Terms Of Academic Achievement Research Articles

Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students

Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner's Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students' academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners' creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.

Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together

Research indicates differences between the Jewish majority and the Arab minority groups in Israel in terms of academic achievements. Some explanations refer to cultural and social differences between the groups, which are expressed in greater reliance on family support among the students of Arab origin. The present research examined the relationship between social support from family and friends and first-year grades, of undergraduates studying together. In order to examine these questions, 204 students studying together were examined, half of them of Arab origin and half of them of Jewish average. For all the subjects, grades over time, the degree of social support, and a number of other variables were examined. The findings indicate a complex association between level of social support and student grades. Among students who sensed a high level of threat, social support actually correlated with lower grade levels. This effect was found mainly regarding family support among the students of Arab origin, and mainly regarding support from friends among the students of Jewish origin.

Enhancing historical thinking through learning analytics in Primary Education: A bridge to formative assessment

AbstractHistory teaching from early educational stages not only should assess the student's ability to memorise historical content, but also their ability to think historically. Traditional summative tests do not enable teachers to continuously monitor the progress of students. This study evaluates the effect in history learning of incorporating learning analytics (LA) in terms of academic achievement and self-efficacy. Seventy-six elementary students aged 10–12 years old participated in the study. The results indicate that the integration of LA particularly helped students with low historical knowledge and enabled the prediction of academic achievement, especially in historical thinking. The results also highlight the disparity between students' knowledge and students' self-efficacy during the lessons, and what they demonstrate in exams, indicating the need to incorporate tasks before exams that allow students to identify their limitations and misconceptions. These results suggest that LA in history teaching may provide teachers with useful information for formative assessment.

Self-perceptions as mechanisms of achievement inequality: evidence across 70 countries

Children from lower socioeconomic status (SES) backgrounds tend to have more negative self-perceptions. More negative self-perceptions are often related to lower academic achievement. Linking these findings, we asked: Do children’s self-perceptions help explain socioeconomic disparities in academic achievement around the world? We addressed this question using data from the 2018 Programme for International Student Assessment (PISA) survey, including n = 520,729 records of 15-year-old students from 70 countries. We studied five self-perceptions (self-perceived competency, self-efficacy, growth mindset, sense of belonging, and fear of failure) and assessed academic achievement in terms of reading achievement. As predicted, across countries, children’s self-perceptions jointly and separately partially mediated the association between socioeconomic status and reading achievement, explaining additional 11% (ΔR2 = 0.105) of the variance in reading achievement. The positive mediation effect of self-perceived competency was more pronounced in countries with higher social mobility, indicating the importance of environments that “afford” the use of beneficial self-perceptions. While the results tentatively suggest self-perceptions, in general, to be an important lever to address inequality, interventions targeting self-perceived competency might be particularly effective in counteracting educational inequalities in countries with higher social mobility.

Farklı Öğrenme Ortamlarında Kullanılan Bilgisayar ve Mobil Uygulama Destekli Etkinliklerin Etkililiğinin Araştırılması

This study was conducted to determine the effects of learning activities carried out in different environments through digital learning tools - (computer and mobile app) supported activities on students' academic achievement and attitudes towards science. This study, which used a pretest-posttest, control group, and quasi-experimental design as its research model, was conducted with 45 students who were enrolled in the seventh grade of a public school during the academic year of 2020-2021 on the topic of "Reproduction, Growth, and Development in Plants and Animals." In the research, blended learning was applied to the control group, enriched face-to-face learning dimension of blended learning to the experimental-1 group, and enriched e-learning dimension of blended learning to the experimental-2 group. In all groups, the activities were designed in accordance with the 5E learning model. Quantitative data obtained using the “Academic Achievement Test” and the “Science Attitude Scale” were analyzed with the SPSS package program. As a consequence, a statistically significant difference was found between the experimental-2 group and the control group in terms of academic achievement, and between the experimental-1 group and the control group in terms of attitude.

Continual Advance in Earth Physics Research Group at Physics Study Program, Unesa: What’s new and the next step

Earth Physics Research Group (EPRG) is one of three groups of research running at Physics Study Program, the State University of Surabaya, Indonesia, where a number of research projects with corresponding topics have been conducted (and some are in progress) by the group members and associated students having final projects in the field of earth physics since 2018. Whereas the research roadmap of the group has been presented in association with definitive research projects for 25 years long starting from 2011, the specific goal of this paper is to shortly summarise all academic achievement in terms of research performance made by the group members during the last five years. The majority of the recent works was mainly based on computational work, where some were completed in collaboration with researchers from other universities and a national agency and others were performed by the group members and selected students. The topics were spread across disciplines in earth physics that included tectonic earthquakes, tsunami generation and propagation of seismic and non-seismic origin, volcanic eruptions and an integrated disaster mitigation study. A small portion of the projects were performed using a chosen method of applied geophysics. These studies have ended up with publications in recent years, where the saline points of the key findings are here presented. Future studies focusing on vulnerability to earthquake hazards in the northern areas of Java and on volcanic and meteo-tsunamis are also discussed in the context of possible tsunamis induced by seismic sources or volcanic processes.

Investigation of Preservice Science Teachers’ Scientific Literacy Skills in terms of Academic Achievement, University Entrance Exam Scores and Grade Level

The first aim of this research is to investigate preservice science teachers’ scientific literacy skills in terms of university entrance exam scores, academic achievement average scores, grade levels and academic achievement levels. And the second one is to determine the predictive power of university entrance exam scores and academic achievement average scores on scientific literacy skills. In line with these listed aims of the research, this study was carried out in survey design of the quantitative paradigm. 154 preservice science teachers constituted the participants of this research. The participants’ skills scores were obtained with “Scientific Literacy Skills Test” and the research hypotheses were tested statistically. Results revealed that participants’ scientific literacy skills differed in favor of upper classes, there was significant but low relationship between their skills and academic achievement average scores. In addition, it was found that participants’ university entrance exam scores did not significantly predict their skills, academic achievement average scores significantly predicted their skills but at a low rate (7%) and there was no significant relationship between their university entrance exam scores and skills. In line with these results, suggestions were made regarding the revision of universities' science teaching programs with the object to advance preservice science teachers' scientific literacy skills.

Sosyoekonomik Düzeyin Akademik Başarı Üzerindeki Etkisi: PISA’dan Kanıtlar

This research aims to examine the predictive relationship between the economic, social and cultural level index (ESCS) and academic achievement in the context of PISA 2018 Turkey sample. Research used secondary data analysis, a quantitative research method. In this regard, advanced analyzes were carried out in line with the new and different research questions on the data set obtained for the Turkish sample within the scope of PISA 2018. The sample of the research consists of 186 schools representing 12 regions and 6890 students representing these schools, which were selected in two stages by random stratified sampling from students in the 15-age group and continuing formal education in 2018. The findings revealed that the ESCS index is an important predictor of students' reading, mathematics and science scores in terms of both public and private schools. According to the findings, ESCS index explains greater variance in terms of academic achievement within the sample of private schools. The research also showed that the ICT resources index has emerged as a more effective predictor of academic success compared to the other sub-variables of ESCS such as educational resources index, parent education level and parent professional level.

The Effect of Stereotype Threat on Academic Success of Female Students

Stereotype threat occurs when educational institutions remind us of the stereotype that men are more successful in mathematics and that women's mathematics achievement is negatively affected. In this study, the effect of stereotype threat on the academic achievement of high school students was examined. In the designed experimental study, there are two experimental groups (threat 1 and 2) and a control group. The effects of two different stereotype threats were compared in the experimental groups. After the explanations to reveal stereotype threat in the experimental groups, a mathematics test was used and the "State Anxiety and Stereotype Awareness Scale" was administered at the end of the test. In this study conducted in the 10th grade of high school, data was also obtained from male students. According to the data, while there was no significant difference in terms of academic success between the study groups consisting of female students, it was seen that the academic success of the threat 1 group was higher among males. In terms of academic achievement, threat 1 group shows the greatest inequality between genders. It was observed that the state anxiety levels of female students in the experimental groups increased. According to the findings, in addition to a positive and low-level significant relationship between anxiety and academic success in female students, there is also a mediating relationship between anxiety and stereotype threat and academic success. There is no difference between male student groups. Awareness of stereotypes was low in both genders, and it was concluded that boys' awareness was higher than girls.

과학실험 수업 전 자기 점검표, 동영상 제공이 과학적 태도,과학 자기효능감, 학업 성취도에 미치는 영향

Objectives In this study, we examined whether self-checklists and videos provided in science experiment classes had an effect on science-scientific attitudes, self-efficacy, and academic achievement after class.
 Methods To this end, a test was conducted to measure science self-efficacy and scientific attitude targeting four classes of middle school in Gyeonggi-do. As a group of 4, the control class conducted general experiment classes, and as class treatment, only self-checklists were provided before the experiment classes, only videos were pro-vided, and both self-checklists and videos were provided. Before and after the class, science-related self-effi-cacy and scientific attitude questionnaires were administered to find out whether the pre-learning activities be-fore the science experiment class had an effect on scientific attitude and self-efficacy. In addition, formative evaluation was conducted to find out whether academic achievement increased after the science experiment class.
 Results In the case of scientific attitude and science self-efficacy, there was a significant difference between self-checklist only, video only, and self-checklist and video. While there was a significant difference between the general experiment class and the other three groups, the difference between the three groups excluding the gen-eral experiment class was not significant. Providing only one of the videos and self-checklists had a positive effect on scientific attitude and science self-efficacy compared to general experiment classes, but providing both did not have any more effect than providing either one. In the case of academic achievement, there was a significant difference from the general experiment class when only the self-checklist was provided.
 Conclusions The provision of self-checklists and videos before experimental classes had a positive effect on sci-entific attitudes and science self-efficacy. In terms of academic achievement, only the self-checklist group had a positive effect. This seems to have made the self-checklist a more active preparation activity than the video. I acquired knowledge by looking for textbooks and materials on my own, and this naturally led to a sense of science self-efficacy, and I believed that my grades would improve. This has had an impact on improving academic achievement.

SOSYAL BİLGİLER DERSİNDE ALTERNATİF BİR MODEL KULLANMAK: HAREZMİ EĞİTİM MODELİ

The Harezmi education model is a teaching model that was designed to equip students with various types of skills about various subjects or problem situations in an interdisciplinary manner. The research examined the students’ views and the effects of using the Harezmi Education Model for teaching the social studies course on the students in terms of academic achievement, permanent learning, meta-cognitive awareness. The research was carried out using the diversification of (parallel-convergent design) mixed methods. The quantitative dimension of the research was conducted using a quasi-experimental pre-test/post-test control group design. Qualitative research was carried out with case study using a holistic single case design. The study group consists of a total of 54 students studying in the seventh grade of secondary school. Quantitative research data were collected with an Academic Achievement Test and the Junior Meta cognitive Awareness Inventory (Jr.MAI). Qualitative data were collected with student interview forms, self-evaluation forms and Harezmi student activity diaries. Mann Whitney U test, Wilcoxon signed-rank test and Friedman test statistics were used for the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques. As a result of the analysis, tables were prepared, and statistical information and some student opinions were presented. It was concluded that using the Harezmi Education Model for the purpose of teaching the social studies course had a significant positive effect on the academic achievement and meta cognitive awareness of the students. However no statistically significant effect of the Harezmi Education Model could be determined on permanent learning. The students described the social studies lessons taught using the Harezmi Education Model as catchy, entertaining, surprising, and useful. In line with the results, suggestions were presented about the dissemination of the Harezmi Education Model and the implementation of the model on different courses.

A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter?

This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.

Impact of fully online flipped classroom on academic achievement in undergraduate dental education: An experimental study.

The last two decades have seen a shift towards blended learning in education due to technological advancements. This study focuses on dental education, comparing two blended learning models -enriched virtual and fully online flipped classroom - in terms of academic achievement, aligning with the Association for Dental Education in Europe's competencies. The research was modelled in a quantitative design with a pre-post-test control group experimental design. The study was conducted at Ege University Faculty of Dentistry in Turkey for 4 weeks with the experimental (n = 44) and control (n = 39) groups divided into two groups by impartial assignment. To the experimental group, the theoretical part of the course was tried to be conveyed before each lesson with video lessons prepared with EdPuzzle containing reinforcement questions and a question set consisting of case questions. The practical learning objectives of the course were tried to be gained through the discussion of the previously presented case questions in the online synchronous course. As tools for collecting data, a unique academic achievement test, a course evaluation form and a semi-structured qualitative data collection form were used. It was seen that the flipped classroom model had a more positive effect on students' academic achievement than the enriched virtual classroom model. The general satisfaction levels of the participants regarding these two models are also higher in favour of the flipped classroom model. This study provides significant findings for educational institutions, policymakers and educators about the impact of fully online teaching methods on academic achievement. In this context, the flipped classroom method can be preferred both in cases where education is blocked and in dental education institutions that want to ensure digital transformation efficiently and partially remotely.

Gamification in foreign language teaching: A conceptual introduction

AbstractOver the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual’s needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.

Intensive School-Based Instructional Supervision (ISBIS) Influences Academic Teaching Performance

This study was done to ascertain how Public Secondary Schools in Tawi-Tawi will implement Intensive School-Based Instructional Supervision. School principals and teachers who participated in the study as respondents were surveyed using the descriptive-quantitative technique of research. The data were statistically processed using multiple regression analysis, weighted mean, and standard deviation. The results showed that the principals of each school had adopted intensive school-based instructional supervision in terms of help and support, creative strategy, monitoring, and evaluation. Similar to how the students did in terms of academic achievement, instruction delivery, and classroom management, the teachers also demonstrated successful teaching performance. The study also showed that principals' intensive school-based instructional supervision in terms of assistance and support, innovative strategy, and monitoring and evaluation significantly impacted academic teaching performance, academic achievements, instruction, and classroom management. In addition, the principals' assistance and support, innovative strategy, and monitoring and evaluation are good predictors of teacher performance. Additionally, but not in terms of assistance and support, the principals' creative approach, monitoring, and evaluation are excellent predictors of teachers' classroom management.

The Influence of Lecturer Interpersonal Communication on the Academic Achievement of Students of the 2019 Stambuk Communication Science Study Program, Faculty of Social Sciences, UIN North Sumatra, Medan

Interpersonal communication is a process of communication or interaction that exchanges ideas, either language or symbols that can be understood by others through spoken, written and non-verbal channels. This interpersonal communication has the goal of obtaining a good relationship between lecturers and students in terms of academic achievement, obtaining learning information and influencing behavior patterns and attitudes of communication between lecturers and students. The academic community, including lecturers, education staff and students, must improve interpersonal communication in supporting learning activities, research and community service. The measure of the success of a student is influenced by the lecturer as a teacher who continues to provide direction, communicate and exchange information. This study aims to see how influential interpersonal communication carried out by lecturers is on student academic achievement in the 2019 Stambuk Communication Studies Program, Faculty of Social Sciences, UIN North Sumatra Medan. With a sample of 39 students from a total population of 155 people. The method used in this study is to use quantitative methods and use simple regression tests to manage data. Based on the results of research on the Effect of Lecturer Interpersonal Communication on Student Academic Achievement in the Stambuk 2019 Communication Studies Program, Faculty of Social Sciences, Uin Sumatera Utara, Medan, found results. The Effect of Lecturer Interpersonal Communication Variables on Student Academic Achievement of the 2019 Stambuk Communication Study Program, Faculty of Social Sciences, UIN North Sumatra. Based on the results of the test for the coefficient of determination in the simple regression test using the SPSS program, an RSquare value of 0.489 was obtained, which means that the independent variable is able to explain the dependent variable by 49% and the remaining 55% is explained by other variables that cannot be explained in this study.

Food Knowledge for Better Nutrition and Health: A Study among University Students in Portugal.

When students enter university, they suffer adaptations, including, usually, greater autonomy and responsibility for the choices they make. Therefore, it is crucial that they are well informed so as to make healthier food choices. The aim of this study was to determine whether sociodemographic characteristics, academic performance and lifestyle (tobacco and alcohol consumption) interfere with food literacy in university students. A quantitative, analytical, descriptive, transversal and correlational study was carried out, using quantitative data obtained through a questionnaire survey applied to a sample of 924 university students in Portugal. Food literacy was assessed through a scale of 27 items, distributed in three dimensions: D1-Literacy about food nutritional value and composition, D2-Literacy about labelling and food choice and D3-Literacy about healthy eating practices. Results showed no differences in food literacy according to sex or age. However, food literacy varied significantly with nationality, either globally (p = 0.006) or in the different dimensions evaluated (p-values of 0.005, 0.027 and 0.012 for D1, D2 and D3, respectively). In terms of academic achievement, the results showed no significant differences according to self-reported academic performance or even to the average classification obtained in the course. Regarding lifestyle variables, it was observed that alcohol consumption or smoking are not associated with food literacy, that is, food literacy does not vary significantly with these two lifestyle variables. In conclusion, food literacy in general and the dimensions evaluated are essentially constant among university students in Portugal, only varying for students from abroad. These results help to better perceive the food literacy levels for the population under study, university students, and that can be a valuable tool to better increase food literacy at these institutions as a way to better prepare for a healthier life and proper food habits that can enhance health in the long term.

협력적 문제해결 과제의 지시문 유형에 따른 팀 활동 내 언어적 상호작용, 성취도 및 만족도 분석

Objectives The purpose of this study is to compare the effects of worksheet question prompts (facilitating conceptual knowledge vs. facilitating procedural knowledge) in collaborative problem-solving tasks on team’s verbal interaction, academic achievement, and class satisfaction.
 Methods 53 female undergraduates from universities in the metro area participated in the experiment. For data analysis, opinion mining based on KOSAC and keyword analysis were applied on the transcripts of team activities and group interviews. Criteria for analyzing verbal interactions were divided into polarity (positive, negative, neutral, complex) and types (agreement, argument, judgment, intention, emotion, speculation, and others). In addition, t-test was conducted to compare the mean differences in verbal interaction and academic achievement by group.
 Results Regarding the verbal interaction, the frequency of using positive expressions was significantly higher in the experimental group using the worksheet for facilitating procedural knowledge(p<.05). However, in terms of academic achievement, the mean difference between groups was not significant for both the pre- and post-scores(p>.05). As the result of keyword analysis on class satisfaction, the top keywords in the experimental group were ‘problem’, ‘lecture’, ‘data’, ‘understanding’, and ‘realistic’, whereas the top keywords in the control group were ‘lecture’, ‘content’, ‘task’, ‘problem’, and ‘application’.
 Conclusions These findings imply the necessity for ongoing attention to the study of behavioral data generated during the learning process as well as the development of various worksheets to facilitate active interaction among learners.

The Learning Achievement of Airline Business Students on the Virtual Experience during the Pre-flight Emergency Equipment Check Procedures on the Airbus A320 Series Aircraft

The emergence of disruptive technology in mid-1999 caused the industrial revolution, which leverages the benefits of the industry’s products and elaborates new ideas for service sectors to a new level. The recent virtual technology brings opportunities to higher education along with these digital adaptations. However, there is a need for experimental research exploring the educational influence of using immersive virtual reality in aviation safety subjects. This quasi-experimental aimed to 1) address the Airline Business students’ learning achievement after using virtual reality technology due to retaining knowledge influenced by virtual experience. 2) study the capability of immersive technology based on the Airbus A320 series aircraft’s virtual environment that establishes the Airline Business students’ learning development in three areas: cognitive domain, psychomotor domain, and affective domain. Two groups of 30 participants were recruited based on a simple random sampling from a total number of 75 third-year Airline Business students in the experimental and control groups. The parametric statistics were conducted on a hypothesis testing by comparing two measurements from the experimental and control groups. The results revealed that the test scores of the experimental group obtained significantly better academic achievement in terms of the knowledge needed to perform tasks than the control group. Besides, the behavioral learning and emotional intelligence required to complete performance-related tasks were noticed in the experimental group. In addition, the effectiveness index (EI) was computed to affirm that the innovative learning tool can be an integral part of the future physical classroom. It indicated that students effectively learn in the aviation safety context via practicing through virtual reality. The virtual experience positively helps motivate and engage students in an aviation safety study. It also profoundly enhances the Airline Business students’ competency, including knowledge, skills, and attitudes needed to perform their future responsibilities as flight attendants.

Private Tutoring Classes and Emotional Well-Being in China: Bidirectional Relationship and the Role of Academic Achievement

The Chinese education system is characterized as highly meritocratic and examination-oriented. Scores in high-stakes public standardized examinations mainly determine upward educational transitions. Private tutoring classes (PTCs) are a typical measure to boost students’ academic achievement. Mental health is also assumed to affect one’s behaviors and educational outcomes, playing a key role in the stratification process. However, few studies discuss (1) the bidirectional relationship between PTC attendance and emotional well-being, and (2) the role of academic achievement in determining PTC attendance and moderating the relationship between the two variables. This study fills these gaps by analyzing the 2013–14 and 2014–15 waves of data from the China Educational Panel Survey. Using a cross-lagged model, the author only finds a positive association between prior emotional well-being and later PTC attendance. Moreover, the positive association between students’ prior academic achievement and their later PTC attendance suggests that PTCs tend to serve higher-performing students. Examining the heterogeneity of the bidirectional relationship in terms of academic achievement, the author finds that only low-achievers follow a similar pattern as shown in the full sample model. This study will enrich the understanding on how mental health together with PTCs attendance contributes to the educational stratification process.