THE STUDY OF RELATIONSHIP AMONG STUDY HABITS AND ATTITUDE, INTELLIGENCE, COGNITIVE STYLE AND ACHIEVEMENT IN ENGLISH

2020 ◽  
pp. 79-84
Author(s):  
Mrs. Vani Sankgond ◽  
Dr. Venkoba Narayanappa,
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Key Words ◽  
Cognitive Style ◽  
Secondary School Students ◽  
Cognitive Styles ◽  
Study Habits ◽  
School Students ◽  
Study Techniques ◽  
English Subject

In this study the researcher find that the relation between study habits and attitude, intelligence, cognitive style in relation to English subject through their academic achievement . The present study provides the information about the performance of secondary school students. it lights on their study styles or habits and attitudes as well their cognitive styles. There is a useful differences in performance of secondary school students in relation to their study habits and attitudes and cognitive styles. The study confined to secondary school students, there is a ample of differences in study techniques and attitudes towards learning. There is the ample of differences in the cognitive styles among secondary school students. KEY WORDS: Study Habits & Attitude, Intelligence, Cognitive Style, Achievement.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

scholarly journals Study Habits, Self-Esteem, and Academic Achievement Among Public and Private Secondary School Students in Bangladesh

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Md. Nurul ISLAM
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Private School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Study Habits ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private

Studies on academic achievement worldwide are sporadic, focusing on variables more or less have been taken by the researchers, and provided knowledge. This cross-sectional study aimed to determine how the school effect influences secondary school students' academic achievements by two important significant (study habits and self-esteem). With a covenient sampling method, 400 students from eight secondary schools in Bangladesh were selected for the study. Though the students were equally divided regarding gender (Boys, 200; Girls, 200), they were different regarding school types (Public, 188; Private, 212). Their ages range from 14 to 17, with an average of 14.8. They provided responses on two Bangla version scales: Study Habit Scale and Self-Esteem Scale. Academic achievement was significantly positively correlated with both study habits (r=.268, p<.01) and self-esteem (r=.291,p<.01). Two predictors of the study were also correlated with each other (r=.283, p<.01). Public and private school students were not varied significantly in studying habits and academic achievement, but they were significantly different in self-esteem. The study habits and self-esteem jointly explained 12.3% for public school students' academic achievement whileit explained 7.5% variance for the private school students. The discussion implies that how students’ study habits and self-esteem facilitates their academic achievement.Further studies will reflect more factors influencing academic achievement.

THE STUDY OF RELATIONSHIP OF STUDY HABITS & ATTITUDE, INTELLIGENCE, COGNITIVE STYLE OF SECONDARY SCHOOL STUDENTS OF GOVT & PVT

2020 ◽  
pp. 85-90
Author(s):  
Mrs. Vani Sankgond ◽  
Dr. Venkoba Narayanappa
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
High Performance ◽  
Secondary School Students ◽  
Study Habits ◽  
School Students ◽  
Wide Range ◽  
Relationship Of ◽  
New Situation

Man is considered to be endowed with certain cognitive abilities which make him a rational being in contrast to animals. He can reason, discriminate, understand, judge, adjust and face a new situation from various perspective. We can see the wide range of differences among people. Some are having high performance in learning process, as well some are slow. But no doubt, interest, attitude, skills and desired knowledge and so on are count towards this achievement. But still there is something that contributes significantly towards these varying differences. In Psychology, we may termed it as ‘intelligence’. In Sanskrit, our rishis named it as ‘Viveka’. KEY WORDS: Study Habits & Attitude, Intelligence, Cognitive Style, Secondary school.

scholarly journals Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students

2021 ◽  
pp. 293-305
Author(s):  
Gagnita Chahal ◽  
Kanwalpreet Kaur
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Achievement Motivation ◽  
Secondary School Students ◽  
English Language ◽  
Cognitive Styles ◽  
School Students ◽  
The Mean ◽  
The Individual ◽  
Teaching Learning

The Synectic method assists in achieving goals in the English language by incorporating reflective and imaginative tools rendering the teaching-learning process more interactive and breaking the monotonous routine of a classroom. Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviour. Achievement is task-oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. The study examines the effect of the Synectic model on achievement motivation with its cognitive styles among secondary school students. The sample for the investigation comprised 100 students of class IX English medium private schools of Patiala affiliated to CBSE within the age ranges of 13-15 years. The results show that the mean gain achievement motivation of the group taught by the Synectic model was significantly higher than the group taught through the conventional method. The mean gain achievement motivation of the field-independent cognitive style group was also significantly higher than the field-dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect of gain achievement scores on achievement motivation was also significant.

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