University students involved in a study led by Sinclair and Cleland (2006) revealed that less than half of the scholars bothered to collect their assessment feedback. The results suggest that students are indifferent towards feedback, but research shows other variables discussed below play a role in the lack of engagement seen. Categorical and/or judgmental responses and lack of timeliness or guidance for improvements needed are major problems students face when dealing with feedback (Ferguson, 2011; Weaver, 2006; Housnsell, McCune, Hounsell, and Litjens, 2008). When these dissatisfying issues continue students can become frustrated or disinterested, which in turn can lead to a decrease in motivation to collect feedback. Additionally, when students expected grade doesn’t align with the actual grade received, students may feel there is no need to check feedback (Wojtas, 1998).
Academic Stress: Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competitions with other students, failures and poor relationships with other students or lecturers (Fairbrother & Warn, 2003). Academic stressors include the student 's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth et al, 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994). When stress is perceived negatively
Instilling these lessons helps navigate them into the real world post high school. High School teachers should include important life lessons/methods for teens to survive life after high school. The reason is, in high school students are learning how to become young women and men and knowing how ways on how to go about doing income taxes, managing their funds, and other critical skills that come with being an adult. Adding life lessons in a schools curriculum is helping students become responsible and also teaching them accountability. In High School, students feel as if they aren’t learning anything that’ll be valuable in their future, they’re not being taught life skills.
Councilors and Psychiatrist are two different jobs. Their job descriptions are similar but their goals are different. Both deal with students, parents and are staffs in schools, working to ensure that that child graduates with a good mentality, ready for the real world. However, a counselor is more concerned about how you’re doing in school. A counselor’s area of focus is delivering services to students with teachers/parent for courses of action (The Difference between School Counselors and School Psychologists, 2016).
Firstly, the questions in the numeracy test rely heavily on the student’s prior experiences in mathematics. So, instead of testing the mathematical understanding of the student, it tests how well the student has been taught mathematics. This became apparent to me when I was completing the test, because I found the questions that I had previously been exposed to at school a lot easier to answer. In comparison, I found the questions that I had never come across a lot more difficult, even if the actual mathematics involved was at a similar complexity level. This notion reduces the validity of NAPLAN due to the fact that it assesses how well the students have been directly taught for the test, rather than the mathematical ability of the students.
Unlike middle school and high school, elementary schools usually have the kids exposed to one or two teachers throughout the day. If that teachers holds strong to their teachings, that is the result of the students’ learning. “...further research should be conducted in a large number of schools…” (Anyon). I agree with her idea of a certain relation between the social status of schools and their teachings, but there are also a lot of factors and variables that may differ from school to
Due to that I have seen the difference between grade school, high school, and college writing skills. In grade school, children are being taught how the school and teachers want the papers to be written. According to that teachers particular writing style preferences. Thus, not fully allowing students to fully become creative and excited about wanting to do a particular writing assignment. While a student is in high school and in college most of the students have a set foundation of skills about writing styles.
As a consequence of high goal achievement, self-efficacy increased. Self-efficacy mediated the effect of perceived goal achievement on procrastination. Thus, the students with low perceived self-efficacy are vulnerable for finding themselves in a vicious circle of procrastination (23). One study showed that in line with the definition of procrastination as a combination of delaying work on a task and discomfort with the delay, affective well-being was better predicted by self-report than by behavioral procrastination. This study suggests that self-reported procrastination better reflect the construct than a purely behavioral measure of procrastination (24)also, in our study,the relationship between behavioral procrastination
In a study conducted, it was shown that the most important factor that affected student achievement was the teacher (Wright, Horn, & Sanders, 1997). Teaching effectiveness "involves a complex set of knowledges, abilities, and personal attributes in dynamic interplay, ...[which] cannot be captured by standardized paper-and-pencil tests" (Davey, 1991, p.121). Determination of the factors that may lead to compassion fatigue may prevent the teaching force from over exposure and from other disorders that may affect the teacher’s performance. It is for this reason that the researcher consider it necessary to find out the factors associated with compassion fatigue among faculty members that affects their teaching performance. Hence, the purpose of the study is to know how compassion fatigue can manifest in teachers and how it affects their teaching performance.
In the twenty-first century, young students are feeling the pressure of society’s strenuous demands more than ever, especially in the academic environment. Many of these arduous pressures include maintaining satisfactory grades, acquiring high standardized test scores, and dealing with newly-developed friendships and relationships. As a result of an excessive amount of pressure, stress develops. According to Learn Psychology, a credible and informative psychology organization, “Stress is the body’s reaction to a challenge.” Stress can be both beneficial and detrimental. Learn Psychology, claims “Stress produces a physiological reaction in your body.