrowed and small but

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Zhang, Baoshan, Jun-Yan Zhao, and Guoliang Yu. "The influence of concealing academic achievement on the self-esteem of adolescents with low achievement." Social Behavior and Personality: an international journal 37, no. 6 (2009): 805–10. http://dx.doi.org/10.2224/sbp.2009.37.6.805.

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An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role

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Musema Aman and Geremew Lemu. "The Relation between Reading Strategy Use and Reading Performance among Students." Development of education 6, no. 2 (2023): 50–56. http://dx.doi.org/10.31483/r-105300.

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The purpose of the study was to investigate the relationship between the use of reading strategies and reading achievement between high and low EFL university students in Ethiopia. To this effect, sixty students were selected (30 top high achievers and 30 least low achievers) using stratified sampling technique. The Survey of Reading Strategies and Reading Comprehension Test were employed to discover students’ reading strategy use, and to measure their reading ability respectively. Thus, thirty reading strategies of the survey and fifty reading comprehension questions were administered to stud

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Zainab, Janisar, Sobia Maqbool, Muzna Munir, Iqra Khan, Fatima Munir, and Fatima Amin. "ASSOCIATION OF PHYSICAL ACTIVITY AND SLEEP QUALITY WITH ACADEMIC PERFORMANCE AMONG DPT STUDENTS." Pakistan Journal of Rehabilitation 11, no. 1 (2022): 39–44. http://dx.doi.org/10.36283/pjr.zu.11.1/009.

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AIM AND OBJECTIVES It was to determine association of physical activity and sleep quality with academic performance among Doctor of Physical Therapy students. METHODOLOGY It was a cross sectional survey done among 230 DPT students of Riphah College of Rehabilitation, Lahore. The study was completed in 4 months. Both male and female having age range between 17 to 22 were included. Those doing their internship or part time job were excluded. Pittsburgh Sleep Quality Index was for assessing sleep quality, while physical activity was measured by Global Physical Activity Questionnaire. Chi square t

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Maiti, Monica, and M. Priyaadharshini. "Recommender System for Low Achievers in Higher Education." International Journal of Information and Education Technology 12, no. 12 (2022): 1390–98. http://dx.doi.org/10.18178/ijiet.2022.12.12.1763.

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Digital education platforms like learning management systems (LMS) have made the virtual teaching-learning process very much handy. The LMS must include additional features to track and review the learner’s behavior in the teaching-learning process. This study aims to identify the low achievers with the assessment marks which let the course instructors understand the learner’s cognitive level and enables the facilitators to recognize the student’s perspective of the course based on their reviews collected from the questionnaire. In the outcome, recommender systems are incorporated with the lea

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Liaquat, Ahmad, Rabia Naseer, Sabeen Fazal, et al. "Factors Affecting the Academic Performance of Dental Students." Annals of Punjab Medical College 18, no. 4 (2024): 346–50. https://doi.org/10.29054/apmc/2024.1483.

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Background: Dental students face unique challenges that can impact their academic performance. Factors that affect their academic success can range from personal factors such as motivation and time management to external factors such as the learning environment and curriculum. Understanding these factors can help educators and students create strategies to improve academic performance. Objective: This study aims to identify factors that are crucial for dental students’ academic performance in a dental school. Study Design: Cross-sectional study. Settings: University College of Medicine & D

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Bance, Lucila O., and John Ray B. Acopio. "Exploring Emotional Intelligence and Academic Performance of Filipino University Academic Achievers." International Journal of Psychological Studies 8, no. 3 (2016): 164. http://dx.doi.org/10.5539/ijps.v8n3p164.

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<p>The responsibility of academic institutions to produce holistically developed individuals puts compounded pressure on the school administrators to raise students’ achievement. While most learning institutions put a premium on readying its learners in attaining scholastic success, it is quite apparent how most Philippine schools neglected to put an ample attention to one’s emotional and social growth. This current study utilized a descriptive-correlational design—with a randomized sample of 203 university academic achievers between ages of 16 to 21—to generate relationships among facto

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Sarkar, Mustafa, and David Fletcher. "Ordinary magic, extraordinary performance: Psychological resilience and thriving in high achievers." Sport, Exercise, and Performance Psychology 3, no. 1 (2014): 46–60. http://dx.doi.org/10.1037/spy0000003.

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Armour-Thomas, Eleanor, and Brenda A. Allen. "Componential analysis of analogical-reasoning performance of high and low achievers." Psychology in the Schools 27, no. 3 (1990): 269–75. http://dx.doi.org/10.1002/1520-6807(199007)27:3<269::aid-pits2310270315>3.0.co;2-z.

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Abidin, Basir, Noor A. Suliman, Salwa M. Din, and Norhafizah A. Manan. "Pre-admission Grades And Student Performance: The Malaysian Medical School Experience." Contemporary Issues in Education Research (CIER) 5, no. 3 (2012): 145. http://dx.doi.org/10.19030/cier.v5i3.7091.

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Prior academic achievement is often considered the best predictor and therefore the preadmission criteria for highly competitive medical schools. Most studies that advocate this viewpoint analyzed cohorts based on results of a central examination taken by students who come from various pre-university setups and backgrounds. Far less is known about students who come from a common setup, sit for common assessments, and the effect on their achievement in medical schools. This study sets out to investigate the correlation and association of preadmission grades and various summative results during

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Volet, Simone E., and Jeanette A. Lawrence. "University Students' Representations of Study." Australian Journal of Education 32, no. 2 (1988): 139–55. http://dx.doi.org/10.1177/000494418803200202.

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Five women university students' representations of their learning were analysed and related to their on-going adaptations to course demands. Representations involved their goals, working plans and perceptions of difficulties. Qualitative data from students' accounts of their study in three interviews over five weeks were tabulated schematically in relation to Duncker's concepts of productive heuristics. Representations and performances were different for three high and two low achievers. Higher achievers had course-appropriate emphases of integrating and organising content for themselves, and

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Toyota, Hiroshi. "Effects of Types of Elaboration on Children's Memories of a Story: Interaction with Academic Performance." Psychological Reports 94, no. 1 (2004): 291–304. http://dx.doi.org/10.2466/pr0.94.1.291-304.

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Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a “why” question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was follow

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Eid, Y. M. "Self-Directed Learning and Emotional Intelligence: Differences between Students with High and Low Academic Performance." Psychological Science and Education 29, no. 4 (2024): 94–103. http://dx.doi.org/10.17759/pse.2024290408.

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<p>The answer to students' learning challenges lies in exploring the connections and differences between self-directed learning, emotional intelligence, and academic achievement. This study investigated the differences in self-directed learning and emotional intelligence between high achievers and low achievers. The data collection instruments were the self-directed learning scale and the emotional intelligence scale. The results showed significant differences between students with high academic performance and students with low academic performance in self-directed learning, in favor of

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Hassanein, Amir A., and Emad A. S. Abu-Ayyash. "An Investigation of the Impact of Task Complexity on ESL Learners’ Spoken Language Performance." Journal of Language Teaching and Research 9, no. 6 (2018): 1362. http://dx.doi.org/10.17507/jltr.0906.28.

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This study investigates the multiple effects of task complexity on language performance and production in English as a Second Language (ESL) classrooms. Through its qualitative design, the present study aims to gain well-founded insights about the potential influence the degree of task complexity has on actual oral productions by ESL learners. In particular, this study construed how the increasing task complexity affected students’ oral production. Given that ‘oral production’ is a notion that involves an intricate web of variables, the present study sought to come to grips with three major co

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Niemi, Laura, Jari Metsämuuronen, Markku S. Hannula, and Anu Laine. "Top Achievers in Mathematics in the End of Upper Secondary School." Education Sciences 13, no. 8 (2023): 775. http://dx.doi.org/10.3390/educsci13080775.

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Important questions regarding mathematical giftedness are how and when it is possible to identify. To be identified as gifted, the student must have natural potential but also an appropriate mix of motivation, support, and challenges. This study is based on longitudinal data following students from 3rd grade in primary school to the end of upper secondary school between 2005 and 2015. We focus on top achievers (<2% of age cohort) of the national mathematics final exam at the end of upper secondary school. We investigate how accurately top achievers at the end of secondary school can be iden

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Rayneri, Letty J., Brian L. Gerber, and Larry P. Wiley. "Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom." Journal of Secondary Gifted Education 14, no. 4 (2003): 197–204. http://dx.doi.org/10.4219/jsge-2003-434.

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This article focuses on the learning style preferences of achieving and underachieving gifted middle school students. Learning style was determined through administration of the Learning Style Inventory (LSI). Both groups of participants revealed several learning style preferences that were quite similar. However, examination of LSI profiles revealed some differences between achievers and underachievers in preferences for quiet or sound, flexibility or structure in assignments, and level of need for mobility. Many low achievers showed a strong need for tactile and kinesthetic modalities; intak

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Alzaanin, Eman. "Achievement emotions: Their relationship with academic performance and learning styles in EFL learners." Australian Journal of Applied Linguistics 8, no. 1 (2025): 102451. https://doi.org/10.29140/ajal.v8n1.102451.

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This study examines the relationship of achievement emotions with academic performance and learning styles in English as a Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S) by Bieleke et al. (2021). This instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts. Kruskal-Wallis tests identified significant differences in e

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Hartani, Tuti, Eric Sulindra, Ester Widawati Tedjo, and Susana Teopilus. "English Oral and Written Receptive Skills of Vocational Lecturers." Journal of Education Research and Evaluation 6, no. 4 (2022): 712–20. http://dx.doi.org/10.23887/jere.v6i4.53517.

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Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly

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P., Bharathi, Sobana R., and Jaiganesh K. "The Relationship between Personality Traits, Psychomorbidity and Academic Performance in Fresh Entrants to the Professional College." International Journal of Research and Review 7, no. 5 (2020): 232–37. https://doi.org/10.5281/zenodo.3938592.

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In order to evaluate the combined effects of the two personality traits, namely, Neuroticism and Extraversion on academic performance among fresh entrants to professional college, the present study was undertaken by enrolling 142 participants from a private professional college, South India. Students with psychomorbidity such as anxiety and / or depression were identified using Zung’s self-rated Anxiety and Depression Scales. Personality traits were determined using the NEO-FFI devised by Costa & Mc Crae. The academic performance of the students in four consecutive examinations was e

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Nyangas, James Anthony. "The Pedagogical Implications of Ability Grouping on Students Performance in Secondary Schools in Tanzania." International Journal of Humanities and Social Science Invention 14, no. 2 (2025): 44–50. https://doi.org/10.35629/7722-14024450.

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Students learning abilities vary from one individual to another. This implies that teaching instructions must be modified to reflect students’ capacities, leading to ability grouping as one of the strategies for this purpose. This study was conducted to examine the effects of ability grouping in secondary schools in Tanzania. A descriptive phenomenological design embedded with qualitative approach was used for this study. Ten secondary school teachers were interviewed for the study, among them five were male and five female teachers. The findings of the study revealed some various opinions abo

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Crouzevialle, Marie, and Fabrizio Butera. "The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement." Swiss Journal of Psychology 75, no. 3 (2016): 123–32. http://dx.doi.org/10.1024/1421-0185/a000176.

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Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of

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Kausar, Uzma, Sonia Ijaz Haider, Irfan Ahmed Mughal, and M. Sohail Anjum Noor. "STRESS LEVELS." Professional Medical Journal 25, no. 06 (2018): 932–36. http://dx.doi.org/10.29309/tpmj/2018.25.06.283.

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Objectives: To explore the effect of pre-exam stress levels of final year medicalstudents on their academic performance. Study Design: Cross sectional study. Setting:Students of final year MBBS class at Independent Medical College Faisalabad. Period: Session2010 to 2015. Methodology: Medical Student Stressors Questionnaire (MSSQ) was used forthis study.1 All male and female students of final year MBBS class of Independent MedicalCollege were included in the study. Collected data analyzed by using SPSS version 18. Meanstress values and chi-square tests were used to compare the levels of stress

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Mahmood, Mohsin, Mohammad Talal Afzal, Abdur Rehman Malik, Adam Umair Ashraf Butt, Muhammad Sarfraz Khan, and Muhammad Haseeb Waseem. "Association of Stress Coping Strategies and Leisure Time Physical Activity with Academic Performance in Medical Students." Journal of Rawalpindi Medical College 25, no. 1 (2021): 48–54. http://dx.doi.org/10.37939/jrmc.v25i1.1744.

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Background: In recent times, the incidence of stress has increased dramatically, and it is now becoming prevalent in students as well. This study aims to identify different coping strategies and leisure-time physical activity in medical students, and their association with academic performance throughout the stressful event of professional examinations using the brief Coping Orientation to Problems Experienced (COPE) inventory.Materials and Methods: It is a cross-sectional correlational study done during August 2019 to November 2019. Students enrolled in Bachelor of Medicine, Bachelor of Surge

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Sobreh Assuah, Daniel, Charles Amoah Agyei, and Kenneth Darko Ateko. "The Role of Generative Learning Strategy in Bridging the Gap between High and Low Achievers in Genetics Studies in Sefwi-Wiawso Municipality, Ghana." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 5, no. 3 (2024): 11–22. http://dx.doi.org/10.46606/eajess2024v05i03.0378.

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The study sought to investigate the use of the Generative Learning Strategy (GLS) in bridging the performance gap between high- and low-achieving students in genetics in Ghana's Western North region's capital, Sefwi-Wiawso Municipality. The study adopted an embedded research design involving the quasi-experimental pretest/posttest groups with a sample size of 106 SHS 3 Biology students. Two intact classes were randomly selected, treated as one group and exposed to the same treatment conditions. The Genetic Concepts Test and a semi-structured interview guide collected the quantitative and quali

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Sajid, Aisha, Tanvir Ahmad, and Tanzeela Khalid. "Stress in medical undergraduates; its association with academic performance." Bangladesh Journal of Medical Science 14, no. 2 (2015): 135–41. http://dx.doi.org/10.3329/bjms.v14i2.21815.

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Objectives: To explore the difference in level of perceived stress among medical undergraduates of various classes and its association with their academic performance.Methodology: This observational study was conducted by the faculty members at University Medical & Dental College Faisalabad, Pakistan during six months period from October 2012 to March 2013. All the regular medical undergraduate students of five academic years MBBS from 2007 to 2012 were included in the study. The stress level of the students was determined by PSS 14 and the factors leading to stress were evaluated by a pre

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Abraham, Reem Rachel, Murray Fisher, Asha Kamath, T. Aizan Izzati, Saidatul Nabila, and Nik Nur Atikah. "Exploring first-year undergraduate medical students' self-directed learning readiness to physiology." Advances in Physiology Education 35, no. 4 (2011): 393–95. http://dx.doi.org/10.1152/advan.00011.2011.

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Medical students are expected to possess self-directed learning skills to pursue lifelong learning. Previous studies have reported that the readiness for self-directed learning depends on personal attributes as well as the curriculum followed in institutions. Melaka Manipal Medical College of Manipal University (Karnataka, India) offers a Bachelor of Medicine and Bachelor of Surgery (MBBS) twinning program that is of 5 yr in duration. Keeping in mind the amount of time that the curriculum has devoted for self-directed learning, we explored the self-directed learning readiness of first-year MBB

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Janjua, Muhammad Haris, Javeria Iqbal, Muhammad Ahmed Naseer, et al. "Study orientation among high and low achievers in undergraduate students of Medical and Allied health sciences." Pakistan Journal of Medical and Health Sciences 16, no. 4 (2022): 227–30. http://dx.doi.org/10.53350/pjmhs22164227.

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This study was aimed to determine the relationship between study orientation and academic achievements of MBBS and allied health sciences undergraduate students. This cross-sectional survey was conducted in King Edward Medical University, Lahore. The authors selected 450 students using non-probability, convenience sampling. Student of either gender enrolled in MBBS and Allied Health Sciences were included in this study. Study habits were calculated using modified Study Orientation Scale developed on lines of M. Mukhopandy and D.N Sansawal’s Study Habit inventory scale. Quantitative variables w

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Peng, Jun, Bei Yuan, Meng Sun, Meilin Jiang, and Minhong Wang. "Computer-Based Scaffolding for Sustainable Project-Based Learning: Impact on High- and Low-Achieving Students." Sustainability 14, no. 19 (2022): 12907. http://dx.doi.org/10.3390/su141912907.

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Project-based learning, in which students engage in meaningful learning with authentic projects and building agency and autonomy for sustainable learning, has been increasingly promoted in higher education. However, completing an authentic project involves a complex process, which may pose challenges to many students, especially low-achievers. This study incorporated computer-based scaffolding into a project-based programming course to make complex project learning accessible to students. The scaffolding was designed based on the four-component instructional design (4C/ID) model. The results s

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Han, Feifei. "Test-taking strategy use by Chinese young EFL learners in an authentic international standardized English test." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 39 (January 31, 2023): 265–80. http://dx.doi.org/10.30827/portalin.vi39.24390.

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The current study examined language test-taking strategies used by Chinese young learners of English as a foreign language (EFLs) in an authentic international standardized English test–Cambridge Young Learners English Test: Flyers Test. It adopted a mixed-methods approach: the quantitative part was a survey administered to 138 participants, and the qualitative part consisted of think-aloud sessions and retrospective interviews with six participants (three were high-achievers and three were low-achievers). The quantitative results show that in general, children adopted metacognitive test-takin

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Mohammed, Ibtisam Jassim. "Test Taking Strategies." Journal of Tikrit University for Humanities 28, no. 3, 1 (2021): 78–90. http://dx.doi.org/10.25130/jtuh.28.3.1.2021.24.

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This study aims at exploring the debatable issue in a high-stakes testing situation which is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. This study assumes that teaching test-taking strategies will result in increasing students' overall scores in their tests. It is also assumed that having such strategies will reduce the level of test stress and improve students' overall attitudes toward tests. Studies in this area often compare groups

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Alhourani, Alaa Q. "An Investigation of the Reading Strategies Used by First Secondary Grade Students in a Saudi School: A Case Study." International Journal of Linguistics, Literature and Translation 8, no. 3 (2025): 115–23. https://doi.org/10.32996/ijllt.2025.8.3.15.

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This study investigated the reading strategies employed by first-grade students in Tabarjal, Saudi Arabia. The participants were divided into two groups based on their academic performance at Khaled bin Alwaleed Secondary School: high achievers (those with grades above the median score) and low achievers (those with grades below the median score). A sample of sixteen first-grade students was randomly selected from these two groups. The findings revealed that both high and low achievers used similar strategies, such as activating prior knowledge, employing the question-answer relationship (QAR)

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Santillan, Nanette L., and Dennis V. Madrigal. "In Pursuit of Excellence: Student-Athlete Achievers' Motivations, Opportunities, and Struggles." Technium Social Sciences Journal 20 (June 8, 2021): 69–80. http://dx.doi.org/10.47577/tssj.v20i1.3571.

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Twenty-first-century education recognizes the role of sports as one framework for life-long skills, values, health, and well-being. The purpose of the study was to explore the on and off-field experiences of the six Junior High School student-athletes, the driving forces associated with their participation, and its influences and contribution to their excellent performance both in academics and in sports. This study utilized the qualitative research design using the phenomenological approach to gather insights into the lived experiences of the participants. The recursive textual data analysis

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Hermanto Tri Joewono, Lilik Herawati, Fithriyah Cholifatul Ummah, et al. "A Study on Predicting High Achievers among Medical Students in the 4th Semester Faculty of Medicine Universitas Airlangga." Asian Journal of Health Research 4, no. 1 (2025): 21–29. https://doi.org/10.55561/ajhr.v4i1.223.

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Introduction Student-centered learning (SCL) is based on students' needs, capacities, and other characteristics, making the method more personalized. This study aimed to analyze new questionnaires to categorize 4th-semester medical faculty students based on their characteristics. Understanding these characteristics could make the teaching and learning process more effective, potentially reducing the number of students retaking exams. Material and Methods: Subjects were 4th semester students who agreed to enroll and self-fulfilled the questionnaire. High achievers are defined as high expectatio

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Chophel, Yonten, and Tshewang Choden. "A Qualitative Investigation of Academic Success: Insights from High School Achievers." Polaris Global Journal of Scholarly Research and Trends 3, no. 1 (2024): 1–21. http://dx.doi.org/10.58429/pgjsrt.v3n1a156.

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High School examinations present a significant hurdle for students, and achieving top performance requires a multifaceted approach. The proliferation of the internet has democratized access to knowledge, empowering individuals to pursue self-directed learning opportunities. This study sought to identify the common attributes of high-achieving students with the goal of inspiring and guiding underperforming students to emulate these successful behaviours and elevate their own academic performance. Employing a qualitative research methodology, the study utilized purposeful sampling to select seve

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Ahmed, Ambreen, and Nawaz Ahmad. "Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs." Journal of Education and Educational Development 4, no. 1 (2017): 111. http://dx.doi.org/10.22555/joeed.v4i1.982.

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<p>A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sam

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Emmanuella, Okpiabhele, Rachael Adesida Adejoke, Mercy Yomi-Daramola Olukemi, and Olajire Ebiniyi Olufunmilayo. "Work-Life and Employees' Performance of Female Staff in Achievers University Owo, Ondo State." International Journal of Research 12, no. 3 (2025): 856–85. https://doi.org/10.5281/zenodo.15323360.

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The study evaluates the relationship between work-life balance and employee performance of female staff at Achievers University Owo, Ondo state. Long-Working Hours (LWH), Leisure or Relaxation Time (LRT) and Stress Level (SL) were used to examine the relationship between work-life balance and employees' performance (EP). Using the sample size of 105 questionnaires were administered to female staff of the institution only while 98 were retrieved for analysis. A correlational research design was adopted for the study while Descriptive statistics, correlation and multiple regression alongside ANO

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Wu, Xueqing, and Mingxing Tao. "The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility." Journal of Language Teaching and Research 13, no. 2 (2022): 417–24. http://dx.doi.org/10.17507/jltr.1302.24.

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This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking

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Chrysikou, Evangelia G., Christopher Wertz, David B. Yaden, et al. "Differences in brain morphometry associated with creative performance in high- and average-creative achievers." NeuroImage 218 (September 2020): 116921. http://dx.doi.org/10.1016/j.neuroimage.2020.116921.

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Nerstad, Christina G. L., Astrid M. Richardsen, and Glyn C. Roberts. "Who are the High Achievers at Work? Motivational Climate, Goal Orientation Profiles and Performance." Academy of Management Proceedings 2012, no. 1 (2012): 13291. http://dx.doi.org/10.5465/ambpp.2012.13291abstract.

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