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Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Intellectual giftedness is an intellectual ability significantly higher than average and is also known as high potential.It is a characteristic of children, variously defined, that motivates differences in school programming.
Multipotentiality is an educational and psychological term referring to the ability and preference of a person, particularly one of strong intellectual or artistic curiosity, to excel in two or more different fields. [1] [2] It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one.
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.
The importance of the role of students’ self-efficacy can increase their ability to master lecture material and to be able to control themselves from stressful situations. During the active phase of pandemic, the students needed high self-efficacy to be able to face the pressure and be able to adapt quickly to new elements, like online learning.
Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities". [5] In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent [6] although as yet there is no empirical research to confirm this theory.
One argument holds that detracking inhibits high-ability students because teachers must reduce the amount and complexity of material so that all students in the class, including low-ability students, can understand it. [59] The teachers' perception of a students' academic abilities often influences how detracking is carried out in the classroom ...
Unfortunately, the very educators who want these children to challenge themselves and to embrace their gifts and talents are often the same people who are forced to discourage them in a mixed-ability classroom, through mechanisms like refusing to call on the talented student in class so that typical students have an opportunity to participate.