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Non-cognitive factors or skills, are a set of "attitudes, behaviors, and strategies" that promotes academic and professional success, [15] such as academic self-efficacy, self-control, motivation, expectancy and goal setting theories, emotional intelligence, and determination. To create attention on factors other than those measured by ...
This list of academic awards is an index to articles about notable awards given for academic ... special scholarship programs such as success scholarship, art ...
The learner's personality may also influence educational achievement. For instance, characteristics such as conscientiousness and openness to experience, identified in the Big Five personality traits, are associated with academic success. [110] Other mental factors include self-efficacy, self-esteem, and metacognitive abilities. [111]
Research is clear that 64% of students with satisfactory attendance in kindergarten and first grade are reading at grade level by third grade.
Study skills are generally critical to success in school, [4] considered essential for acquiring good grades, and useful for learning throughout one's life.While often left up to the student and their support network, study skills are increasingly taught at the high school and university level.
Student affairs, student support, or student services is the department or division of services and support for student success at institutions of higher education to enhance student growth and development. [1] People who work in this field are known as student affairs educators, student affairs practitioners, or student affairs professionals.
Other synonyms for effectiveness include: clout, capability, success, weight, performance. [13] Antonyms for effectiveness include: uselessness, ineffectiveness. [13] Simply stated, effective means achieving an effect, and efficient means getting a task or job done it with little waste.
It is a prerequisite for learning to read and write and for overall academic success. The implications of the BICS and CALP concepts for children are that the second language or language of the classroom needs to be sufficiently well-developed for her or him to be able to meet the cognitive demands of the academic setting. [4]