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Bookmark or Share- Determinants of poor academic performance among undergraduate students ...Academic performance can be defined as the extent to which an institution, a teacher, or a student achieves long- or short-term educational goals and the academic achievement of performance is usually measured by continuous assessments and overall cumulative grade point average (CGPA) achieved by the student (Hellas et al., 2018).
- Emotional intelligence and academic performance: A systematic review ...The study dealing with several countries reached similar conclusions. The results are clearly different if academic performance is measured globally or taking into consideration subject-specific marks, and differences also exist when measuring EI globally and broken down into its constituting elements.
- Impact of artificial intelligence adoption on students' academic ...However, the precise impact of AI adoption on academic performance in ODL remains largely unexplored. Several studies have identified success factors and challenges in implementing AI in educational settings but often lack a critical analysis of the direct influence of AI on academic performance, particularly within ODL systems [[6], [7], [8 ...
- Doctoral students’ academic performance: The mediating role of academic ...The foundation of this research rests upon the self-determination theory. According to Coromina et al. (2020), the academic performance of doctoral candidates—including published articles and books, interpersonal skills, applied skills, and course work—differs from that of university students [1]. Students' views of their academic skills ...
- Sleep and academic performance: measuring the impact of sleepSleep impacts academic performance. Past studies focused on the negative influence of shorter sleep duration and poor sleep quality on GPA. New novel sleep measures have emerged. Sleep consistency measures how likely a student is to be awake or asleep at the same time each day. Students with greater sleep consistency have better academic ...
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