Academic achievers

The purpose of the study was to compare adjustment and examination anxiety of secondary level school students in relation to their academic achievement. The present study was carried out with A sample of 200 students (100 high achiever students and 100 low achiever students) studying in various secondary schools in the district of Murshidabad of West Bengal state. The sample was selected by Disproportionate Stratified Random Sampling technique. A Bengali version standardized tool of adjustment of developed by "Adjustment Inventory for School Students (AISS)" developed by Dr. A.K.P. Sinha and Dr. R.P. Singh (Patna) and "Students' Examination Anxiety Test" (SEAT) developed by Dr. Madhu Agrawal and Miss Varsha Kaushal were used for collection of primary data. The data were analyzed with the help of Mean, SD and Critical Ratio to study adjustment and examination anxiety of secondary level school students. The result showed that there existed difference in the adjustment and examination anxiety of secondary level school students in relation to their academic achievement. It was evident from the result that mean adjustment score of low academic achievers is greater than that of high academic achievers The result also revealed that there was significant difference in educational anxiety of secondary school students in relation to achievement.

Phonics skills are considered to be the predictors of
reading disability, which is off late viewed  as a language based
disorder. The aim of the present study is to compare the phonics 
skills of high and low academic achievers across Bengali and
English. A checklist consisting of three parameters was
developed in both the languages to assess phonics skills. A total
of 42 normally developing bilingual females who attended
standard three to standard five in the age range eight to eleven
years participated in the study. The participants were classified as
high and low academic achiever based upon school performance.
Significant  differences were found in all the phonics skills in
both the languages except vowel sound skill in Bengali and letter
name in English. It is concluded that phonics tasks should be
provided importance and during classroom curriculum as it
distinguishes between high academic achievers from the low
academic achievers.

Phonics skills are considered to be the predictors of reading disability, which is off late viewed as a language based disorder. The aim of the present study is to compare the phonics skills of high and low academic achievers across Bengali and English. A checklist consisting of three parameters was developed in both the languages to assess phonics skills. A total of 42 normally developing bilingual females who attended standard three to standard five in the age range eight to eleven years participated in the study. The participants were classified as high and low academic achiever based upon school performance. Significant differences were found in all the phonics skills in both the languages except vowel sound skill in Bengali and letter name in English. It is concluded that phonics tasks should be provided importance and during classroom curriculum as it distinguishes between high academic achievers from the low academic achievers.

The relationship of perfectionism and well-being among academic achievers was investigated. In this total of 254 students' achievers participated in the study from different colleges in Lyceum of the Philippines-Batangas. The instruments used are The Frost Multidimensional Perfectionism Scale (MPS) and the Domains of well-being. The objective of the study is to test the hypothesis if there is a relationship between perfectionism and well-being among academic achievers. ANOVA correlated two-tailed computation was used in analyzing the data. Sample mean and standard deviation of scores were calculated. The study of perfectionism is correlated with well-being and the satisfaction level.