Higher Levels Of Achievement Research Articles

MEMOTIVASI DIRI DENGAN HAL-HAL KECIL SEDERHANA DALAM USAHA MENINGKATKAN PRESTASI OLAHRAGA

Behaviors and actions of individuals to achieve a goal to be obtained in principle are largely determined by a desire, needs, and expectations. Individuals in conducting behavior, actions, and actions are always based on factors that are nature coming from within themselves or coming from outside themselves or from the environment. Factors from within the individual can determine behavior, actions and actions, as well as factors from outside the individual can strengthen or reduce the motive of an individual in acting, acting and doing. Motive is a stimulus, encouragement, desire, or desire of individuals to behave, act and act. While motivation refers to the process that encourages individuals to behave, act and act in reacting to each situation, thus the motive is a driving force for behavior, actions and actions. In the competition in every sport the highest level is generally followed by athletes who have great talent, have amazing talents, are persistent, highly disciplined, have a strong and tough mentality, so what distinguishes the champion or who has amazing achievements with ordinary achievements are very difficult to distinguish. At this very high level of achievement, an athlete with small, simple self-motivated techniques that are very well managed can make the athlete successful in his career.

Is shadow education the driver of East Asia’s high performance on comparative learning assessments?

East Asian students consistently top comparative assessments of academic achievement. Yet, rather than attempting to develop more sophisticated understandings of this difference, the most common reaction is to attribute East Asian performance to longer study hours and/or the attendance at schools focused on academic skill enhancement and test preparation (i.e., juku). Herein we seek to contribute to a richer debate both by presenting new data and findings in relation to Japan, and by highlighting new analytical strategies to understand the relationship between East Asian performance and shadow education. Specifically, we highlight that comparatively high levels of achievement among Japanese students were apparent even at the level of fourth graders, even though juku attendance was low prior to this stage. This suggests that juku attendance is not the primary factor for the high academic achievement of Japanese students. The wider significance of these findings lies in countering both common portrayals of East Asian success and factually inaccurate information disseminated by organizations such as the OECD. In so doing, researchers are in better position to elaborate new, more sophisticated theories that explain East Asia’s consistently world- leading academic achievement.

Burnout In Orthopaedic and Trauma Surgeons of Nepal

Background: Burnout is a syndrome, which consists of detachment from patients and colleagues, emotional tiredness and lack of achievements in personal life. Freudenberger HJ coined the term “burnout” in the 1970s and categorized into three categories namely depersonalization, emotional exhaustion, and personal achievement. Since then there has been a lot of research on the effects of stress, work or emotion, on behavior and in professional life. Surgeons are particularly exposed to burnout and more common than in the general population and have been found that burnout in the orthopaedic surgeon is more than in any other specialty. There is a high level of dissatisfaction in orthopedic surgeons in Nepal, who are emotionally harassed and tired of lack of achievements. There was research on burnout and over orthopedic surgeons in different countries but there was no research on burnout and no studies were conducted in orthopedic surgeons of Nepal. Therefore, this study was conducted to evaluate the burnout level of orthopaedic surgeons in Nepal.
 Methods: An observational transverse contacted survey among Nepalese orthopaedic and trauma surgeons by voluntary sample technique was conducted in Kathmandu Nepal between September 2018 - August 2019; using a self-administered questionnaire in digital as well as the printed form that was based on the Maslach Burnout Inventory. Demographic and occupational data were also collected.
 Results: Out of all contacted surgeons, 34 responded. The mean age was 35 and all were male. Almost everyone showed a high level of emotional exhaustion (94%), depersonalization (100%) and only 32% showed a high level of personal achievement.
 Conclusion: Burnout syndrome is consisting of depersonalization, emotional exhaustion, and personal achievements and showed a frightening level of emotional exhaustion, depersonalization and a satisfactory level of personal achievements.

The measurement of specific life skill based on National Qualification Competency Certification Scheme in the field of Building Construction Drawing

This paper aims to measure specific life skill of students attending Building Modelling Design and Building Information program (DPIB) based on the National Qualification Competency Certification Scheme in the field of Building Construction Drawing. This research utilized descriptive quantitative method. The sampling was drawn from eleventh grade students of Vocational High School 1 Cilaku Cianjur using purposive sampling method. The measurement criteria are adjusted with competence test requirement referring to standards set by National Board of Professional Certification (BNSP). Data collection process was done by using competence test simulation. The findings of this research indicate that: (1) the specific life skill level was classified as fair, as indicated by the achievement percentage of 80%. The site drawing was the component with the highest level of achievement between three components (site, section and elevation drawing); (2) the work readiness level was classified as good, as indicated by the achievement percentage of 82%. The highest level of measurement was in the flexibility and self-view. The high level of students’ specific life skill in accordance to the national competence standard indicates that students have met the competence standard needed by the world of work. They are competent to be drafters in building construction drawing field of expertise. However, further study is needed to examine the mismatch between the supply of workers with such competence and the availability of employment in the building construction’s world of work.

Happiness and its relationship to the psychological immunity of a sample of orphan students in the upper basic stage in Jerash: المناعة النفسية وعلاقتها بالسعادة لدى عينة من الطلاب الأيتام بالمرحلة الأساسية العليا في محافظة جرش

The present study aimed at identifying the level of happiness and its relationship with the psychological immunity of a sample of orphan students in the upper basic stage in Jerash governorate, and to achieve the objectives of the study were selected sample of students in the upper basic stage (grades eighth, ninth and tenth) reached (131) orphan students, The development of two measures, one for happiness and the other for psychological immunity, and the psychometric characteristics of them were verified. The results of the study found that the level of happiness and psychological immunity was average among orphan students, and there was a statistically significant correlation between most dimensions of happiness and psychological, as the results found that orphans students with a medium and high achievement level better in happiness than students with low achievement level, and based on the results of the study were some recommendations, including the need for attention by the counsellor some positive psychological variables among orphan students and work on programs counselling to them.

Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia

2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded.
 Highlights:
 
 Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually.
 
 Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.
 
 

EVALUATION OF IMPACT TO PISA SUCCESS OF SCHOOL-BASED MANAGEMENT POLICIES

In this study, countries with the highest levels of achievement according to math and science scores in the PISA exams and countries with the lowest levels of achievement were compared in terms of school-based management policy indicators in education. This research is a quantitative research method. The research is in statistical scanning model. Data are taken directly from EUROSTAT, OECD and PISA database. The educational systems of the countries with the highest scores in the PISA exams and the countries with the lowest scores were compared. It is seen that local governments have more funding for schools, schools have the authority to determine their own teachers, schools have the authority to determine the textbooks, students have the authority to evaluate student achievement and the school budget, and these rates are above the OECD average. In high score countries inter-school disadvantage was below the OECD average. In low score countries inter-school disadvantage was above the OECD average. Article visualizations:

An Analysis on The Students’ Language Learning Strategies in Learning English

<p align="center">Abstract</p><p>This study revealed the students’ language learning strategies in learning English. This study conducted on descriptive design which used quantitative approach to analyze the data. Therefore, the data is collected through Strategy Inventory for Language Learning (SILL) Questionnaire. The populations in this research were 116 students, while 90 of them were used as sample. The researcher uses purposive sampling as the technique sampling to select the sample.</p><p>The findings of the language learning strategies used by the students with high level of achievement and the students with low level of achievement are the students with high level of achievement is better than students with low level of achievement in the use of language learning strategies because they have higher average score in the use of six strategies, namely memory, cognitive, compensation, metacognitive, affective and social strategies. The finding of the use of language learning strategies by female and male students are female students is better in the use of language learning strategies because they get higher average score.</p><p>The teachers should be equipped with a lot of strategies that they will be able to propose to students so that they can deal with difficult academic task. The teachers should design activities that the students use a variety of strategies and after the completion of the task they should held a discussion session with students about the strategies that they use, whether these strategies proved to be useful or not. In his way, the teachers have opportunity to see the success each students in the use of the strategies, the students will be able to see what their appropriate strategies use. Thus, they will be given the opportunity to make self evaluation, decide which is better for them or learn an alternative way of doing a particular task.</p><p>Keyword: Language, Second Language Acquisition, Language Learning Strategies.</p>

Emotional, School Environment and Intelligence Academic Achievement of Secondary School Students

Purpose – In the present century the need and importance of understanding the emotional intelligence of the learner has been grown among the educationists. This is especially true and more prevalent in professions that require the employees to be highly emotionally intelligent such as in the teaching profession. In this study Emotional Intelligence, School Environment and Academic Achievement of secondary school students was probed to find the relationship between and among Emotional nature, School climate and outcomes of standard IX and X students. Methodology - In this study the Emotional Intelligence Questionnaire, School Environment Scale (SES) is used. The investigator used stratified random sampling technique for selecting the sample. The study will adopt a Normative Survey Method. The variables studied are the Emotional Intelligence, School Environment and Academic Achievement. Emotional Intelligence Scale developed and validated by the Balasubramanain and Shanty in 2005 is used for the study. Further School Environment questionnaire developed and validated by the Shanty Jose 2009 is used for the study. The academic achievement scores obtained by the student is used for analysing the learning outcome. Findings - Finding shows from the study shows that there is a high level of Emotional Intelligence, school environment and academic achievement of secondary school students. No significant differences found between and among Emotional Intelligence, School Environment and Academic Achievement with respect to the variables gender, class, type of institutions, locality and medium of instruction. There is a significant relationship exists between and among Emotional Intelligence, school environment and academic achievement and its sub variables. Significance - Emotion as the basis of all behaviours and activities and so is directly related to all human nature and achievements. Emotions are source of motivation, source of learning,source of strength and endurance to body. Emotional intelligence is being able to understand one's one behaviour and to use this to guide their action. Understanding the emotional intelligence of learner will help to analyse the academic performance of individual learner and to provide them useful support.

First-generation students in rural communities: A study of effective programming components that support closing the excellence gap

ABSTRACT Large numbers of young people from underserved populations, including first-generation, low-income, and rural, are clearly capable of high levels of achievement but are failing to do so owing to lack of access and opportunities. The purpose of this study was to determine what characteristics of the Health Science Technology Academy (HSTA), a program designed to successfully mediate risk factors for high-achieving students from disadvantaged backgrounds, were critical to student success. With a specific focus on first-generation and non-first-generation students, results of descriptive statistics, chi-square, and ANOVA indicated first-generation students had slightly higher intentions to attend college and higher initial interest in pursuing a career in health sciences, and they perceived out-of-school experiences, such as field trips, as more influential in increasing their interest in pursuing a career in health sciences than non-first-generation students. Implications and future directions are discussed.

Motivational Factors and Gender Differences in the Successful Completion of Music Education Doctoral Programs: A Pilot Study

What accounts for the success or failure of music education doctoral students regarding the completion of their degrees? Though students continue to enter doctoral programs, high attrition rates indicate many are not completing their degrees, including PhD students in music education. Perhaps those who complete this high level of academic achievement are more highly motivated than those who do not. An investigation of the differences between genders regarding motivation and length of time for degree completion is the focus of this study and seeks to answer the following: What effect does motivation have on music education doctoral students in the completion of their degrees? Are there motivational differences between male and female music education doctoral students concerning the completion of their degrees? Is there a difference in the amount of time it takes for female music education doctoral students to complete their degrees as compared to male students? Relating factors of motivation to achievement, the Expectancy-Value Theory of Achievement Motivation is the framework used in this study. A questionnaire was used in this quantitative pilot study of former music education doctoral students (n=12) at universities in Ohio who obtained their PhDs within the last 15 years. Results indicate no significant difference between genders regarding the length of time for degree completion, though differences were found in motivational factors for starting and continuing in music education doctoral programs until completion. Limitations, implications, and recommendations for future research are suggested.

Sustainable competitive innovative development and economic security of enterprises under unstable conditions: mutual dependency and influence

The paper reveals interrelations between the concepts “economic security”, “economic sustainability”, “development” and “competitiveness” of an enterprise. Based on their consideration, the paper enhances theoretical and methodological principles of establishing competitive innovation development and economic security of an enterprise. Unlike the existing ones, these principles provide for not only alternativeness but also equal significance when choosing between achievement of high levels of competitiveness, development and economic security. Application of the elaborated suggestions enables more objective formation of the policy of management of an enterprise’s innovation development under unstable conditions considering the industrial field and the market position of the enterprise. It is proven that essential elements of enterprises’ sustainable development include innovative activity, production provision, export of science-intensive products and development of high technology services, this providing for efficient levels of enterprises’ economic security and competitiveness. Under conditions of uncertainty, there are some basic functions of an enterprise aimed at enhancing its competitiveness and economic security including the following: achieving the optimal level of an enterprise’s resulting indicators and efficient “income-risk” ratio, innovative activity, ensuring the quality of an enterprise’s intellectual capital, environmental safety and meeting required social standards.

Adaptation of consumer law to the digital age: EU Directive 2019/2161 on modernisation and better enforcement of consumer law

This Paper examines the most important innovations in the recently adopted European Directive 2019/2161 on better enforcement and modernisation of Union consumer protection rules. First, by adding the innovative rules, such as the ones on the trustworthiness of online reviews, the Directive aims to adapt the European regulatory framework on consumer protection to the challenges and particularities of the digital age and the digital market. Second, through the sharp rise of the fines for breach of consumer law and through the introduction of a mandatory individual remedy to the consumers who has been a victim of unfair commercial practices, the Directive substantially contributes to strengthening of the general enforcement mechanism of EU consumer law and achievement of high level of consumer protection.

THE CONCEPT OF INTERNATIONAL COMPETITION ACTIVITIES OF THE NATIONAL CENTER “JUNIOR ACADEMY OF SCIENCES OF UKRAINE”

The Concept of international competition activities of the National Center “Junior academy of sciences of Ukraine” is presented. It is aimed at developing a system of selection, evaluation and training of Ukrainian students for their successful participation in international science fairs and other science and engineering competitions. In developing the Concept presented here (which can be considered a draft open for discussion and possible amendments), the authors used the international standards and their own experience in their participation in and organization of participation of Ukrainian students in national and international science fairs and other science and engineering competitions. The key provisions of the Concept are discussed, as well as its main components and aspects, such as: selection of international competitions for participation; national science fairs and other competitions and feeding fairs for international competitions; judging at the national competitions; evaluation of projects and selection of participants for the international level; national institutional coordination; the pre-competition training process for Ukrainian students, etc. The provisions of the Concepts form the basis for development of efficient educational programs for competitive selection, planning and implementation of various activities that will promote high-level achievements of gifted children and youth of Ukraine at the international/global level. Specific recommendations, rules and procedures for organizing participation of Ukrainian high school students in international science and engineering fairs and other competitions are outlined.

First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement.

The current study aimed to analyze the relationships between students’ background variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in college. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement were assessed using a specific curricular subject of the course as a reference. Students’ grades were collected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement. The analysis of both SEM allows us to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in college. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.

Girls Do Better

abstractIn this article we analyse gender gaps in educational outcomes in South Africa using four nationally-representative datasets - Progress in International Reading and Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) and Matriculation – over the period 1995-2018. We show that girls outperform boys at the mean in all subjects and all grades, including in Mathematics and Physical Science, as well as in the school-leaving exam, Matric. Pro-girl gaps at the primary-school level are large and statistically significant with Grade 4 girls an entire year ahead of Grade 4 boys in reading outcomes. Similarly, large differences can be found in the most recent (2018) Matric microdata. We show that the received wisdom in South Africa, that males outperform females in Mathematics and Physical Science in Matric, is partly a function of higher rates of male dropout in high school, leaving a stronger cohort of males to write matric. In 2018, for every 100 females in matric there were only 80 males. If one compares an equal number of males and females in matric, girls do unequivocally better in all 13 subjects when looking at average performance. When looking at higher levels of achievement (60%+) girls do better in nine subjects and boys do better in two subjects (Mathematics and Physical Science). However, girls are still less likely to fail these two subjects when compared to their male counterparts. Given these results and the theory that human capital contributes to employment and earnings, we see the need for further research in the South African context for why the female advantage in education does not translate into a female advantage in the labour market. What are the general, and specific, constraints for why women experience inferior labour outcomes in the world of work?

Diseño y validación de una escala para la medición de conciencia ambiental en los futuros maestros de Primaria

Resumen:La investigación educativa reciente y las políticas de espectro mundial en el campo de la educación ambiental establecen como objetivo prioritario para un desarrollo humano sostenible la obtención de niveles elevados de conciencia ambiental. La preocupación por este constructo en el ámbito del desarrollo profesional docente es relativamente reciente y la disponibilidad de herramientas para su tratamiento cuantitativo aún escasa. El presente trabajo muestra el proceso de diseño y validación de un instrumento, en forma de escala, para la medición de conciencia ambiental en contextos específicos de formación inicial del profesorado de Primaria. La escala queda conformada por 30 indicadores agrupados en 4 dimensiones (afectiva, cognitiva, conativa y activa) y presenta propiedades psicométricas que avalan su fiabilidad, con valores de consistencia interna adecuados ( = .873), y su validez, con resultados de Análisis Factorial Confirmatorio que muestran un buen nivel de ajuste en el modelo finalmente seleccionado (RMSEA= .031; SRMR= .071; CFI= .991 y TLI = .990). La investigación está enmarcada en un proyecto de mayor envergadura orientado al desarrollo de entornos de aprendizaje apoyados en herramientas metacognitivas que favorezcan la integración de una buena conciencia ambiental en el ejercicio diario de la profesión docente en los niveles educativos básicos, objetivo para el que resulta necesario disponer de instrumentos de medición de conciencia ambiental como la escala diseñada para el contexto de la formación inicial

The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education

This study aims to investigate the impact of learning materials developed with augmented reality (AR) technology on middle school students' achievement and attitudes towards the course, and to determine their attitudes towards AR applications. In this study, a quasi-experimental design was used in which intact classrooms at two different schools, consisting of a total of one hundred 7th grade middle school students, were randomly assigned to either the experimental or control group. The experimental group completed the “Solar System and Beyond” module of their science course using AR technology, while the control group completed the same module using traditional methods and textbooks. Students in the experimental group were found to have higher levels of achievement and more positive attitudes towards the course than those in the control group. In addition, the results revealed that the students were pleased and wanted to continue using AR applications in the future. They also showed no signs of anxiety when using AR applications. In addition, it was found that academic achievements and attitudes of the students in the experimental group showed a positive, significant and intermediate correlation.

Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.

An analysis on the Emotional Intelligence and Academic Achievement among the students in the District of Kottayam, Kerala

Academic achievement considered as self-perception and self-evaluation of one’s objective academic success. Academic achievement indicates the learning outcomes of pupil. Achievement of those learning outcomes requires a series of planned and organized experiences. There is equal gender participation in the study. Among the respondents 17 boys and 18 girls shown high level of Emotional Intelligence. Out of 50 respondents 16 boys and 17 girls shown high level of academic achievement. There is a strong positive correlation between emotional Intelligence and Academic Achievement.