scholarly journals Neuro-linguistic Programming Modelling: Learning Strategies Used by High Achieving Students in UKM

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
M. Azwan Yusoff ◽  
Aidah A. Karim ◽  
H. Norman
Keyword(s):  
Learning Strategies ◽  
High Achieving Students ◽  
High Achieving

scholarly journals Language Learning Strategies of EFL College Students

2017 ◽  
Vol 4 (1) ◽  
pp. 76-91
Author(s):  
Dewi Furwana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Metacognitive Strategies ◽  
Language Learning Strategies ◽  
Grade Point ◽  
Dominant Language ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving ◽  
Efl College Students

The objectives of the research were (1) to investigate the most dominant language learning strategies (LLS) used by sixth semester students of English Department of Tarbiyah Faculty at UIN Alauddin Makassar and (2) to find out the differences of using LLS between high achieving students and low achieving students. The result of the quantitative data through questionnaire showed that (1) metacognitive strategies was the most dominant LLS used, and (2) the high achieving students used metacognitive strategies with the highest preference and low achieving students used compensation strategies with the highest preference. The result of the qualitative data through think aloud showed that (1) the most dominant LLS employed by students were listening music, utilizing time for practicing and self-evaluating, (2) the most dominant LLS used by high achieving students were utilizing time for practicing, practicing English together and self-evaluating, whereas the most dominant LLS used by low achieving students were listening music, asking friend and selecting topic. The data were collected through documentation used to classify high achieving students and low achieving students based on their grade point average. It is concluded that the most dominant language learning strategies employed by students was metacognitive strategies. High achieving students employed different strategy than low achieving students. High achieving students used learning strategies more frequently than low achieving students.

scholarly journals Investigation of Affective and Socioeconomic Variables Predicting the Achievement Level of Low- and High-Achieving Students

2019 ◽  
Vol 5 (1) ◽  
pp. 209
Author(s):  
Ercan Çoban ◽  
Ömer Kamış
Keyword(s):  
Test Anxiety ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Epistemological Beliefs ◽  
Environmental Awareness ◽  
Binary Logistic Regression ◽  
Achievement Level ◽  
Socioeconomic Variables ◽  
High Achieving Students ◽  
High Achieving

This study aimed to determine the affective and socioeconomic variables significantly predicting achievement level of low- and high-achieving students. The data of 1323 low-achieving and 2022 high-achieving Turkish students participated in the PISA 2015 were used in the study. The data were analyzed by using binary logistic regression. The findings showed that test anxiety; achievement motivation; enjoyment of cooperation; environmental awareness; environmental optimism; science self-efficacy; epistemological beliefs; economic, cultural and social status index (ESCS), and the information and communication technology (ICT) resources index were significant predictors of the achievement level of low- and high-achieving students. While test anxiety and environmental optimism scores of low- achieving students were higher, achievement motivation, enjoyment of cooperation, environmental awareness, science self-efficacy, epistemological beliefs, ESCS, and ICT resources scores were higher among high-achieving students. 

scholarly journals The Long-Run Impacts of Specialized Programming for High-Achieving Students

2020 ◽  
Vol 12 (1) ◽  
pp. 127-166 ◽  
Author(s):  
Sarah R. Cohodes
Keyword(s):  
High School ◽  
Public Schools ◽  
Latino Students ◽  
Sixth Graders ◽  
Fuzzy Regression ◽  
Boston Public Schools ◽  
High Achieving Students ◽  
Long Run ◽  
High Achieving ◽  
Work Class

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects. (JEL H75, I21, I28, J15)

Being LabeledNerd: Factors That Influence the Social Acceptance of High-Achieving Students

2011 ◽  
Vol 79 (2) ◽  
pp. 143-168 ◽  
Author(s):  
Katrin Rentzsch ◽  
Astrid Schütz ◽  
Michela Schröder-Abé
Keyword(s):  
Social Acceptance ◽  
High Achieving Students ◽  
The Social ◽  
High Achieving
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