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Journal articles on the topic 'High achievers'

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Published: 4 June 2021

Last updated: 31 January 2023

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1

Kusumayanthi, Susi. "High Achievers." English Journal Literacy Utama 3, no. 2 (September 30, 2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.260.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

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2

Kusumayanthi, Susie. "High Achievers." English Journal Literacy Utama 3, no. 2 (October 14, 2019): 68–76. http://dx.doi.org/10.33197/ejlutama.vol3.iss2.2019.285.

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This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

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3

Gunzburg, R., and B. Rydevik. "High achievers." European Spine Journal 26, no. 5 (March 21, 2017): 1361. http://dx.doi.org/10.1007/s00586-017-5000-3.

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4

Jones, Graham, and Kirsty Spooner. "Coaching high achievers." Consulting Psychology Journal: Practice and Research 58, no. 1 (2006): 40–50. http://dx.doi.org/10.1037/1065-9293.58.1.40.

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5

Jones, Graham. "Coaching high achievers." Human Resource Management International Digest 14, no. 7 (December 2006): 3–4. http://dx.doi.org/10.1108/09670730610708114.

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6

Juter, Kristina. "Students' Conceptions of Limits: High Achievers versus Low Achievers." Mathematics Enthusiast 4, no. 1 (February 1, 2007): 53–65. http://dx.doi.org/10.54870/1551-3440.1058.

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7

Leder, Gilah C. "Do Teachers Favor High Achievers?" Gifted Child Quarterly 32, no. 3 (July 1988): 315–20. http://dx.doi.org/10.1177/001698628803200304.

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8

Singh, Dr Shashi Kala. "Anxiety and Adjustment Pattern of High and Low Academic Achievers." Global Journal For Research Analysis 2, no. 1 (June 15, 2012): 25–26. http://dx.doi.org/10.15373/22778160/january2013/78.

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9

Hutchinson, T. P. "COMPARISION OF HIGH ACHIEVERS WITH LOW ACHIEVERS: Discussion of Juter’s (2007) article." Mathematics Enthusiast 6, no. 1-2 (January 1, 2009): 207–12. http://dx.doi.org/10.54870/1551-3440.1145.

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10

Rathore, Ami. "Self Regulated Learning of high Achievers." i-manager’s Journal on Educational Psychology 4, no. 2 (October 15, 2010): 33–38. http://dx.doi.org/10.26634/jpsy.4.2.1237.

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11

P, Shanmukananda, and L. Padma. "Identifying learning techniques among high achievers." International Journal of Basic & Clinical Pharmacology 2, no. 2 (2013): 1. http://dx.doi.org/10.5455/2319-2003.ijbcp20130316.

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12

Thornley, Mark. "Paying homage to our high achievers." Australian Veterinary Journal 82, no. 6 (June 2004): 316–17. http://dx.doi.org/10.1111/j.1751-0813.2004.tb11083.x.

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13

&NA;. "High achievers honored in San Diego." Hearing Journal 54, no. 6 (June 2001): 56. http://dx.doi.org/10.1097/01.hj.0000294237.90944.bb.

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14

Weckbacher, Lisa Marie, and Yukari Okamoto. "Spatial Experiences of High Academic Achievers." Journal for the Education of the Gifted 35, no. 1 (January 5, 2012): 48–65. http://dx.doi.org/10.1177/0162353211432038.

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The study explored the relationship between types of spatial experiences and spatial abilities among 13- to 14-year-old high academic achievers. Each participant completed two spatial tasks and a survey assessing favored spatial activities across five categories (computers, toys, sports, music, and art) and three developmental periods (early childhood, middle childhood, and adolescence). The first phase of analysis determined the percentage of favorite activities by category and developmental period; the second phase examined how participants with the highest scores on each spatial measure differed in their experiences. Findings showed that certain activities (e.g., playing video games and soccer) tended to reemerge across periods and be linked to strong spatial skills. Implications for nurturing high achievers’ potential to succeed in spatially demanding careers are discussed.

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15

Feather, Norman T. "Authoritarianism and attitudes toward high achievers." Journal of Personality and Social Psychology 65, no. 1 (1993): 152–64. http://dx.doi.org/10.1037/0022-3514.65.1.152.

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16

정애진 and LEE KIL-JAE. "A comparative study of K-WISC-IV profile for low science achievers, science achievers and high science achievers." Journal of Science Education 39, no. 3 (December 2015): 418–33. http://dx.doi.org/10.21796/jse.2015.39.3.418.

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17

Batool, Tahira. "Feedback Impact in High, Average and Low Achievers’ Mathematics Engagement in High Schools’ Classrooms." Review of Economics and Development Studies 6, no. 1 (March 31, 2020): 167–78. http://dx.doi.org/10.47067/reads.v6i1.194.

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The present study has interrogated the effect of feedback on different ability groups’ engagement in mathematics. The sample of this quasi-experimental research study was consisted of 87 grade nine students. The control group was consisted of 43 students whereas experimental group has total 44 students. Some feedback techniques and strategies were used in teaching during intervention. Students’ engagement (cognitive, affective and behavioral) was measured by administering a questionnaire at the start and end of the intervention. Results has shown that intervention has a noteworthy effect on average and low achievers cognitive engagement but it has no significant effect in case of high achievers cognitive engagement. Results also have shown that intervention has significant effect on high, average and low achievers’ affective engagement. Similarly, intervention has a noteworthy effect on of high achievers, average achievers and low achievers’ behavioral engagement. Students in experimental group who were more engaged and spent more time on homework and extra work. These results highlighted the importance of feedback in mathematics classroom therefore further research on components of engagement is required.

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18

Wahidiyati, Irra. "The Effectiveness of Teachers’ Corrective Feedback in Enhancing Students’ Ability to Recount Text Writing." JOEEL: Journal of English Education and Literature 1, no. 1 (March 16, 2020): 1–10. http://dx.doi.org/10.38114/joeel.v1i1.24.

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Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers’, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students’ prior achievement, and ability in recount text writing. The samples are eighth-graders of SMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers.

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19

Farrell, Mark, Raymond Pfeil, and Albert A. Caretto. "A chemistry experience to enrich high achievers." Journal of Chemical Education 65, no. 2 (February 1988): 150. http://dx.doi.org/10.1021/ed065p150.

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20

Harrington, Leigh, and James H. Liu. "Self-Enhancement and Attitudes Toward High Achievers." Journal of Cross-Cultural Psychology 33, no. 1 (January 2002): 37–55. http://dx.doi.org/10.1177/0022022102033001003.

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21

Kotob, Mazen Muhieddine, and Malak Ali Abadi. "The Influence of Differentiated Instruction on Academic Achievement of Students in Mixed Ability Classrooms." International Linguistics Research 2, no. 2 (May 4, 2019): p8. http://dx.doi.org/10.30560/ilr.v2n2p8.

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The present study aims at describing the influence of differentiated instruction on the academic achievement of English Language Learners low achievers and high achievers in a mixed ability classroom. It explores the strategies used by teacher to apply some principles of differentiated instruction in mixed ability classrooms and how pupils including low achievers and high achievers progress academically in English classrooms and how much they benefit taking into consideration teacher's time and effort. A total of 20 students from one intact English class were used as a sample of this experimental study that was conducted on 10 low achievers and 10 high achievers. In order to obtain the data, the achievement test pre-test and post-test was used as an instrument to gauge the low achiever's and high achiever's academic performance. In this experimental class, the researcher used differentiated instruction as an intervention. This intervention class was able to improve their academic score from pre-test to post-test. Therefore, the results revealed a marked improvement in the low achiever's academic scores following the implementation of differentiated instruction in a great way. But for high achievers, their scores were somehow stable between the pre-test and post-test following the implementation of this process. It is evident that differentiated instruction is a strategy that has a great influence on the academic achievement of low achievers in a great way.

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22

Marryshow, Derrick, Eric A. Hurley, Brenda A. Allen, Kenneth M. Tyler, and A. Wade Boykin. "Impact of Learning Orientation on African American Children’s Attitudes toward High-Achieving Peers." American Journal of Psychology 118, no. 4 (December 1, 2005): 603–18. http://dx.doi.org/10.2307/30039088.

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Abstract This study examined Ogbu’s widely accepted thesis that African American students reject high academic achievement because they perceive its limited utility in a world where their upward mobility is constrained by racial discrimination. Boykin’s psychosocial integrity model contends that Black students value high achievement but that discrepancies between their formative cultural experiences and those imposed in school lead them to reject the modes of achievement available in classrooms. Ninety Black children completed a measure of attitudes toward students who achieve via mainstream or African American cultural values. Participants rejected the mainstream achievers and embraced the African American cultural achievers. Moreover, they expected their teachers to embrace the mainstream achievers and reject those who achieved through high-verve behavior. Results suggest that Boykin’s thesis is a needed refinement to Ogbu’s ideas. They indicate that Black children may reject not high achievement but some of the mainstream cultural values and behaviors on which success in mainstream classrooms is made contingent.

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23

McEvoy, Wendy. "High achievers will take control of their learning." Early Years Educator 18, no. 10 (February 2, 2017): 14–16. http://dx.doi.org/10.12968/eyed.2017.18.10.14.

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24

Philippidis, Alex. "Top 10 under 40 Biopharma's Youthful High Achievers." Genetic Engineering & Biotechnology News 39, no. 6 (June 2019): 16–17. http://dx.doi.org/10.1089/gen.39.06.06.

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25

Longhurst, Chris. "Forty high achievers to begin fast-track training." Nursing Standard 32, no. 4 (September 20, 2017): 10. http://dx.doi.org/10.7748/ns.32.4.10.s8.

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26

Cahyani, Regita, Muhammad Ridhuan Tony Lim Abdullah, and Cahya Komara. "INVESTIGATION OF ENGLISH GRAMMAR LEARNING STRATEGY ON HIGH, MIDDLE, AND LOW ACHIEVERS' STUDENTS IN INDONESIA." ELLTER Journal 3, no. 2 (October 31, 2022): 54–63. http://dx.doi.org/10.22236/ellter.v3i2.10063.

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This study investigates the English grammar learning strategy used among high, middle, and low achievers’ students in Indonesia. The aim is to reveal which types of strategies that high, middle, and low achievers’ students applied most while learning English grammar and to check whether or not there is difference grammar learning strategy used by high, middle, and low achievers’ students. A lot of researchers have concentrated their interest on the grammar learning strategy area, including in Indonesia, however, it was not seen much or still found limited references to check the grammar learning strategy among high, middle, and low achievers’ students. Besides, the grammar learning strategy instruments of other Indonesian researchers are complexly varied. This study is focused on finding the strategies that high, middle, and low achievers’ students used through Pawlak’s Grammar Learning Strategy Inventory or GLSI (2018) with 100 participants (high vs middle vs low achievers’ students) involved. The results showed that there are significant differences between the frequent use of grammar learning strategies between low, middle, and high achievers' students. Social strategies are the most frequently used grammar learning strategies by low and middle achievers’ students, while metacognitive strategies are the strategies most frequently used by high-achieving students in Indonesia.

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27

Hong, Eunsook, Maggie Sas, and John C. Sas. "Test-Taking Strategies of High and Low Mathematics Achievers." Journal of Educational Research 99, no. 3 (January 2006): 144–55. http://dx.doi.org/10.3200/joer.99.3.144-155.

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28

Sankofa, Biko Martin, Eric A. Hurley, Brenda A. Allen, and A. Wade Boykin. "Cultural Expression and Black Students' Attitudes Toward High Achievers." Journal of Psychology 139, no. 3 (January 2005): 247–60. http://dx.doi.org/10.3200/jrlp.139.3.247-260.

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29

Lee, Ji-Hee, and Hyo-Jung Shin. "The Experience of College Admission High Achievers' Academic Probation." Journal of the Korean society for Wellness 12, no. 1 (February 28, 2017): 183. http://dx.doi.org/10.21097/ksw.2017.02.12.1.183.

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30

Colangelo, Nicholas, Barbara Kerr, Paula Christensen, and James Maxey. "A Comparison of Gifted Underachievers and Gifted High Achievers." Gifted Child Quarterly 37, no. 4 (October 1993): 155–60. http://dx.doi.org/10.1177/001698629303700404.

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31

Smith, Anthony. "Education: Elitists and high achievers - a New Labour perplexity." Critical Quarterly 40, no. 3 (October 1998): 108–15. http://dx.doi.org/10.1111/1467-8705.00180.

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32

Dugdale, Hannah L., Martin Hinsch, and Julia Schroeder. "Biased sampling: no ‘Homer Simpson Effect’ among high achievers." Trends in Ecology & Evolution 26, no. 12 (December 2011): 622–23. http://dx.doi.org/10.1016/j.tree.2011.07.005.

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33

Jacobs, R. L. "Learning Styles of Black High, Average, and Low Achievers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 6 (February 1990): 253–54. http://dx.doi.org/10.1080/00098655.1990.9955778.

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34

Eisenberger, Robert, Jason R. Jones, Florence Stinglhamber, Linda Shanock, and Amanda T. Randall. "Flow experiences at work: for high need achievers alone?" Journal of Organizational Behavior 26, no. 7 (2005): 755–75. http://dx.doi.org/10.1002/job.337.

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35

Salili, Farideh, and Po Ha Tse Mak. "Subjective meaning of success in high and low achievers." International Journal of Intercultural Relations 12, no. 2 (January 1988): 125–38. http://dx.doi.org/10.1016/0147-1767(88)90044-2.

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36

Ehrenberg, Rachel. "Tomorrow's stars: Intel science talent search honors high achievers." Science News 173, no. 11 (September 30, 2009): 166. http://dx.doi.org/10.1002/scin.2008.5591731109.

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37

Hirt, Carmen Nadja, Yves Karlen, Katharina Maag Merki, and Francesca Suter. "What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task." Learning and Individual Differences 92 (December 2021): 102085. http://dx.doi.org/10.1016/j.lindif.2021.102085.

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38

Tamir, Pinchas. "What Makes a Student a High Achiever in Science?" Gifted Education International 9, no. 1 (January 1993): 24–32. http://dx.doi.org/10.1177/026142949300900106.

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Substantial differences were found between the 5% top achievers in science and the remaining 95% 9th and 12th grade students. While girls constitute 55% of the 9th grade population only 18% of the high achievers are girls, a ratio of approximately 1:3. The corresponding ratio in the 12th grade was 1:8, 1:5, 1:2 and 3:4 for physics, non-science, chemistry and biology majors respectively. A typical profile of a higher achiever is: A small family. Parents with more formal education holding more science related careers, and more books at home. School science grades are relatively high. Science and mathematics are liked more than other school subjects. Intends to study science in the university and aspires for a science related career. The gaps between the top % and the rest in biology and physics are larger than in chemistry and earth science. The high achievers excel more in tasks which require higher cognitive abilities and which are outside their area of specialization. Their attitudes toward science learning are considerably more positive. Finally, they exhibit substantially higher preference for questioning and lower preference for rote memorization.

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39

Candraloka, Olyvia Revalita. "The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran." JELE (Journal of English Language and Education) 1, no. 2 (December 10, 2015): 108. http://dx.doi.org/10.26486/jele.v1i2.165.

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The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

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40

Narváez, Darcia. "High Achieving Students and Moral Judgment." Journal for the Education of the Gifted 16, no. 3 (April 1993): 268–79. http://dx.doi.org/10.1177/016235329301600304.

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Research exploring the relationship of intellectual aptitude to moral judgment has indicated that, as a group, those with a high intellectual aptitude score significantly above their age peers on measures of moral judgment. These data support the contention that intelligence is a “general factor” that cuts across domains. Some theorists have advocated an alternative view, that intelligence is domain specific. In looking at high achievers, the current study offers support for both views by reporting data that indicate a dependence of moral judgment precocity upon high intellectual achievement. As a group, the high achieving students scored higher on the Defining Issues Test's Principled score. However, there was a wide variation in scores among the high achievers, indicating that apparent intellectual aptitude was not enough for high scores in moral judgment. This variance, along with the fact that no low achiever received an unusually high score, supports the “independent domains” hypothesis of intelligence.

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41

Raudhaturrahmi, Raudhaturrahmi, Usman Kasim, and Siti Sarah Fitriani. "High and low achievers’ dominant learning style preferences in learning English." English Education Journal 12, no. 2 (April 30, 2021): 179–95. http://dx.doi.org/10.24815/eej.v12i2.19152.

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This study aims at finding the high and low achievers’ learning style preferences and the teachers’ understanding about the students’ learning style preferences in learning English at MAN 1 Banda Aceh. The survey of this study used a combination of quantitative and qualitative methods. A questionnaire was used to explore the students’ learning style preferences, while an interview was used to get specific information about the teachers’ opinions on students’ learning style preferences in learning English. Willing (1988) category of learning style that consists of communicative, concrete, authority-oriented and analytical learning styles were used. The result of the questionnaire showed that the high achievers’ dominant learning style was the communicative one with a mean value of 3.12 and a standard deviation of 0.65. At the same time, the low achievers also favoured communicative learning style with a mean value of 3.11 and a standard deviation of 0.63. While the interview shows that the teachers were aware and understood well about students’ learning style preferences in learning English. In conclusion, by understanding their characteristics in absorbing information, the students can develop the skills in various ways to make it easier, faster and more successful for them in their learning.

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42

Jena, Prakash Chandra. "Effect of Smart Classroom Learning Environment on Academic Achievement of Rural High Achievers and Low Achievers in Science." International Letters of Social and Humanistic Sciences 3 (September 2013): 1–9. http://dx.doi.org/10.18052/www.scipress.com/ilshs.3.1.

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The present study is an experimental one and conducted in Jalandhar district of Punjab. The investigators has taken 60 secondary school students from Royal Convent School by using simple random sampling technique. For conducting experiment the investigator has used two group randomized pre-test and post-test design. For collection of data the investigator has used an achievement constructed and standardized by the investigator and t-test has also used for analysis and interpretation data. The result of the study reveals that smart class learning environment is better to teach both low achievers and high achievers than traditional class.

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43

Shrivastava, SaurabhRamBihariLal, and PrateekSaurabh Shrivastava. "Exploring factors that affect learning process of high achievers and low achievers and the role of medical teachers." Indian Journal of Health Sciences and Biomedical Research (KLEU) 16, no. 1 (2023): 175. http://dx.doi.org/10.4103/kleuhsj.kleuhsj_534_22.

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44

Card, David, and Laura Giuliano. "Can Tracking Raise the Test Scores of High-Ability Minority Students?" American Economic Review 106, no. 10 (October 1, 2016): 2783–816. http://dx.doi.org/10.1257/aer.20150484.

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We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate “gifted/high achiever” classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants. (JEL I21, J21, J24)

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45

MANCENIDO, ZID. "How High Achievers Learn That They Should Not Become Teachers." Harvard Educational Review 91, no. 4 (November 29, 2021): 433–56. http://dx.doi.org/10.17763/1943-5045-91.4.433.

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In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.

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46

Chieng, Yen Yun, Muhammad Asyraf Che Amat, and Zeinab Zaremohzzabieh. "OBSTACLES PREVENTING HIGH ACHIEVERS FROM LOW SOCIOECONOMIC BACKGROUNDS TO ENTER UNIVERSITIES: A REVIEW." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 133–44. http://dx.doi.org/10.35631/ijepc.642011.

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All students, regardless of socioeconomic status, deserve equitable access to universities. However, many high-achieving students are excluded from this privilege, most of whom come disproportionately from families on the lower rungs of the socioeconomic ladder. This study aims to identify the barriers that influence high achievers from disadvantaged socioeconomic backgrounds to pursue higher education. A total of ten relevant articles from prominent publication databases were chosen for this review. The results show that the majority of researchers believe that parents' negative attitudes, parents' low expectations, first-in-family, vogue career identity, financial factor, and thinking style factor are the primary impediments to high achievers from disadvantaged socioeconomic backgrounds attending university. The results also enable university career counsellors to assist high achievers from disadvantaged socioeconomic backgrounds to overcome any obstacles to effectively join universities and fulfil their educational goals.

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Janjua, Muhammad Haris, Javeria Iqbal, Muhammad Ahmed Naseer, M. Hassaan, Hamza Naeem, M. Zeeshan Sarwar, and Syed Asghar Naqi. "Study orientation among high and low achievers in undergraduate students of Medical and Allied health sciences." Pakistan Journal of Medical and Health Sciences 16, no. 4 (April 26, 2022): 227–30. http://dx.doi.org/10.53350/pjmhs22164227.

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This study was aimed to determine the relationship between study orientation and academic achievements of MBBS and allied health sciences undergraduate students. This cross-sectional survey was conducted in King Edward Medical University, Lahore. The authors selected 450 students using non-probability, convenience sampling. Student of either gender enrolled in MBBS and Allied Health Sciences were included in this study. Study habits were calculated using modified Study Orientation Scale developed on lines of M. Mukhopandy and D.N Sansawal’s Study Habit inventory scale. Quantitative variables were presented as mean ±S.D. Qualitative variables were presented as frequency and percentages. Student were divided into high (CGPA ≥ 3) and low achievers (CGPA < 3). Association of different demographic variables and CGPA with SHI scores was calculated using independent sample t test. P value < .05 was considered significant. Of the 450 respondents, 48 (10.67%) were male and 402 (89.3 %) were female students. Mean age of the participants was 20.98 ± 1.97 years. Majority 331 (73.6%) were Allied Health Sciences (AHS) students. Most of the participants 363 (80.67%) were from urban background while 231 (51.33%) participants were living in hostels. Of the total, 246 (55.4%) participants were labelled as high achievers while 198 (44.6%) were labelled as low achievers. Students with higher CGPA scores were found to have better SHI scores i.e.,113.78 (15.31) as compared to low achievers i.e., 109.56 (16.34) (P value 0.005). Study orientation of students had a significant effect on the performance of students, with high achievers having significantly better SHI scores than their low achiever colleagues so it is recommended that due attention should be given to study habits. Key words: SHI, achievers, study orientation, medical and allied health sciences, undergraduates.

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Singh, Preeti, Akanksha Kumari, Dr A. K. Sinha, and Nachiketa Rout. "Grapheme-Phoneme Association Skill in High And Low Academic Achievers." IOSR Journal of Dental and Medical Sciences 15, no. 08 (August 2016): 91–96. http://dx.doi.org/10.9790/0853-1508079196.

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Carr, Stuart C., Ian P. Purcell, Floyd H. Bolitho, Nathan D. Moss, and Susan E. Brew. "Managing Attitudes Toward High Achievers: The Influence 0f Group Discussion." Asian Journal of Social Psychology 2, no. 2 (August 1999): 237–44. http://dx.doi.org/10.1111/1467-839x.00037.

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Barak, M., R. Yehiav, and N. Mendelson. "Advancement of Low Achievers within Technology Studies at High School." Research in Science & Technological Education 12, no. 2 (January 1994): 175–86. http://dx.doi.org/10.1080/0263514940120206.

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