Factors affecting the poor study habit of high school Essay Example

write without an outline. It will be a struggle, but you will need to plan more before jumping into a project. Introversion: Introverts can be less comfortable when it comes to speaking in class or working in groups. If this sounds like you, just remember this: introverts are expert at analyzing and reporting. You will have great things to say, because you will take the time to ponder and analyze things.

The fact that you are making a good contribution and you tend to over-prepare should bring you comfort and make you more relaxed. Every group needs a thoughtful introvert to keep them on track! You tend to be more of a planner, so your writing is normally pretty organized. As for reading, you may tend to get stuck on a concept you don't understand. Your brain will want to stop and process! This just means you should take extra time for reading. It also means that your comprehension is likely above average. Sensing: The sensing individual is comfortable with physical facts.

If you are a sensing personality, you are good at putting puzzle pieces together, which is a good trait to have when conducting research. Sensing individuals trust concrete evidence, but they are skeptical of things that can't be easily proven. This makes some disciplines more challenging when results and conclusions are based on feelings and impressions. Literature analysis is an example of a subject that might challenge a sensing person. Intuition: A person with intuition as a trait tends to interpret things based on the emotions they evoke.

For example, the intuitive student will be comfortable writing a character analysis

because personality traits become evident through the feelings they give us. Stingy, creepy, warm, and childish are personality traits that an intuitive could identify with little effort. An extreme intuitive may be more comfortable in a literature or art class than in a science class. But intuition is valuable in any course! Thinking: The terms thinking and feeling in the Jung typology system have to do with the things you consider most when making a decision. Thinkers tend to focus on facts without letting their own personal feelings impact their decisions.

For example, a thinker who is required to write about the death penalty will consider the statistical data about crime deterrents instead of considering the emotional toll of the crime. The thinker would not tend to consider the impact of a crime on family members as much as a feeler. If you are a thinker writing an argument essay, it might be worthwhile to stretch outside your comfort zone to focus on feelings a little more. Feeler: Feelers can make decisions based on emotions, and this can be dangerous when it comes to proving a point in a debate or a research paper.

Feelers may find statistics to be boring, but they must overcome the urge to argue or debate on emotional appeal alone. Data and evidence are important! Extreme "feelers" will be excellent at writing response papers and art reviews. They may be challenged when writing science project process papers. Abstract Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish

differences among students, based on academic performance and enrollment in the experiential program.

Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence.

Students with a cumulative GPA of 3. 0 or greater significantly differed in their level of test competence than those with a GPA of less than 3. 0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. Keywords: academic performance, academic competence, test competence, time.