Creativity is very important in achieving the academic goal. Creativity is positively related with the achievement of academic aim. Certain interpersonal skills, procedures, techniques, , creativity, , problem solving skills, communication skills have a successful relationship with the achievement of academic goal. Creativity predicts intellectual performance better than skills alone, and it directly influences academic performance through intelligence. Although past achievement increases creativity it is student interpretation of past successes and failures that may be responsible for following
(Bandura, 1997) states that a sense of self-efficacy is an important contributor to the attainment of further competences and successes. There is sufficient evidence documenting significant relation between self-efficacy beliefs and achievement in academic settings (Bandura, 1997). Students who are high in academic self-efficacy are more persistent, determined, and have high academic achievement (Bandura,1986; Schunk, 1981; Zimmerman, 1989) Realizing the present day need in the area of education, where focus is upon mobilizing and directing the inner potentialities of students to cope with difficulties and achieve better, the present study is undertaken. 1.1 ACADEMIC
Goal orientation theory has emerged as a dominant theoretical framework for studying motivation and competence in academic achievement. Also known as Achievement Goals, according to McKinney (2003), it is as a construct that reflects internal motivational processes which then affect an individual 's task choice, self-set goals, and effort mechanisms in learning and performance contexts. A person’s achievement goal is said to represent his or her own purpose for engaging behavior in an achievement situation (Phan, 2008). Initially, achievement goal theorists used a mastery-performance goal dichotomy in accounting for competence-based strivings. Mastery-oriented people are driven to increase competence, understanding, and appreciation for what is being learned (Covington, 2000).
Lastly experience is an accumulation of sensible events of the past which serves as a basis of a community or in general the humankind. On the other hand, Oxford Dictionary states that experience is feasible contact with information and situation. An intelligence and technique earned by an individual through a period of practical experience of something, especially in a certain situation (Oxford Dictionary, n.d.) The Department of Education’s main goal is to provide and give the students the necessary standard knowledge, skills, and competencies that they will need as they enter the college or professional life. These three are the components of what we call experience. But how do the students really experience their Senior High School life?
In realizing “positive education” philosophers and researchers have looked into different intricacies of education. Which are internal construction of academic information, relationship between creativity and learning, effectiveness of praise, cooperative learning, and implicit theories of intelligence. Psychopathology model has been advocating remedying weaknesses of individuals to obtain academic achievement. Positive psychology with its strength based model have been looking at what is good in individual and how its deployment can attain wellbeing as well as academic achievement. In advanced countries, the associations and consequences of character strengths in varied domains (life satisfaction, achievement in work and academic settings) have been scientifically established.
Results indicated that family structure is of the predictors of academic achievement. In another study of the same author (Jeynes, 2002), it is explained that the family structure can affect the quantity and quality of time parents can spend with the child. Researchers have found that parents ‘education has a direct positive connection with students’ academic achievements and is a significant predictors of their achivement. Parental education level affects the structure of the family environment (Linver, BrooksGunn, & Cohen, 2002; Yeung, Linver, & Brooks-Gunn, 2002), or in different styles of parenting (Mistry, Vanderwater, Houston, & McLoyd, 2002). Maternal educational level 340 Education for the knowledge society is another factor that affects students’ academic achievement (Magnuson, 2003).
Different factors contribute to the evaluation, such as the atmosphere of the environment or the perceived prestige of the product is well known for originating the idea of the quality trilogy: quality planning, quality control, and quality improvement developed by Juran, 1988 Students can best achieve their top success through continuous improvement as a result of teamwork teacher student in order to achieve knowledge based education. Total Quality Management is the best known systematic way to improve learning process by all means is a structured approach to solving problems. Educational institutions have an obligation to make learners aware of the variety of learning methods available to them. They need to provide learners acquisition and application of knowledge opportunities to learn in a variety of different styles by achieving maintaining and continuously improving quality in relation to requirements. Internal critical success factors might
Keys to achieve academic excellence: academic success strategies Academic pursuit is a transformative experience that does not only nurture mental, social, and emotional development, but also the child’s unique character and potential. In this regard, every institution must incorporate a holistic approach to consider the theory of multiple intelligence as existent and relevant. However, student’s academic achievement may also depend on their personal approach on how they handle and manage to survive in school with excellence. To know the keys to academic success, below are some guidelines for the students to follow. Practice time-management The secret to gain academic success is knowing how to control priorities.
Based on the above can divid personal factors to interests, talents and mental abilities. students abilities playing a great role in specilalization selection decision-making . 4) Grades and Academic acheivment: In , both of them adopted a (GPA) as parameters in their classification model for helping high school students in university specialization selection.  found that there is a relationship between Cumulative Grade Point Average (CGPA) and specialization selection. Its considered as important factor affected in chosen the
Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,