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1. Impacts of Publicizing Class Standing on Science, Technology, Engineering, and Mathematics (STEM) Students' Sense of Belonging and Motivation Martinez, Veronica A. Nuñez, Jan Jobert D. Baloso, Janea Irish M. Gutay, Wilmark T. Speaker Eugenio Perez National Agricultural School

2. Speaker Eugenio Perez National Agricultural School ABSTRACT This General Qualitative Inquiry research design was conducted to know, discover, and understand the impacts of publicizing class standing on students’ sense of belonging and motivation. A total of twelve (12) participants from Science, Technology, Engineering, and Mathematics strand enrolled at Speaker Eugenio Perez National Agricultural School were chosen employing non-probability sampling, specifically purposive (heterogeneous) sampling technique to identify the ideal participants for the study. Interview (semi-formal) was used as data collection tool. Upon data analysis, thematic data analysis was used to attain the objective of the study. Results showed that the publicizing the class standing on STEM students can strain their sense of belonging within STEM community. Moreover, the results highlight that the lower standing achieved by the participants, serves as a motivation to strive further with the help of their learning community. To validate the findings of this study, further research should expand the population where other strands and tracks can be included and not only for STEM students to provide and in-depth study regarding the impacts of publicizing class standing in-terms of their sense of belonging and motivation. Keywords: Class Standing, Sense of Belonging, Motivation

3. Background of the S tudy Speaker Eugenio Perez National Agricultural School 6 Research Literature Allen et al. (2017) Johnson et al. (2007) Furrer and Skinner (2003) Elsner and Isphording (2017, 2018) Bertoni and Nistico (2019) Murphy and Weinhardt (2020) 10 Conceptual Literature Anderman (2002) Goodenow (1993) Freeman et al. (2007) Covington (1992) Marsh et al. (2008) Michaels (1977) Sirin and Rogers-Sirin (2015) Filippello et al. (2019) Elsner, Isphording , Zölitz , et al., 2018 Murphy, Weinhardt , 2020).

4. Research G ap In the Philippines, there was a lack of specific study or literature that focused on the impacts of publicizing the class standings on Science, Technology, Engineering, and Mathematics (STEM) students. However, the impacts of class standings on academic performance and future opportunities was a well-known area of study. There seemed to be a research gap when it came to investigating the specific influence of publicizing the class standings among STEM students. This research gap presented an opportunity to delve into the potential effects of publishing class rankings on STEM students' academic success, career aspirations, and overall well-being. Speaker Eugenio Perez National Agricultural School

5. Research P urpose Speaker Eugenio Perez National Agricultural School The purpose of this General Qualitative Inquiry was to discover, know, and understand the impacts of publicizing the class standing for STEM students at the Speaker Eugenio Perez National Agricultural School (SEPNAS). At that stage in the research, class standing was generally defined as reflection on where students stood academically in relation to their classmates.

6. Statement of the P roblem 1. The first objective was to describe their academic standing. 2. The second objective was to explore how they felt about their class standing being publicized. 3. The third objective was to examine how their sense of belonging and motivation were affected. 4. The fourth objective was to comprehend the epiphanies resulting from the experience of having their class standing publicized. Speaker Eugenio Perez National Agricultural School

7. Statement of the Problem 1. How did the student participants describe their academic standing? (Descriptive) 2. How did the STEM student participants feel towards their class standing being publicized? (Descriptive) 3. How were the STEM student participants' sense of belonging and motivation affected? (Process-Oriented) 4. What were the epiphanies of the student participants from the experience of having their class standing publicized? (Interpretive) Speaker Eugenio Perez National Agricultural School

8. Review of Related Literature Speaker Eugenio Perez National Agricultural School Lietal (2019): Underscoring the critical importance of optimizing STEM learning outcomes to meet the escalating demand for a skilled and competent STEM workforce on a global scale. Conceptual Literature

9. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Han Yu (2020): Conducted a comprehensive analysis on the causal effect of rank on student performance.

10. Review of Related Literature Speaker Eugenio Perez National Agricultural School Research Literature Lee and Kim (2020): Conducted a longitudinal study examining the effects of publicly disclosing class standing on academic performance.

11. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Rohde (2023): S tudents classified as low-performing displayed a notable inclination towards bolstering their self-perception, even in the face of receiving lower grades.

12. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Jones & Brown (2019): Conducted a comprehensive study on the psychological effects of class standing on students' well-being including their feeling of motivation and sense of belonging within STEM community.

13. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Johnson et al. (2023): Delved into the significance of peer effects and social interactions within STEM education.

14. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Palamar et al.(2020): Students hold high expectations for their grades but fall short, they may experience emotional burnout.

15. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Marsh et al. (2023): Students anticipate higher grades but do not meet their expectations, it leads to disappointment, particularly when there is a gap between their aspirations and reality.

16. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Strayhorn, (2019):Students’ sense of belonging is the feeling of being part of a group or community.

17. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Williams et al. (2021) : Students who believe intelligence can be developed (growth mindsets) tend to feel they belong in STEM fields.

18. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Filippello et al. (2019 ): Students' perceptions of their academic abilities, often molded by class standing, can significantly impact not just their self-esteem but also their level of engagement in various academic pursuits.

19. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Murphy & Weinhardt (2020): Impact of class standing on students' educational and career trajectories that can affect the motivation of the students to continue their chosen field.

20. Speaker Eugenio Perez National Agricultural School Review of Related Literature Research Literature Dings & Spinath (2021) : Differences between underachieving and low-achieving students, noting that underachievers tend to have lower levels of motivation.

21. Conceptual Framework Speaker Eugenio Perez National Agricultural School Class standing serves as the foundation for evaluating a student's performance within the school. However, publicizing class standing among Science, Technology, Engineering, and Mathematics (STEM) students has an impact on them, whether positive or negative. This impact is especially significant for STEM students who were discouraged or even felt regret after knowing their class standing. The feeling of regret is quite common among STEM students who did not make it into the class standing and feel no sense of belonging in STEM field. However, this negative effect can potentially turn into a positive one for STEM students who let their class standing to be a motivation. It can serve as silver lining for those students to strive for better results in the future. .

22. Speaker Eugenio Perez National Agricultural School Conceptual Framework Using the General Qualitative Inquiry (GQI) research design, it will serve as a blueprint to achieve the purpose of this study conducted by the researchers. The participants will be selected through purposive sampling, and their answers will be collected through semi-formal interviews that will be analyze through thematic data analysis.

23. Conceptual Framework Speaker Eugenio Perez National Agricultural School This study aims to know, discover and understand on how publicizing class standing impacts the STEM students. This study will achieve if the researchers, knows, discover, and understand the extent do STEM students perceived of publicizing class standing as impacting their sense of belonging within the STEM community. The impact does the publicizing of class standing have on the academic performance and motivation of STEM students. The strategies that can educational institutions implement to maximize the benefits of class ranking practices for STEM students while minimizing any potential negative effects.

24. Conceptual Paradigm Speaker Eugenio Perez National Agricultural School General Qualitative Inquiry Purposive sampling Semi-formal interview Qualitative data analysis To know, discover and understand the impact of publishing class rankings among STEM students Input Output Process Descriptions of the student participants in their academic standing. Feelings of the STEM student participants towards their class standing being publicized. The effects in terms of the sense of belonging and motivation of the STEM student participants. The epiphanies of the student participants from the experience of having their class standing publicized.

25. Definition of Terms Class standing Impact Motivation Publicizing Sense of belonging Speaker Eugenio Perez National Agricultural School

26. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Deserved Grades Perceived Deservingness Personal Fairness Threshold Perceived Unfairness Subjective Deservedness Fairness in Grading Criteria Fairness Perception Meritocratic Fairness Effort-Outcome Discrepancy Acceptance of Fair Outcomes Acknowledgment of Effort Comparative Evaluation Table 1. Meritocratic Fairness Results

27. Speaker Eugenio Perez National Agricultural School Initial codes Subcategories Categories Thems(s) Fear of Judgment Regret and Self-Doubt Impostor Syndrome Perception of Others' Judgment Fear of Societal Judgement Belonging Strain Impact of Societal Expectation External Expectations Comparison and Social Influence Social Comparison Questioning Own Decision Self-Reflection on Specialization Identity Crisis Self-Reflection on Academic Specialization Table 2. Belonging Strain

28. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Response to Low Grades Desire for Academic Enhancement Fear of Decline in Grades Desire for Academic Improvement Motivation Catalysts Approval from Family and Peers Seeking External Approval and Validation Rejecting Negative Self-Talk Turning Sadness into Motivation Pursuit of Academic Goals Self-Testing for Improvement Internal Motivation and Resilience Table 3. Motivation Catalysts

29. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Academic achievement Peer comparison Self-worth Perception management Transition challenges Grade comparison STEM competitiveness Fear of embarrassment Peer pressure Learning Community Motivational environment Peer motivation Friendship support Encouraging friends Motivational peers Mutual congratulations Supportive camaraderie Collaborative review sessions Academic encouragement Collaborative learning Supportive study group Group study dynamics Studious friendship circle Peer-driven motivation Table 4. Learning Community

30. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Effort recognition Strand commitment Dedication acknowledgment Achievement acknowledgment Effort recognition Personal achievement Gratitude for hard work Effort acknowledgment Academics Recognition Academic Accoutability Personal accountability Academic effort Self-awareness Motivation for improvement Self-satisfaction Responsibility awareness Performance observation Academic perseverance Self-assessment Performance evaluation Table 5. Academic Accoutability

31. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Discrepancy in grades Unmet deserved grades Expectation vs. Result Feeling unsatisfied Deserving higher grades Grades dissatisfaction Academic Disappointment High expectation Expectation letdown Disappointment in grades Feeling unfairness Feeling discouraged Collective disappointment Table 6. Academic Disappointment

32. Speaker Eugenio Perez National Agricultural School Initial codes Categories Theme(s) Grades don't define Intelligence beyond grades Grades as limited measure of intelligence Personal growth emphasis Academic success reconsideration Unaffected by Grades Neutral expectations Minimal excitement Minimal expectations Perspective on Academic Value Nonchalant Academic Disposition Grades posting indifference Indifferent perspective Grades viewing neutrality Neutral Perception Detached Attitude towards Class Standing Normalcy acceptance Normalization of Grades Table 7. Nonchalant Academic Disposition

33. Speaker Eugenio Perez National Agricultural School Discussion The first theme that emerged is meritocratic fairness, from the word itself merit and fairness, the participants feel fair when their grades accurately reflect their level of effort or merit and performance. Disparities between perceived effort and achieved grades can evoke feelings of unfairness, highlighting the role of meritocratic principles in shaping students' reactions to class standings. The findings of the study of Williams et al. (2021) found that students with growth mindsets feel more connected to STEM fields, influenced by instructors' beliefs and school trustworthiness. Emphasizing effort and fairness fosters a positive environment.

34. Discussion Speaker Eugenio Perez National Agricultural School The second theme highlights the issue of belonging strain among STEM students, who face stress due to societal expectations and peer judgment. The majority of the participants questioned their worth being belong in the STEM community whenever they achieved low grades especially in the STEM related subjects. These findings are supported by the study of Stachl, C. & N. Baranger, A. M. (2020) wherein they explore impostor syndrome among STEM students, highlighting its impact on academic confidence and belongingness, particularly for underrepresented groups or those with fewer research publications.

35. Speaker Eugenio Perez National Agricultural School Discussion In addition, the study of Strayhorn (2019) also specifies that students’ sense of belonging is the feeling of being part of a group or community and is an essential element for inclusion and equity. The study conducted by Murphy & Weinhardt (2020) also offers valuable insights into the enduring impact of class standing on students' educational and career trajectories that can affect the motivation of the students to continue their chosen field.

36. Discussion Speaker Eugenio Perez National Agricultural School The theme of motivation catalysts emerges strongly from the narratives of the participants that reveal the transformative power of setbacks in academic performance. Their stories highlight a universal truth: adversity often serves as a catalyst for motivation. The majority of the participants, emphasize the significance of resilience and determination in navigating academic challenges. They illustrate how encountering setbacks prompts introspection and reevaluation of one's approach to learning. Instead of succumbing to discouragement, they harness achieved standing as fuel for their academic journey. The study of Klapp, A. (2018) presents an intriguing finding regarding low-ability students' response to low grades. From his findings, the students can be motivated by low grades, especially with a positive view of their abilities and a strong desire to improve which is supported by the findings of this study.

37. Speaker Eugenio Perez National Agricultural School Discussion Furthermore, the findings of the study of Rohde, N. (2023) revealed that students classified as low-performing displayed a notable inclination towards bolstering their self-perception, even in the face of receiving lower grades. Despite facing academic challenges, these students demonstrated a proactive approach to maintaining their motivation and self-esteem. However, as discussed by Jones & Brown (2019), who highlight the psychological effects of class standing on students' well-being including their feeling of motivation and sense of belonging within the STEM community. In the study of Dings & Spinath (2021) also discussed the differences between underachieving and low-achieving students, noting that underachievers tend to have lower levels of motivation.

38. Speaker Eugenio Perez National Agricultural School Discussion The fourth theme, learning community was implied by the participants in education as a group of students, teachers, and family members who work together to improve their academic performance. The support and physical presence of peers in this community significantly boosts motivation, driving individuals to exceed expectations. In competitive fields like STEM, peer influence can impact self-esteem and drive for success. The collective aspect of a learning community provides emotional and academic support, with shared experiences and peer recognition boosting motivation.

39. In accordance of the review of related studies conducted by Johnson et al. (2023) and Nguyen and Wang (2022) have delved deeply into the complex dynamics surrounding peer effects and social interactions within the context of class standing. Bertoni and Nistico (2019) also demonstrated that the estimated effect of high-ability peers is much more positive when regression controls are introduced for standing. Additionally, overcoming challenges like lethargy and monotony with the support of educators can bolster students' work ethic and consequently their grades (Westphal, Vock, & Kretschmann, 2021). In summary, a combination of individual characteristics, perceptions of role models, collaborative methods, and educator assistance collectively contribute to students earning their grades through hard work. Speaker Eugenio Perez National Agricultural School Discussion

40. Discussion Speaker Eugenio Perez National Agricultural School The fifth theme that was noted by the participants is academic accountability which is closely linked to academic success, where individuals recognize their role in achieving grades and the impact of their actions on their outcomes. Active engagement in education, self-awareness, consistent hard work, and self-efficacy are essential for students to achieve academic success. Success is not exclusive to the inherently gifted, but is achievable for all who invest time and energy in their studies. Self-efficacy, a strong belief in one's ability to learn and succeed academically, contributes to positive behaviors and success. Overall, personal accountability is a key element of academic success.

41. Speaker Eugenio Perez National Agricultural School Discussion The findings of the study of Jose, Trinidad (2022), Srivastava (2018), Ercan, Şahin, & Turgut (2017), Braden, & Hosch (2010) specifies that academic accountability policies can significantly impact student motivation, particularly in disadvantaged educational settings. Self-awareness of what the students’ decisions and doings is the result of what the outcomes will be, from the grades they achieved as well as the standing they expect.

42. Discussion Speaker Eugenio Perez National Agricultural School The sixth theme, academic disappointment when participants’ expectations do not align with their actual grades, leading to frustration and questioning of their efforts. This emotional impact of academic outcomes can significantly influence self-perception and motivation. Participants’ felt inadequacy and disillusionment when their high expectations do not translate into the expected grades. The complex process of academic assessment can also contribute to academic disappointment, as unexpected outcomes can challenge students' self-concept. Academic success is not solely a product of effort and expectation but also reflects the unpredictable nature of educational evaluation.

43. The findings of the study of Palamar et al. (2020) supports the result of these study when students hold high expectations for their grades but fall short, they may experience emotional burnout. This phenomenon, fueled by unrealistic hopes, can lead to prolonged stress and feelings of disappointment. Moreover, according to research conducted by Marsh et al. (2023), when students anticipate higher grades but do not meet their expectations, it leads to disappointment, particularly when there is a gap between their aspirations and reality. Speaker Eugenio Perez National Agricultural School Discussion

44. Speaker Eugenio Perez National Agricultural School Discussion Ultimately, the nonchalant academic disposition wherein some participants view academic performance neutrally, viewing grades as mere statistics without emotional impact. They believe intelligence and personal worth are not solely measured by class standing or grades, and that success is a blend of academic and non-academic achievements. They advocate for a holistic approach, prioritizing personal growth and dedication. The findings of the study of Wulandari Paklang's 2022 opposed the finding of these study as it highlights the emotional impact of GPA scores on students, revealing a correlation between anxiety levels and academic performance. This highlights the need for supportive measures to mitigate stress associated with GPA scores and improve students' well-being.

45. Speaker Eugenio Perez National Agricultural School Summary The main problem of this study was to know, discover, and understand the impacts of publicizing class standings on Science, Technology, Engineering, and Mathematics (STEM) students' sense of belonging and motivation. Furthermore, the participants of this study are STEM students in SEPNAS to determine their perceptions and experiences regarding class standing. Further, these learners have to be enrolled during the school year 2023-2024 who were selected through a non-probability sampling, specifically purposive sampling technique.

46. Speaker Eugenio Perez National Agricultural School Summary Twelve students from the aforementioned strand were interviewed with a semi-structured interview guide, and data saturation was achieved. Thematic analysis was used to investigate the variability of interview results. Following a comprehensive data analysis, the findings were found, and then the study's implications and suggestions were developed based on these findings. The participants' experiences reveal the multifaceted nature of the academic journey. Therefore, the seven themes emerged from this study. These are: (1) meritocratic fairness; (2) belonging strain; (3) motivation catalysts; (4) learning community; (5) academics accountability; (6) academic disappointment; and (7) nonchalant academic disposition.

47. Speaker Eugenio Perez National Agricultural School Conclusion Publicizing class standings in STEM fields can wield a double-edged sword upon students' sense of belonging and motivation. Publicizing class standings in STEM fields can have a mixed effect on students' sense of belonging and motivation. While it may fuel a fierce desire in some to climb the academic ladder, it also casts a veil of unpredictability and apprehension over others, making them question their standing in the STEM community. This investigation sinks into the untouched waters of students' perspectives, attempting to illuminate the implications of such behaviors on their educational path.

48. Speaker Eugenio Perez National Agricultural School Conclusion The framework of qualitative approach created a rich tapestry for capturing the intricacies of students' experiences in the STEM environment. Overcoming the complexity of publicized class standings in STEM disciplines can be perilous, similar to Theseus' labyrinthine trials in Greek mythology. However, though the trials of publicized class standing can undermine students' enthusiasm, there is a silver lining—a thread of optimism amidst the storm. Just as Athena, with her wisdom and direction, helped heroes on their excursions, so may we chart a route towards a more inclusive and supportive educational environment. By embracing the ethos of camaraderie and fostering growth, we shift the labyrinth into a sanctuary—a haven where every student, irrespective of standing, senses concealment and belonging.

49. Speaker Eugenio Perez National Agricultural School Recommendations 1. For STEM students to focus in their individual progress and learning journey rather than solely on class standings, understanding that sense of belonging and motivation are key factors in educational success. 2. For educational institutions consider implementing policies that focus on collaborative learning environments rather than competitive class standings, which may positively affect students’ sense of belonging and motivation in STEM fields. 3. For peers foster an inclusive and supportive atmosphere that values the contributions of all students, potentially mitigating any negative impact associated with class standing disclosure. Collaborate and share success strategies among peers to help reinforce a collective commitment to STEM education.

50. Speaker Eugenio Perez National Agricultural School Recommendations 4. For parents or guardians encourage a growth mindset in your children, emphasizing effort and understanding over class ranking, thus supporting their motivation and engagement with STEM subjects. Stay informed about the importance of a sense of belonging in academic settings and support your child in finding their community within the STEM field. 5. For college admissions holistically assess applicants’ potential for success in STEM fields by considering factors beyond class standings , such as their passion, persistence, and teamwork skills. Recognize the diverse backgrounds and experiences of applicants, understanding that a strong sense of belonging often contributes to better academic outcomes and retention in STEM disciplines.

51. Recommendations 6. For future researchers further investigate the long-term impact of publicizing class standing on students’ academic trajectories in STEM, as well as the potential mechanisms through which sense of belonging influences motivation and persistence. Design and evaluate interventions aimed at enhancing the sense of belonging and motivation among STEM students, especially those potentially negatively impacted by the publicizing of class standings. Speaker Eugenio Perez National Agricultural School

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53. Speaker Eugenio Perez National Agricultural School Camilla, Björn., Pontus, Haglund., Katharina, Munz., Filip, Strömbäck. (2022). It’s Okay Because I Worked Really Hard! – Student Justifications for Questionable Collaboration while Solving Computer Labs. doi: 10.1109/FIE56618.2022.9962546 https://typeset.io/papers/its-okay-because-i-worked-really-hard-student-justifications-3vfvyqh4 Carrell, S., et al. (2018). Peer effects in disruptive behavior and achievement. Journal of Human Resources, 53(1), 25-52. http://www.nber.org/papers/w25254 Covington, M. (1992). Publicizing class standing and student motivation. Educational Psychology Review, 4(4), 417-437. https://books.google.com.ph/books?hl=en&lr=&id=WUTkZke7YdkC&oi=fnd&pg=PA1&dq=Covington,+M.+(1992).&ots=zk-LUWvmPu&sig=NU-yZMmcck8dsbwreA2Hb_4UNmQ&redir_esc=y#v=onepage&q=Covington%2C%20M.%20(1992).&f=false DepEdPH. (2024, January 21). Republic Act 10533: Enhanced Basic Education Act of 2013 | DepEd PH. DepEd PH. https://depedph.com/republic-act-10533-enhanced-basic-education-act/ Elsner, B., Isphording, I., Zölitz, U., et al. (2018). The impact of class standing on academic performance. Economics of Education Review, 64, 152-167. https://doi.org/10.1093/ej/ueab034 Filippello, P., et al. (2019). Self-esteem and academic engagement: A longitudinal study. Journal of Educational Psychology, 111(2), 278-289. https://doi.org/10.3389/fpsyg.2019.01471 Freeman, T., et al. (2007). Class belonging and academic engagement among first-year college students. Journal of College Student Development, 48(4), 387-404. https://doi.org/10.3200/JEXE.75.3.203-220 Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162. https://psycnet.apa.org/doi/10.1037/0022-0663.95.1.148 Goodenow, C. (1993). Classroom belonging among early adolescents: Relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21-43. https://scholar.google.com.ph/scholar_url?url=https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17469 Johnson, M., et al. (2007). Belonging and social support in the classroom. Child Development, 78(4), 1181-1195. https://files.eric.ed.gov/fulltext/EJ1368222.pdf Kelley, L., & Knowles, J. (2016). STEM education initiatives: A comprehensive review. Educational Research Review, 18, 1-17. https://link.springer.com/article/10.1186/s40594-016-0046-z Keirl, S. (2006). Advancements in STEM education: A global perspective. International Journal of Science Education, 28(5), 543-556. https://stemeducationjournal.springeropen.com/articles

54. Speaker Eugenio Perez National Agricultural School Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159x.2020.1755030 Liamputtong, P. (2019). Qualitative inquiry. In Springer eBooks(pp. 9–25). https://doi.org/10.1007/978-981-10-5251-4_53 Lietal., R. (2019). Optimizing STEM learning outcomes for a global workforce. Journal of STEM Education, 12(2), 45-56 Marsh, H., et al. (2008). Big-Fish-Little-Pond effect revisited: A meta-analysis. Journal of Educational Psychology, 100(6), 1216-1229. https://doi.org/10.1007/s10648-008-9075-6 Michaels, J. (1977). The effect of publicizing class standing on classroom performance. Educational Evaluation and Policy Analysis, 9(2), 87-92. https://doi.org/10.3102/00346543047001087 Murphy, J., & Weinhardt, F. (2020). Class standing and educational outcomes. Educational Researcher, 49(3), 201-218. https://doi.org/10.1093/restud/rdaa020 Percy, W. H., Kostere, K., & Kostere, S. (n.d.). Generic Qualitative Research in Psychology. NSUWorks. https://nsuworks.nova.edu/tqr/vol20/iss2/7/?fbclid=IwAR1EoyjTY450WhPp9Wt8eObKOxMnW_CG5h5ynPn1361qVkBvLtod4jSP-UQ Rivkin, S., et al. (2005). Teacher quality and student achievement. Journal of Economic Perspectives, 20(4), 169-188. https://doi.org/10.1111/j.1468-0262.2005.00584.x Slaten, D., et al. (2017). Sense of belonging and student outcomes in higher education. Educational Psychology Review, 29(2), 239-261. https://doi.org/10.1177/0198742917715733 Stinebrickner, T., & Stinebrickner, R. (2012). Academic performance and college dropout: Using longitudinal expectations data to estimate a learning model. Journal of Labor Economics, 30(3), 535-579. https://econpapers.repec.org/article/ucpjlabec/doi_3a10.1086_2f666525.htm The Open University. (n.d.-b). https://oro.open.ac.uk/76047/?fbclid=IwAR2h_Y6bUzKTiHAPI0PZuy4IU1LG2ZD2ZqEbgYgN3tjSG84_uskDerElYzg Zafar, B. (2011). Uncertainty and college major choice. Journal of Public Economics, 95(1-2), 104-114. Zulkarnain, Syapal., Alfauzan, Amin. (2022). Character Actualization of Hard Work. Journal of education research and evaluation, doi: 10.23887/jere.v6i2.44688 https://typeset.io/papers/character-actualization-of-hard-work-3poaww0d

55. Speaker Eugenio Perez National Agricultural School Nuria, Tolsa-Caballero., Chia-Jung, Tsay. (2022). Working Hard, Teaching Well: Learners Attain Better Outcomes from “Strivers” than from “Naturals”. Proceedings - Academy of Management, 2022(1) doi: 10.5465/ambpp.2022.12489abstract https://typeset.io/papers/working-hard-teaching-well-learners-attain-better-outcomes-2ygiw84e Andrea, Westphal., Miriam, Vock., Julia, Kretschmann. (2021). Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores.. Frontiers in Psychology, 12(12):627440-627440. doi: 10.3389/FPSYG.2021.627440 https://typeset.io/papers/unraveling-the-relationship-between-teacher-assigned-grades-26h29cnma9 B., I., Palamar., T., S., Gruzieva., S., P., Palamar., S., V., Tukaev., V., M., Rudichenko., A., B., Misai. (2020). Risk of emotional burnout syndrome in students in terms of public health. doi: 10.31612/2616-4868.3(13).2020.02 https://typeset.io/papers/risk-of-emotional-burnout-syndrome-in-students-in-terms-of-1e3rg4wvsz Herbert, W., Marsh., Reinhard, Pekrun., Jiesi, Guo., John, Hattie. (2023). Too Much of a Good Thing Might Be Bad: the Double-Edged Sword of Parental Aspirations and the Adverse Effects of Aspiration-Expectation Gaps. Educational Psychology Review, doi: 10.1007/s10648-023-09768-8 https://typeset.io/papers/too-much-of-a-good-thing-might-be-bad-the-double-edged-sword-1dva35e7 Jose, Eos, R, Trinidad. (2022). The Irony of Accountability: How a Performance-Inducing Policy Reduces Motivation to Perform. doi: 10.31235/osf.io/3247a https://typeset.io/papers/the-irony-of-accountability-how-a-performance-inducing-1amdpaom Shruti, Srivastava. (2018). Impact of Motivation on Management Student’s Academic Performance in Relation to overall Advancement. International Journal of Advance Research, Ideas and Innovations in Technology, https://typeset.io/journals/international-journal-of-advance-research-ideas-and-18rrq5uy Ercan, Yilmaz., Mehmet, Şahin., Mehmet, Turgut. (2017). Variables Affecting Student Motivation Based on Academic Publications.. Journal of Education and Practice, https://typeset.io/papers/variables-affecting-student-motivation-based-on-academic-43q0gemted Braden, J., Hosch. (2010). Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment: Implications for Institutional Accountability.. https://typeset.io/papers/time-on-test-student-motivation-and-performance-on-the-15e3cb547m María, del, Mar, Camacho, Miñano., Cristina, del, Campo. (2014). Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios : un análisis empírico. Revista Complutense de Educación, doi: 10.5209/REV_RCED.2015.V26.N1.42581 https://typeset.io/papers/impact-of-academic-motivation-on-academic-achievement-a-7vjkxbvrr5

56. Thank you! Speaker Eugenio Perez National Agricultural School