Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

Abstract

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience.

<b>Social portrayal of nourishment and repercussions in nutritional habits of pregnant adolescents

“…However, being pregnant is not necessarily a limiting factor for educational opportunities and the search for a better future. Corroborating this discussion, a study done with adolescents in the state of Pará, noted that being an adolescent mother strengthened the desire to stay in school (Xie, Harville, & Madkour, 2014;Kuldas, Hashim, & Ismail, 2015). The research also revealed the idea of nutrition in relation to the health-wellness and maternal-fetal health.…”

The Analysis of students’ higher order thinking skills (HOTS) in Wave and Optics Using IRT with Winstep Software

“…Kapler et al (2015) examined class simulations in the long semester to increase HOTS of students who showed effective class simulation programs to increase HOTS. Kuldas et al (2014) examined the importance of students in Malaysia to increase HOTS, fight risk factors and academic demonstrations found that the background of students greatly influenced their ability to solve cognitive tasks. Harrison.…”

Assessment for Learning Within and Beyond the Classroom

“…Ineffective instructional approach may have born attribution to the current phenomenon of graduates having lower-than-expected thinking proficiency (Kuldas et al 2015). The workability of an instructional approach cannot be judged by evidence of physical engagement of learners, which is oftentimes deceiving.…”