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Students Quotes
Quotes tagged as "students"
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“Students who do not pursue their true passion hinder their growth in that field they deeply care about.”
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“Children tend to show signs that suggest they could excel academically, but overtime, many are held back by personal issues that cause a gap between their performance and their potential and without intervention, this gap may widen, limiting their success as they grow older.”
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“Students’ continued disengagement from academic tasks could lead to long-term underachievement.”
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“Excessive screen time has been linked to academic underachievement in students, as it can reduce attention span, diminish interest in other forms of learning, and limit time spent on academic tasks.”
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“Fine motor skills are crucial for early childhood development, and delays in this area can impact a child's academic progress, particularly in activities that involve writing, cutting, or drawing. Early intervention to improve students’ fine motor abilities could help bridge this gap and support overall academic growth.”
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“Students who are reluctance to speak up make it harder for teachers to estimate their abilities. Such students may even face social anxiety, making it difficult for them to engage with peers and teachers and seek help or participate in collaborative learning experiences, ultimately affecting their academic growth.”
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“Some students’ tendency to daydream can hinder their ability to concentrate during lessons, causing them to miss important information and instructions, and teachers may misinterpret their daydreaming as disinterest or lack of effort, leading them to provide less support or encouragement.”
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“Students who have slow reading fluency and difficulty with word recognition may have underlying cognitive processing issues. If these issues are not properly identified and supported, they may miss out on targeted interventions that could help him improve.”
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“The absence of academic challenges may cause students to lose interest and perform poorly, ultimately leading to their cognitive potential being underutilised.”
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“When students feel bored and unchallenged, it can lead to frustration and decreased motivation, fostering a negative attitude towards schoolwork.”
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“In the mid-20th century, underachievement was often seen as a result of poor effort, lack of discipline, or insufficient motivation, with little regard for underlying psychological or environmental factors.”
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“The IQ discrepancy model dominated early perspectives on underachievement, assuming that any significant gap between a student's intellectual potential and academic performance marked underachievement.”
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“Many years ago, underachievement was largely defined by the misalignment of test scores with classroom success, without considering the broader context in which students were learning.”
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“The 1960s to 1980s saw a shift towards understanding the psychological factors, such as motivation and self-perception that could affect academic performance and lead to underachievement.”
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“Motivational theories like Attribution Theory show how students’ beliefs about their abilities influence their achievements.”
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“Albert Bandura's concept of self-efficacy in 1977 brought a new dimension to the understanding of underachievement, highlighting the role of self-belief in students' academic outcomes.”
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“In the 1990s and 2000s, perspectives about underachievement expanded beyond individual psychology to include environmental, social, and cultural factors, making it clear that family, socioeconomic status, and peer influences also play significant roles.”
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“Emotional struggles, such as the loss of a parent, are increasingly recognised as factors that could contribute to academic underachievement, even in students with high potential.”
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“Carol Dweck’s concepts of growth and fixed mindsets bring fresh perspective of how beliefs about learning can impact academic success and failure.”
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“Today, underachievement is seen as a multifaceted issue shaped by a combination of internal and external factors, with both cognitive and emotional dimensions influencing student performance.”
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“Recent perspectives on underachievement emphasise the need for a holistic approach, acknowledging that underachievement is not simply about motivation but also about emotional well-being, social context, and even cognitive factors.”
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“Underachievement is not just an individual problem but a reflection of systemic issues such as inequality and cultural expectations.”
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“Underachievement is as the result of multiple interacting factors—internal struggles like low self-efficacy, external challenges such as a lack of resources, and how these forces interplay to create a feedback loop of discouragement.”
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“Addressing underachievement often requires a comprehensive approach that tackles both the individual's mindset and the external environment in which they operate.”
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“Emotional factors such as anxiety, depression, and stress are significant contributors to underachievement, as they can directly affect a student's motivation and ability to perform well academically.”
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“A growth mindset, the belief that intelligence and abilities can be developed with effort, is a key factor in reversing underachievement, as it fosters resilience and intrinsic motivation.”
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“Self-worth and self-efficacy are critical; students who doubt their ability to succeed are less likely to make the effort required to overcome academic challenges, even if they have the necessary cognitive skills.”
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“Socioeconomic status (SES) and cultural background play critical roles in shaping motivation and academic performance, particularly for disadvantaged students who face additional barriers.”
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“Social and cultural factors contribute to underachievement, particularly when academic success is de-emphasised or seen as unimportant.”
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