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Journal articles on the topic 'Cognitive Performance; High School Students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

T.Indumathi and N. Ramakrishnan Dr. "DEVELOPMENT AND VALIDATION OF A TOOL ON COGNITIVE PERFORMANCE OF HIGH SCHOOL STUDENTS." International Journal of Research - Granthaalayah 5, no. 8SE (2017): 100–105. https://doi.org/10.5281/zenodo.896409.

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In the present study, Cognitive performance scale has been developed and validated of the High School Students. This scale consists of 58 statements. The simple random sample technique was used for this study. The sample consists of 50 High School Students are randomly selected from the Kancheepuram Districts. The ‘t’ value was used to standardize the tool and finally 37 statements were retained for the final study.

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2

Dogan, Duhan Nurdan, and Duha Nur Dogan. "SCHOOL BURNOUT IN SECONDARY AND HIGH SCHOOL STUDENTS." Conhecimento & Diversidade 15, no. 40 (2023): 159–93. http://dx.doi.org/10.18316/rcd.v15i40.11309.

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This review study is prompted by an assumption that secondary and high school pupils are more sensitive to school burnout. The objective of this paper is to evaluate burnout studies to determine the concept of school burnout as well as the elements that impact it. This review incorporates three years of studies on the link between school burnout and secondary and high school student performance as well as recognized cognitive and emotional factors that account for this association. Previous reviews have found moderate correlations between these variables; however, few have discussed the mediat

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Pandolfo, Kelly, Tatiane Minuzzi, Cati Azambuja, and Daniela Dos Santos. "Physical activity and academic performance in high school students." Revista Brasileira de Atividade Física & Saúde 22, no. 5 (2018): 486–92. http://dx.doi.org/10.12820/rbafs.v.22n5p486-492.

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   There are still doubts about the real benets of physical activity on the academic performance of adolescents. The aim of this study was to determine whether the physical activity (PA) interferes in the academic performance of high school students.The study included 348 adolescents from one fed- eral public school. For information regarding PA, the International Physical Activity Questionnaire (IPAQ short-version) was used. For PAL classication the adolecents who had 300 minutes/week or more of physical activity were considered as active. The information related to the part

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Campuso, Erwin. "Exploring the Multidimensional Factors Influencing Senior High School Students' Reading Comprehension." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 2 (2025): 246–51. https://doi.org/10.5281/zenodo.14897640.

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<strong>Abstract </strong> <strong> </strong> This study evaluated the multidimensional factors that influence the reading comprehension of the senior high school students. Factors influencing the reading comprehension were categorized into three: the cognitive factors, environmental factors, and the physical factors. It also evaluates the respondents’ reading performances interpreted as Outstanding, very good, good, fair, and bad. Based on the results of the study, the environmental factors got a weighted mean of 2.32 interpreted as Always Affected, cognitive factors got a mean of

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Puerta, Laura. "Relationship between cognitive processes and academic performance in high school students." Psychologia 9, no. 2 (2015): 85–100. http://dx.doi.org/10.21500/19002386.1816.

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The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delay

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Jaiyari, Nurwinda. "Language Learning Strategies And Academic Performance Among Senior High School Students At Maimbung Technical Vocatonal High School." Journal of Education and Academic Settings 2, no. 1 (2025): 1–19. https://doi.org/10.62596/1bwrwh29.

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Language learning strategies are significant predictors of academic performance, especially in English, among senior high school students in technical-vocational institutions. This study examined the extent to which six categories of language learning strategies—memory, cognitive, compensation, metacognitive, affective, and social—contribute to students’ academic achievement in English at Maimbung Technical Vocational High School. Using a descriptive-correlational design and survey data from 100 randomly selected students, the findings revealed a moderate positive correlation between strategic

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Nguyen Thi My, Linh, Khanh Nguyen Cong, Ha Vu Ngoc, and Hue Nguyen Thi. "The social cognitive ability of high school students: current status and influencing factors." Journal of Science Educational Science 67, no. 5A (2022): 331–40. http://dx.doi.org/10.18173/2354-1075.2022-0148.

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This study presents the survey results of 781 students of high schools in Hanoi on social cognitive competence, which is one of the four components of social intelligence. The survey results on the current situation of social cognitive capacity show that the majority of students have correct and appropriate awareness. The majority of students rated their own social cognitive performance (graded by scores) from average to good. However, there is still a significant part of high school students with incorrect and inappropriate perceptions, belonging to the group of low social-cognitive ability (

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Dubuc, Marie-Maude, Mylène Aubertin-Leheudre, and Antony D. Karelis. "Lifestyle Habits Predict Academic Performance in High School Students: The Adolescent Student Academic Performance Longitudinal Study (ASAP)." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 243. http://dx.doi.org/10.3390/ijerph17010243.

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This study aimed to determine if lifestyle habits could predict changes in cognitive control and academic performance in high school students using a longitudinal approach. One hundred and eighty-seven grade seventh to ninth students (mean age: 13.1 ± 1.0 years old) completed a 3-year prospective study. Lifestyle habits, cognitive control, and academic performance were assessed every year during the 3-year study. Results show that in female students, screen time measures were negatively correlated with academic performance and cognitive control. Furthermore, changes (Δs) in sleeping habits wer

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9

Morosanova, Varvara I., Tatiana G. Fomina, Yulia Kovas, and Olga Y. Bogdanova. "Cognitive and regulatory characteristics and mathematical performance in high school students." Personality and Individual Differences 90 (February 2016): 177–86. http://dx.doi.org/10.1016/j.paid.2015.10.034.

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10

Malik, Sarika. "Examining Cognitive Functioning and Academic Stress in High School Students Implications for Education and Well-Being." International Journal for Research in Applied Science and Engineering Technology 12, no. 3 (2024): 2747–57. http://dx.doi.org/10.22214/ijraset.2024.59339.

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Abstract: Investigates the relationship between working memory, attention performance, academic stress, and mental health among high school students. Working memory and attention performance are fundamental cognitive abilities crucial for academic success. Through surveys and cognitive assessments, a sample of high school students underwent evaluation to gauge their working memory, attention performance, academic stress levels, and mental health status. The results suggest a significant association between working memory, attention performance, and academic stress levels. Students with lower w

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Kilty, T., N. Charney, and A. Leviton. "Headaches, Performance in High School, and Handedness." Perceptual and Motor Skills 65, no. 1 (1987): 159–63. http://dx.doi.org/10.2466/pms.1987.65.1.159.

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Students who had headaches or who had missed high school because of headaches were no more likely than their peers to have low scores on the Gates-MacGinitie tests of Vocabulary and Comprehension. This does not support the hypothesis that children with severe headaches are more likely than their peers to have trouble with school work. Students who identified themselves as ambidextrous were at approximately 50% greater risk than right-handers and left-handers of experiencing headaches. This can be viewed as providing some support for the Geschwind-Behan hypotheses that migraine and handedness a

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12

Mangarin, Rey Avila, and Zerlyn A. Gonzalo. "Social Intelligence and Mathematics Anxiety of High School Students." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 513–23. http://dx.doi.org/10.47772/ijriss.2024.803036s.

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The anxiety phenomena can be understood through the concept of anxiety arousal. This is associated with self-related cognition. One example of self-deprecating thought is negative self-evaluation of one’s self (Zaman & Semul, 2013). Moreover, anxiety among secondary school students creates strong negative emotions and can hinder a person’s cognitive, learning and academic performance. Fear of mathematics comes early in the educational process and if this is not handled properly, it will negatively affect the students to adulthood. In learning mathematics, emotional intelligence (EI) and so

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Nellan, Joy L. Soreño, and M. Valle Azel. "Students' Attitude and Oral Communication Performance." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 10 (2024): 4858–64. https://doi.org/10.5281/zenodo.14000020.

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Every student's educational path must include learning since it allows them to improve and advance their speaking, writing, listening, and reading skills. The goal of the current study was to ascertain how students' attitudes and oral communication performance related to one another. The study looked into the relationship between the prevalent attitudes that students frequently displayed in relation to their performance in oral communication. 226 Senior High School students from Opol National Secondary Technical School, Opol East District, Division of Misamis Oriental, who were enrolled in the

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Sandeep, Chaudhary, and Kumar Yadavendu Vijay. "Family Structure and its Impact on Cognitive Development in High School Students: A Critical Perspective." International Journal of Current Science Research and Review 08, no. 04 (2025): 1870–77. https://doi.org/10.5281/zenodo.15295964.

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Abstract : This study critically explores the impact of family structure on the cognitive growth of high school students. Family structure plays a pivotal role in shaping the cognitive development of adolescents, influencing their academic performance, problem-solving abilities, and overall intellectual growth. With changing family dynamics globally, including nuclear families, single-parent households, extended families, and blended families, it becomes essential to understand how these variations affect cognitive outcomes during the formative high school years. The research adopts a mixed-me

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Wu, Harry. "Detecting student performance gaps in high school physics courses." Physics Education 59, no. 1 (2023): 015021. http://dx.doi.org/10.1088/1361-6552/ad04fa.

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Abstract This research utilises data from Trends in International Mathematics and Science Study (TIMSS) to uncover disparities in the performance of US high school students in specific physics topics. Although TIMSS provides an overview of physics performance, it lacks specific information on individual topic areas. To address this gap, I develop a unique index to evaluate student performance across seven topic areas and three cognitive domains. My analysis reveals that US students struggle the most in magnetism and electromagnetic induction. However, students are able to apply what they learn

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Herlambang, Admaja Dwi, Ririn Ririn, and Aditya Rachmadi. "The flipped-classroom effect on vocational high school students’ learning outcomes." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1807. http://dx.doi.org/10.11591/ijere.v13i3.26757.

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<span lang="EN-US">The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research

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Herlambang, Admaja Dwi, Ririn, and Aditya Rachmadi. "The flipped-classroom effect on vocational high school students' learning outcomes." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1807–15. https://doi.org/10.11591/ijere.v13i3.26757.

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The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimen

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18

Joshua, Joel. "Association Between Teachers’ Ability to Foster Cognitive Thinking and School Ranking in Academic Performance." Teacher Education and Curriculum Studies 10, no. 1 (2025): 15–22. https://doi.org/10.11648/j.tecs.20251001.13.

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This paper examined the association between teachers’ ability to foster cognitive thinking and school ranking in academic performance. The tendency to rank school performance in academics has been a common practice in Tanzania whereby schools are listed from the highest to the lowest based on the average academic performance of their students. Teachers’ ability to foster variables such as convergent, divergent and metacognitive thinking was measured using TOP among 36 teachers and 444 secondary school students. Data was analyzed using SPSS whereby a t-test analysis revealed that teachers in th

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Cladellas Pros, Ramón, Mercè Clariana Muntada, Mar Badia Martín, and Concepción Gotzens Busquets. "Extracurricular Activities and Academic Performance in Elementary School Students." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (2013): 87–97. http://dx.doi.org/10.1989/ejihpe.v3i2.26.

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The aim of this study is to assess the potential impact of extracurricular activities on the academic performance of elementary school students. Attendance or not attendance, type of extracurricular activities (recreational, cognitive or both) and the number of hours a week have been taken into account. The final sample consisted of a total of 721 elementary school students (366 boys and 355 girls) from various schools in the counties of Catalonia and the Balearic Islands. Parents of the students were provided with a questionnaire asking for the pupils’ grades in different academic subjects (m

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Cladellas Pros, Ramón, Mercè Clariana Muntada, Mar Badia Martín, and Concepción Gotzens Busquets. "Extracurricular Activities and Academic Performance in Elementary School Students." European Journal of Investigation in Health, Psychology and Education 3, no. 2 (2013): 87–97. http://dx.doi.org/10.3390/ejihpe3020008.

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The aim of this study is to assess the potential impact of extracurricular activities on the academic performance of elementary school students. Attendance or not attendance, type of extracurricular activities (recreational, cognitive or both) and the number of hours a week have been taken into account. The final sample consisted of a total of 721 elementary school students (366 boys and 355 girls) from various schools in the counties of Catalonia and the Balearic Islands. Parents of the students were provided with a questionnaire asking for the pupils’ grades in different academic subjects (m

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21

Aras, Latri, Ahmad Zaki, Rahmawati Patta, and Muhammad Idris Jafar. "Teacher Performance in Carrying out Cognitive Assessments in Mathematics Learning at State Junior High Schools in the District of Makassar City." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 11, no. 1 (2023): 55. http://dx.doi.org/10.26858/jdm.v11i1.46552.

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This research uses a qualitative approach with the aim of knowing the teacher’s performance in conducting assessments in accordance with learning mathematics to achieve certain competencies in public junior high schools in the Makassar district. Data collection technique using documentation technique, observation technique, and interview technique. The research subjects were 3 mathematics teachers at Rappocini Middle School, Makassar District. The results of the study show that the teacher’s performance in planing cognitive assessments in mathematics at state Junior High School in the makassar

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22

Valdebenito-Villalobos, Jacqueline, María Antonia Parra-Rizo, Yasna Chávez-Castillo, et al. "Perception of Cognitive Functions and Academic Performance in Chilean Public Schools." Behavioral Sciences 12, no. 10 (2022): 356. http://dx.doi.org/10.3390/bs12100356.

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Understanding the perception that students have about their own cognitive processes is a key aspect that allows for a deeper assimilation of the different factors that affect school performance. However, there is limited evidence explaining the link between students’ perception of their own cognitive functions and their academic performance. The objective of this study was to analyze the association between perception of cognitive functions, such as memory, processing speed, attention, execution of complex tasks and nervousness, and academic performance in Chilean schoolchildren from the provi

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Campello de Souza, Bruno, Leonardo Xavier de Lima e Silva, and Antonio Roazzi. "MMORPGS and cognitive performance: A study with 1280 Brazilian high school students." Computers in Human Behavior 26, no. 6 (2010): 1564–73. http://dx.doi.org/10.1016/j.chb.2010.06.001.

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Angeles, Jernel Kendy Lou, Renz Anthony Bertoldo, Alteah Heart Romero, Kayla Mae Flores, John Eric Ortega, and Joe Carl Castillo. "Understanding Breakfast Skipping: Perceptions among Senior High School Students." Asian Journal of Education and Social Studies 50, no. 8 (2024): 655–64. http://dx.doi.org/10.9734/ajess/2024/v50i81564.

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Breakfast is essential part of our meal. However, breakfast skipping is prevalent among students. This study explores the perception of breakfast skipping among Senior High School students in Digos City, focusing on the beliefs about breakfast and the perceived benefits of breakfast consumption. Anchored in Nutrition Theory, which links regular breakfast consumption to enhance cognitive performance and academic success, the study aims to assess students’ understanding of the importance of breakfast and explore potential demographic influence, including sex, academic strand, grade level, and ag

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Hagborg, Winston J. "A Study of Homework Time of a High School Sample." Perceptual and Motor Skills 73, no. 1 (1991): 103–6. http://dx.doi.org/10.2466/pms.1991.73.1.103.

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The amount of time high school students spend on homework is predictive of achievement, grades, and even dropping out of school. This study, based on a sample of 95 high school students, identified a group who spent zero time on homework and other students for comparison on measures of school performance and personal adjustment. The zero-time homework students were more often male, older, presented less favorable school attitudes, lower grades, more frequent discipline and conduct problems, less satisfactory close friendships, and a more external locus of control (Intellectual Achievement Resp

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Indumathi, T., and N. Ramakrishnan. "DEVELOPMENT AND VALIDATION OF A TOOL ON COGNITIVE PERFORMANCE OF HIGH SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 5, no. 8(SE) (2017): 100–105. http://dx.doi.org/10.29121/granthaalayah.v5.i8(se).2017.2284.

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In the present study, Cognitive performance scale has been developed and validated of the High School Students. This scale consists of 58 statements. The simple random sample technique was used for this study. The sample consists of 50 High School Students are randomly selected from the Kancheepuram Districts. The ‘t’ value was used to standardize the tool and finally 37 statements were retained for the final study.

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27

Espiritu, Princess Sarah Faye, and Decimo Espiritu. "Impact of Teachers' Commitment and Academic Performance of Students in Selected Secondary Schools in Pasacao District, Division of Camarines Sur: An Analysis." Psychology and Education: A Multidisciplinary Journal 26, no. 3 (2024): 207–15. https://doi.org/10.5281/zenodo.13899682.

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According to Hoy, Tarter, & Kottkamp (2011), effective teachers need high level of organizational commitment. This suggests that high level of student's achievement requires dedicated teachers who contribute effectively. There is no doubt that high level of student's achievement is strongly related to high level of organizational commitment. The study is anchor on the following educational theories, Social Cognitive Theory of Bandura. Bandura's stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, person

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Araes, Shaine G., Princess M. Apad, Elexa O. Bacalto, et al. "Process Skills and Attitude towards Science as the Contributing Factors in Cognitive Performance among Special Science Class Students: A Quantitative Study." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2470–79. http://dx.doi.org/10.47772/ijriss.2024.804243.

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This study dealt with the influence of process skills and attitude towards Science as contributing factors to cognitive performance among Special Science Class students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of process skills, attitude towards Science, and cognitive performance in terms of their respective indicators, the significant difference between process skills and cognitive performance, attitude towards Science and cognitive performance, and what domains of process skills and attitude towards Science substantially influ

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Wang, Ruimei, Nurul Nadwa Zulkifli, and Ahmad Fauzi Mohd Ayub. "Investigating the Impact of the Stratified Cognitive Apprenticeship Model on High School Students’ Math Performance." Education Sciences 14, no. 8 (2024): 898. http://dx.doi.org/10.3390/educsci14080898.

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This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance are placed in one class, while those with lower scores are placed in another. Instruction for each group is then conducted using the cognitive apprenticeship model, tailoring the teaching approach to align with the specific needs and abilities of each group. A qu

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Jagomast, Tobias, Theresa Mohr, Paul Niklas Axt, et al. "Effects of Physical Activity in the High School Curriculum on Cardiovascular Health, Cognitive and Physical Performance." Journal of Functional Morphology and Kinesiology 8, no. 3 (2023): 101. http://dx.doi.org/10.3390/jfmk8030101.

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Cardiovascular health at a young age has implications for preventing cardiovascular disease, and it is associated with improved physical and cognitive performance during the aging process. Sports are well known to prevent cardiovascular disease; however, school-based interventions have mostly been neglected. This cross-sectional study aimed to compare groups of high school students, stratified by the amount of physical activity in their high school curriculum and downtime. Comparisons concerning physical and cognitive performance and arterial stiffness were made. A total of 63 senior-year stud

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Hu, Yanfang, and Atif Saleem. "Insight from the association between critical thinking and English argumentative writing: catering to English learners’ writing ability." PeerJ 11 (November 20, 2023): e16435. http://dx.doi.org/10.7717/peerj.16435.

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Introduction English argumentative writing (EAW) is a ‘problem-solving’ cognitive process, and its relationship with critical thinking has drawn attention in China. This is because fostering EAW proficiency is a crucial element but a challenging task for Chinese high school English teaching and learning. The present study examined how critical thinking is related to Chinese high school students’ EAW performance. The study identified eight critical thinking disposition (CTD) subscales and aims to determine whether EAW and CTD are correlated. Methods A questionnaire modified from the Chinese Ver

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Hidayat, Aulia Nurhamidah, Nanang Winarno, Ratih Mega Ayu Afifah, and Nur Jahan Ahmad. "Analyzing Junior High School Students' Cognitive Load in A Science Subject: A Case Study." Indonesian Journal of Teaching in Science 5, no. 1 (2024): 1–10. https://doi.org/10.17509/ijotis.v5i1.76267.

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This study examined the cognitive load experienced by junior high school students in science disciplines. This study used a survey methodology. The study utilized a questionnaire consisting of 15 items to assess three aspects of cognitive load: intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), measured using a 5-point Likert scale. The study included 500 students from grades VII, VIII, and IX in junior high schools in West Java and DKI Jakarta, Indonesia. Data components ICL, ECL, and GCL in cognitive load instruments were processed in Microsoft

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Yaekoub, Sarah, Jack Zarrouf, and Mark Zarrouf. "1403 The Effect of Extending Total Bedtime on Video Game Performance in High School Students." SLEEP 48, Supplement_1 (2025): A603. https://doi.org/10.1093/sleep/zsaf090.1403.

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Abstract Introduction The effect of video games (VG) on school performance has been studied thoroughly. The majority of researchers concluded that video games have a negative effect on cognition. Yet we were unable to find a study evaluating the effect of improved sleep and extended bedtime on VG performance and cognition in teenagers during school days. This study investigates the effects of sleep extension on VG performance and cognition, as well as daytime sleepiness in teenagers during school days. Methods Using an open label prospective approach, the pilot study investigated students’ VG

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Alkhyat, Muzahem, Radhwan Hussein, Elham Khatab, and Jenan Al Raho. "Characteristics of gifted students among High school students in Mosul City." Kufa Journal for Nursing Sciences 2, no. 2 (2012): 64–74. http://dx.doi.org/10.36321/kjns.vi20122.3125.

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Objectives: The study aimed to determine the relationship between creativity and personality traits (The ability to withstand ambiguity; independence in judgment and thinking; Flexibility in thinking; Originality of thinking; reflective thinking; The ability to exchange and openness to experience. Methodology: The study was conducted on students of high school (grades: V, VI) of sections of scientific and literary in the schools of outstanding city of Mosul. Study sample was selected at random, "and a volume of (120) students (50%) males and ( 50%) females. Results: The results showed that the

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Salehian, Mir Hamid, Recep Gursoy, Tayebeh Bani Asadi, and Parinaz Ghanati. "Education of Cognitive of Emotion Regulation on Athletic Performance of High School Male Students." Pakistan Journal of Medical and Health Sciences 15, no. 7 (2021): 2267–68. http://dx.doi.org/10.53350/pjmhs211572267.

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The main purpose of this research was to study the effect of emotional regulation on the athletic performance. The present research was descriptive-correlational in terms of research method and applied in terms of purpose and survey in terms of data collection method, which was conducted in the field. The statistical population of this study includes all male athletes in Bayburt in team (football, volleyball and handball) and individual (track and field, judo), with an average age of 16 ±2.6 years old, from which 30 students were randomly selected Voluntarily. Data collection tools consisted o

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Lomagdong, Angela Dominique T., and Ronato S. Ballado. "An Analytical Study on the Impact of Cognitive Styles on Academic Performance among Grade 12 Students in Northern Samar." Asian Journal of Education and Social Studies 51, no. 4 (2025): 130–40. https://doi.org/10.9734/ajess/2025/v51i41855.

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This study examined the impact of Cognitive Styles on the academic performance of Grade 12 senior high school students across Northern Samar, Philippines, during the school year 2023-2024. A detailed correlation analyses were performed to determine the relations between multiple facets of cognitive styles and academic performance in this study. This study used a quantitative method by gathering and analyzing data on academic performance by incorporating surveys and general weighted average (GWA) to collect and analyze data pertaining to academic performance. Results from the study showed that

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Gupta, Pooja. "Cognitive profiles of students with hearing loss as a pathway for differentiated instruction." International Journal of Special Education (IJSE) 37, no. 2 (2022): 55–66. http://dx.doi.org/10.52291/ijse.2022.37.40.

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"Hearing loss can disrupt a child’s cognitive abilities and academic growth in areas such as reading, writing, math, social studies, and sciences. Yet educational interventions to enhance the cognitive performance of students with hearing loss remain uncertain because researchers have not holistically mapped the cognitive profiles of this opulation. The goal of the study was to compare the cognitive profiles of elementary, middle, and high school students with hearing loss to determine typical patterns of cognition. The participants included diagnosticians in a targeted school district who res

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Linares, Pedro L., Silvia G. Ratti, and Edgardo O. Alvarez. "Cognitive performance in high school students after short treatment of zazen meditation technic." Journal of Neurorestoratology 9, no. 4 (2021): 219–28. http://dx.doi.org/10.26599/jnr.2021.9040013.

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Zazen is one of several meditation technics that pretends to reach calmness, reducing interference, and controlling awareness practiced by many people in the world. Zazen practitioners claim that a natural sense of wellbeing, spontaneous joy and self-fulfilling is achieved with its practice. Neuroscientific evidence shows that important modifications in the neuronal electric activity with compromise of several brain structures has been observed, especially those that are involved in modulation of attention. Our laboratory was interested to study the possible behavioural effects of a short time

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Equipaje, D. K., I. Macasa-Raffaele, L. Ablanque, and M. P. Sotomil. "Non-cognitive Factors on Academic Performance of Public and Private High School Students." Hong Kong Journal of Occupational Therapy 22, no. 2 (2012): 98–99. http://dx.doi.org/10.1016/j.hkjot.2012.12.008.

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Warren, John, Chandra Muller, Eric Grodsky, Adam Brickman, and Jennifer Manly. "EDUCATION AND MIDLIFE COGNITIVE FUNCTIONING: EVIDENCE ABOUT MEDIATORS FROM THE HIGH SCHOOL AND BEYOND COHORT." Innovation in Aging 8, Supplement_1 (2024): 888–89. https://doi.org/10.1093/geroni/igae098.2871.

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Abstract Educational attainment is associated with cognitive functioning and risk of Alzheimer’s disease and related dementias (ADRD). However, (1) aspects of schooling that precede degree completion have rarely been considered and (2) the social and biological pathways through which education shapes ADRD risk are not well understood. Do schools’ social and academic contexts, students’ schooling outcomes, and students’ degree completion independently predict cognitive outcomes? If so, how do life course social and biological factors mediate the effects of various dimensions of education? This

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Xe, Mc Kevin B. España. "Analyzing the Cognitive and Non-Cognitive Skills, and Mathematics Performance of Stem Students." International Journal of Innovative Science and Research Technology 8, no. 4 (2023): 4–11. https://doi.org/10.5281/zenodo.7811179.

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- The study aims to explore the cognitive and non-cognitive skills, and general mathematics performance of Grade 11 STEM students in Agusan National High School, Butuan City, Philippines. The study is quantitative in nature and used descriptivecorrelational research design. The cognitive skills among Science, Technology, Engineering and Mathematics (STEM) students resulted to 3.490 indicates a very high level among students which implies that student/s has/have a very high level of cognitive skill which means that their thinking, remembering, and reasoning ability is very high as well. On the

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Mourgues, Catalina V., Sascha Hein, Mei Tan, Ray Diffley III, and Elena L. Grigorenko. "The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School." European Journal of Psychological Assessment 32, no. 1 (2016): 84–94. http://dx.doi.org/10.1027/1015-5759/a000332.

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Abstract. Compared to the vast literature on the cross-sectional relationships between cognitive and noncognitive factors and academic performance across all stages of schooling, relatively few studies have explored these relationships longitudinally at the high school level, especially in students who exhibit high academic performance. In this study, surveys of self-efficacy, locus of control, and intrinsic motivation were administered to 8,586 applicants to a prestigious private college-preparatory high school during the admissions process; simultaneously, standardized test scores (SSAT) wer

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Xu, Jianzhong, Xitao Fan, and Jianxia Du. "Homework Emotion Regulation Scale: Confirming the Factor Structure With High School Students." Journal of Psychoeducational Assessment 35, no. 4 (2016): 437–41. http://dx.doi.org/10.1177/0734282916640438.

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The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively re

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Suárez-Orozco, Carola, Marie Onaga, and Cécile de Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400103.

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Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’

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Jihe, Chen, Jerito Pereira, Xinxin Li, Ying Zhou, Maximus Tamur, and Syaharuddin Syaharuddin. "Correlation between Mathematics and Physics Achievement of Senior High School Students." Tarbawi : Jurnal Ilmu Pendidikan 17, no. 1 (2021): 14–26. http://dx.doi.org/10.32939/tarbawi.v17i1.768.

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Physics and mathematics are the two most closely related natural rudimentary subjects. In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation and need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties. To explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were s

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Ibitomi, Oluyemi Olasumbo, Oloyede Solomon Oyelekan, and Adekunle Solomon Olorundare. "The Effect of Computer Simulation on Student Performance in High School Chemistry Learning on Chemical Equations." Indonesian Journal of Science and Mathematics Education 5, no. 3 (2022): 341–58. http://dx.doi.org/10.24042/ijsme.v5i3.12071.

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Chemical equations have been identified as a complicated topic in the Nigerian School Certificate. This study investigates the effect of computer simulations on student performance in high school chemistry courses on the topic of chemical equations in Offa, Nigeria. This study adopted a quasi-experimental research design with a pre-test, post-test, and non-randomized control group. The population is all high school students totaling 756 students. The sample was selected purposively, namely 136 students. Chemical Equation Performance Test (CEPT), Online Computer Simulation of Chemical Equations

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Farraj, Rania Hussein. "Impact of Sleep Duration on Cognitive Performance and Emotional State Changes in High School Students." Neuroscience and Neurological Surgery 15, no. 1 (2025): 01–09. https://doi.org/10.31579/2578-8868/348.

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Background/Aim Adolescents’ sleep is essential for cognitive performance, emotional regulation, and academic success. This study aimed to assess the impact of sleep duration on cognitive abilities and mood among high school students. Materials and Methods Fifty 11th-12th grade students (ages 17-18) from northern Israel participated. Each student completed cognitive and mood assessments under two conditions: after 8-10 hours of sleep (optimal sleep) and after 4-6 hours of sleep (sleep deprivation). Tests included memory evaluation (computerized card game), concentration assessment (feature dedu

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Radu, Liliana Elisabeta, Ileana Monica Popovici, and Cristian Mihail Rus. "Increasing School Performance in Theoretical Sports Training Classes by Applying Students’ Activation Strategies." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 Sup.1 (2022): 300–313. http://dx.doi.org/10.18662/rrem/14.4sup1/674.

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The current paper summarizes the results of the study which carried out between September 2021 and January 2022, in order to determine to what extent, the use of interactive didactic strategies can achieve the cognitive performance of the target group, the students of the High School with Sports Program in Iași, Romania. The study included two groups of students from two parallel 10th school classes, A and B, aged 16-17. The number of subjects participating in our study was 56, of which 28 in each class. All subjects participating in the study passed the 9th school class at the same high schoo

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Riadi, Alexander Joseph, I. Komang Gde Sukarsa, Ni Luh Putu Suciptawati, and Eka N. Kencana. "CAUSALITIES OF MOTIVATION, SELF-RELATED BELIEFS, AND STUDENT ENGAGEMENT TOWARDS HIGH SCHOOL STUDENTS’ ACHIEVEMENT USING STRUCTURAL EQUATION MODELING." BAREKENG: Jurnal Ilmu Matematika dan Terapan 18, no. 4 (2024): 2307–18. http://dx.doi.org/10.30598/barekengvol18iss4pp2307-2318.

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Students’ academic performances is an important factor as it affects students’ chances of higher education and job opportunities. While cognitive factor (e.g., intelligence quotient) plays a major role in students’ performances in academic environment, it does not guarantee students’ academic achievement. Instead, researches shows that non-cognitive factor can affects student performance as well. Three non-cognitive factor that will be researched in this study are motivation, self-related beliefs, and engagement. Using Structural Equation Modeling (SEM) as the method of choice to accommodate t

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Munda, Noel, and Victoria Tamban. "Non-cognitive skill and mathematics performance of grade 8 students: An input to student development program." Journal of Emerging Technologies and Innovative Research 6, no. 5 (2019): 2137–48. https://doi.org/10.5281/zenodo.10791073.

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The study determined the relationship between non-cognitive skills and Mathematics performance of Grade 8 students of Gulod National High School, City Schools Division of Cabuyao, Laguna, Philippines, during the school year 2018-2019. The study was conducted among 447 students with 220 male and 227 female respondents. Descriptive-correlational type through questionnaire was used to gather information. The levels of respondents’ non-cognitive skills were “Somewhat Gritty” for Grit, “Average level” for Interpersonal, “High level” for Intrapersonal and Ad

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