RRL(TIME)

In the modern world, time is seen as an indefinitely divisible and usable commodity. It helps to infuse the concept of time through
the institution. All the material and human resources possessed by organizations can be enhanced in the course of time or be
transformed as time goes on; yet the only asset that cannot be changed or purchased or stored is time itself. The secret to achieving
success in life is effectively managing this resource that everyone possesses equally and paying sufficient emphasis to planning
(Macan, Shahani, Dipboye & Phillips, 2000). Though effective and efficient use of time varies with respect to the tasks performed,
the further increase in the level of knowledge and skills expected from modern employees has further increased the necessity of
time planning. The road to success in social life passes through effective and efficient working which is only possible via time
management. The competitive environment we live in today encourages people from as early as their elementary education to plan
and manage time effectively. The high performance required by competitive conditions forces organizations and directors to use
time effectively and stipulates the search to control time (Alay & Koçak, 2003).

Time management plays a vital role in improving student’s academic performance and achievements. Each and every student should
have time management ability which includes setting goals & priorities, using time management mechanism and being organized in
using time. Here time management is only possible through self-motivation; performance, ability and motivation (Brigitte, Claessens,
Eerde, & Rutte, 2005). These are the few activities performed by today’s university students, which act as a barrier between them
and their academic performance. Due to miss management of time they gap behind. This study will help to analyze the positive or
negative impact of time management on academic performance of students. It will also help to make some decision about changes
we would like to make to use our time more effectively (Noftle, Robins & Richard, 2007). There is no one right way to manage our
time; however; it is important to get to know our self, so we can make good decisions about how to use our time. Likewise, in the
process of providing educational services this issue has been a subject of interest discussed and emphasized in several platforms and
an attempt has been initiated to assess and analyze time and the time management attitudes and behaviors of students in
educational institutes (Denlinger, 2009).

In developing countries where students have a lot of issues during academic journey have a new story for the researcher to dig out
much more interesting results. Time management practices have an impact on the results of students as empirical studies done by
past researchers. In spite of knowing about the impact of time on academic achievement, this relationship is not given importance
by the students (Sevari & Kandy, 2011). At higher education level the study schedule must properly planned, implemented and
controlled for better results. Emphasizing time also helps to develop cost effective educational policies by the authorities especially
at higher education level (Kaushar, 2013). Ongoing problem of scarcity of knowledge in connection with time management and
academic outputs is due to lack of easiness and of costly ways of collecting data. Driven by this fact, particular emphasis has been
paid in the modern education system to time management issues by evaluating students’ attitudes and behaviors related to time
and its management (Karim, Sevari, Mitra & Kandy, 2015). Based on the necessity of effective time management required from
students during their academic and professional life, field research has been conducted in the present paper towards the aim of
designating their position with respect to effective time management and determining the effect of their time management skills on
their academic achievements.

There is a titanic difference between secondary and higher education when it comes to managing time and academic
responsibilities. In secondary education, there was the kind of learning that includes an explanation of everything. On the other
hand, when students enter university, they find out that what they learn is a lecture, that only includes superficial information and
the rest is their job to know about and explore further (Britton & Tesser, 2001). Time management is a skill that every student should
not only know, but also apply. A lot of university students complain about running out of time when asked to do a certain task, they
get frustrated because they are not able to make it before the deadline. Time management is extremely important, especially when
it comes to university students because it will boost their grades and enhance their productivity (Laurie & Hellsten, 2002). However,
most of the time students face problems like task aversion and uncertainty, so they start to procrastinate because they lack
organizational skills. As a result, students will not be able to organize duties according to their priorities, so they get distracted easily,
ending up procrastinating. As we can see, time management is quite essential to any university student, and it is one of the keys to
higher academic achievements (Kelly, 2004).

In the relevant literature there are great number of academic studies focusing on the relation between time management and
academic achievements. The related literature showed that the time management attitude and skill levels of university students and
the effects of these skills on their academic achievement. The research revealed that a majority student possesses moderate level
time management skills and only a significantly small portion has high level time management skills (Yilmaz, Yoncalik & Bektaş,
2006). The literature revealed that the students’ time management skills affect their academic achievement at a significant level and
the skills are one of the predictors of academic performance. The relevant literature suggested that students should start to acquire
time management senses on their own in their primary school years by reading materials on the issue or via the framework of
psychological counseling and guidance studies applied in schools and adopt effective time management attitudes and techniques to
determine how and where they spend their time (Lisa & Robert, 2008). The various group of students who exploited time-saving
proficiencies notably had rich academic achievement. They accomplished those students who do not use time saving techniques in
their educational surrounding having significantly lower academic as compared to results students who employ time- management
tactics have considerably higher achievement (Mercanlioglu, 2010).

The effectual utilizing of time and managing time requires procedures and good quality planning behaviors. One can make use of
time effectively and competently by keeping time logs, setting immediate and long- standing goals, prioritizing responsibilities,
constructing to-do lists and arrangement, and organize one’s workspace, as studies of earlier period and plentiful how-to books
proposed (Sabelis, 2001). Time saving techniques and behaviors can be categorized into numerous groups and be liable to
contribute to a number of fundamental qualities in general. There are three surfaces of time management behaviors: short-range
planning, long- range planning and time attitudes (Laurie & Hellsten, 2002). Short-range planning is the capability to set out and
systematize responsibilities in the short period of time. Long-range planning competence is to handle everyday jobs over a longer
time perspective by keeping follow of significant dates and setting objectives by putting adjournment (Alay & Koçak, 2003).

Time management demands a key shift in emphasis: concentrate on results, not on being busy. There are a lot of cases with people
who waste their lives in discolored doings and attain very small since they are placing their labors into the incorrect responsibilities
or weakening to focus their activity successfully, established that two time management workings directly affect the collective
academic achievements (Mercanlioglu, 2010). The perception of how their time requires to be used up or planning including utilizing
short and long period goals and time attitudes or students accomplished that both planning and encouraging time attitudes initiated
that they had much more time to finish their everyday jobs because they experiences more in control of how their time was
exhausted therefore knowing when they had to state no to activities (Kaushar, 2013). Time attitudes comprise the perception that
the individual is in control of time the perception that the person is efficiently managing his time and the perception that the
individual is making constructive utilization of time (Karim et al., 2015).

https://iiste.org/Journals/index.php/JLLL/article/viewFile/23538/23819

RRL(BOOKS)
Today’s students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones,
tablets and e-readers. Teachers, parents and policymakers certainly acknowledge the growing influence of technology and have
responded in kind.

We’ve seen more investment in classroom technologies, with students now equipped with school-issued iPads and access to e-
textbooks. In 2009, California passed a law requiring that all college textbooks be available in electronic form by 2020; in 2011,
Florida lawmakers passed legislation requiring public schools to convert their textbooks to digital versions.

Given this trend, teachers, students, parents and policymakers might assume that students’ familiarity and preference for
technology translates into better learning outcomes.

A research conducted by Niels (2006) found that students do not bypass the physical libraries and it is also evident that the use of
physical libraries and digital resources complement each other. The place of google in the students’ information is prominent and
positively correlated to use of traditional library resources.

In a multi-disciplinary study conducted by (George et al, 2006) which explored the information seeking behavior of graduate
students found that students rely heavily on the Internet as well as the university libraries' online resources for information, though
still using the physical library for hard copy materials such as books, journals and papers. Few graduate students in the study
mentioned influences such as difficulty in locating information or the need for convenience and speed when using the Internet.

Friedlander (2002) indicated that library directors, college and university administrators face an increasingly complex institutional
and informational environment. Faculty and graduate students, in particular, seem to be omnivorous in their appetite for
information, creative in their strategies for seeking and acquiring information in all forms, and very independent. Most faculty,
graduate and undergraduate students seem to prefer a hybrid information environment in which information in electronic form
does not supplant information in print but adds to the range of equipment, resources, and services available to teachers and
students.

Liew et al. (2000) study of graduate student end-users’ current use and perception of e-journals compared with their print
counterparts indicated a growing interest in ejournals. There was a strong acceptance of and high expectation and enthusiasm for
future e-journals, although with some reservations.

Bao (2002) surveyed 1998 and 2001 findings showing that the Internet continues to be an important component of library services in
today and tomorrow’s library. The majority of the respondents used the Internet on a daily basis in 2001 as opposed to less than half
the respondents in 1998. The data showed the librarian’s major challenge in the new century remains that of how to help library
users find what they are looking for through the Internet.

In another study Baruchson- Arbib and Schor, (2002) found that students prefer general search engines and it seems that they have
difficulties distinguishing between internet resources and library resources. Teachers’ recommendations and how they put forward
requirements and demands are very important for the students use of information.

When high-quality electronic collections are made available, people use them. Use of electronic journals increases every year.
Among faculty members, graduate students, and other professionals, higher use of electronic journals is accompanied by a decrease
in visits to the physical library Tenopir (2003).

Research has confirmed that in terms of information seeking, today's researcher seems to be comfortable with using a wide variety
of sources for information. Internet search engines, e-print servers, author websites, full-text databases, electronic journals, and
print resources are all used to some degree by most users. The relative amounts of use and enthusiasm for use vary as described
above, but today's users are mostly flexible and adaptable.

As a result, the way students study has changed significantly. While books still remain a valuable tool, the need to spend hours and
hours sitting in the library has reduced dramatically. Students now have numerous options available to them when it comes to
learning techniques. Furthermore discussed by Fabian, We cannot deny the fact that technology can be a major distraction when
studying. Using the internet itself can be distracting because of all the social networking sites and the games that are available with
just one click. Of course there is the usual cellphone, iPod and iPad which can really distract the students. This will all boil down to
the age and the self-discipline of the student.

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3473&context=libphilprac

RRL(TUTORIALS)
Education has been widely considered as one of the important determinants of an individual’s productivity and economic growth of
countries. Theodore W. Schultz (1961) claimed in his article, Investment in Human Capital, that education is one of the major
activities that increase human capital, which is tightly linked to individuals’ earnings and growth of economy. In order to find
evidence of the link connecting education to individual’s productivity and economic growth, researchers have focused largely on
formal education, i.e., primary, secondary, and tertiary schools in both public and private sectors. There is a breadth of studies that
explore how increases in both quantity and quality of schooling are related to students’ academic achievement and labor market
outcomes as well as economic development. However, there is a lack of studies that investigate the effect of private tutoring, a form
of supplementary education where students can acquire more skills and knowledge to increase their human capital. This is an
important area in education as private tutoring becomes a growing phenomenon in many countries (Dang and Rogers, 2008).

The private tutoring sector has been expanding in many countries, so much so that it can be considered the third emerging
education sector in addition to public and private school sectors (Dang and Rogers, 2008). In order to help identify the nature of
private tutoring in different contexts, it is useful to set the criteria as other researchers have in their studies. The criteria that this
study uses are based on Bray’s (1999) who adopted several criteria to help readers understand the context of private tutoring:
supplementation, privateness, and academicness.

The first criterion is the matter of supplementation. Most countries where private tutoring prevails consider tutoring only for
subjects that are already covered in formal schooling (Bray, 1999). In other words, subjects not taught in school, such as language or
art, are often excluded in the category of private tutoring. This is one of the reasons why we encounter studies of private tutoring
that often limit the scope of studies by observing supplementary tutoring. The other reason why it is common to analyze
supplementary tutoring may be that those subjects covered by supplementary tutoring are tested in schools, which enables
observing the effect of private tutoring. However, tutoring classes for subjects not taught in school are often taken by people who
wish to satisfy their personal interests or development; therefore, we often have difficulties detecting the outcomes. Following the
convention, this study investigates private tutoring that plays a supplementary role.

The second criterion is the dimension of privateness. Tutoring services are provided by different entities for different purposes. One
of the most common forms of tutoring is the one that is provided by private entrepreneurs and individuals for profit-making
purposes (Bray, 1999). This form of tutoring called juku and hakwon is common in Japan and Korea, respectively (Stevenson and
Baker, 1992; Kim & Lee, 2010).

The third criterion is the academicness of the subjects for tutoring. Tutors are commonly perceived as people who help students
carry the heavy academic load of formal classrooms (Bray, 1999). However, tutoring classes for non-academic subjects, such as
musical, artistic or sporting skills, which are covered in school are also available although demand for these classes is limited. Due to
this commonly accepted concept of tutors, studies of private tutoring often tend to focus on academic subjects taught in school,
without taking non-academic subjects into account. Another possible explanation is that since academic subjects are more easily
examinable than non-academic subjects, this characteristic facilitates to observe the outcomes of tutoring. This may be one of the
reasons why researchers limit the scope of private tutoring only for academic subjects, which this study also follows.

The three criteria used by Bray (1999) help readers have a more concrete concept of private tutoring. Reflecting on these three
criteria, in this paper, private tutoring is defined as fee-based tutoring provided by private entrepreneurs and individuals for profit-
making purposes, which provides supplementary instruction to children in academic subjects that they study in the formal primary
and secondary education system (Dang and Rogers, 2008). In other words, this study does not include tutoring activities that cover
subjects that are not taught in formal schooling, are provided by public entities that do not require fees, or teach non-academic
subjects.

There are several studies that explored the determinants or drivers of private tutoring. Based on related studies, Dang and Rogers
(2008) accumulated the results in existing studies regarding what kinds of micro and macro factors influence the demand for private
tutoring. In terms of micro factors, many studies show a consensus that the most influential micro factors are household income,
parental education, and urban location (Assaad & El-Badawy, 2004; Stevenson & Baker, 1992; Tansel & Bircan, 2006; Dang, 2007b).
Specifically, students whose parents live in an urban area with higher income and education levels have a higher probability of
receiving private tutoring than their peers who live in a rural area with parents with lower income and education levels. Similar
patterns have been found in Korea (Choi et al., 2003; Kim, 2004; Kim & Lee, 2010; Lee, 2003; Won, 2001; Yun, 1997).

In addition, a student’s grade level and household size explain the pattern of demand for private tutoring in some countries. In
Egypt and Vietnam, students in higher grade levels, especially the ones in the last grade of their current school level or in diploma-
granting years, showed a higher demand for private tutoring (Assaad & El-Badawy, 2004; Dang, 2007b). And in Korea, Turkey, and
Vietnam, the number of children in households showed a negative relationship with private tutoring expenditures (Kim & Lee, 2010;
Tansel & Bircan, 2006; Dang, 2007b). However, the household size variable is likely to be endogenous. For example, parents who
have several children may have a lower level of parental concern for their children’s education or different educational beliefs. In
addition, resources such as government subsidies and corporate benefits for people with multiple children may affect parents’
decision on how much they spend money on private tutoring. However, since these different characteristics of parents with multiple
children are difficult to measure and unobserved, it would create bias in estimating its effect. Baker et al. (2001) also argued that
student academic performance is one of the factors that determine the private tutoring expenditures of households. However, this
factor plays out differently in different countries. For example, using data from the Third International Mathematics and Science
Study (TIMSS) in 1995 for 41 countries, Baker et al. (2001) showed that in three-fourths of these countries, low-performing students
spent more money on private tutoring, whereas one-fourth of them exhibited an opposite pattern. This implies that some countries
use private tutoring as a remedial strategy, while other countries consider it as an enrichment strategy (Baker et al, 2001; Won,
2001). Stevenson and Baker (1992) introduced another macro factor that would affect people’s decisions on private tutoring. If there
is a tight linkage between education and future success in the labor market, they argued that this linkage would stimulate the
competition for more education, and thus private tutoring. Given this tight linkage, the existence of high-stakes formal examination,
a prerequisite to acquire more education in higher education institutions, increases the demand for education even more (Stevenson
& Baker, 1992; Bray, 1999). In the case of Taiwan, the view is pervasive that students participate in shadow education to prepare for
university entrance examinations because getting into prestigious universities determines their success in the labor market (Lin,
1983). Also, in Hong Kong, there is high demand for shadow education as a preparation for the secondary-school-certification
examinations because performance on the exam is the most crucial factor that determines their job and salary level (Mitchell, 1968;
Sweeting, 1983). However, Baker et al. (2001) found the opposite result in terms of the influence of high-stakes testing. The
ineffectiveness of the public education system is found as one of the determinants of private tutoring (Kim & Lee, 2010; Buchmann,
1999; Silova & Bray, 2006).

https://academiccommons.columbia.edu/doi/10.7916/D8W66T1T/download

RRL(INTERNET)
Since the emergence of the Internet, it has become an important medium of communication as well as a research and leisure tool.
The reason is that it provides many opportunities to many people around the world in many different ways. Not only the Internet,
but the other new digital technologies also took their places in the daily life. The wide access to these technologies improves
people’s lives and provides great opportunities. People have started to access any kind of information easily on the Internet and also
use it for social, educational and entertainment purposes. Basically, the Internet offers two main benefits which are communication
and information (Warren et. al., 1998). On a more comprehensive basis, it can be pointed out that the Internet has some functions,
especially in education, and these can be listed as storehouse of information, communication without boundaries, online interactive
learning, electronic/online research, innovation in the new world, improve interest in learning, global education, and information
catalogues (Park, 2009). As the Internet has many different functions, it is important to consider to what extent it is used by students
in higher education for academic purposes.

When educational aspect of the Internet use is considered, it is obvious that students, or people in general, who look for information
can access it easily and with low cost. It is evident that the Internet is a source of enormous information that anything can quickly
and easily be reached. Internet also provides students asynchronous education where they can reach any kind of information
anytime and anywhere. This widens the world of students as nowadays kids do not like to use libraries or any kinds of real life
resources but they can access these places online and benefit from them easily and quickly. Additionally, the Internet can be used as
a tool to learn the latest news all around the world as well as getting any kind of information that serves different purposes such as
learning more information about a hobby or health. Therefore, it can be said that the Internet is the source of spreading information
quickly to a large audience and of going beyond the limitation of time and space.

Regarding students who are obviously accepted as passionate users of the Internet, the use of the Internet is mainly for social and
entertainment purposes since the Internet revolution is not just limited to finding information but also bringing people together.
However, it is very obvious that the Internet provides not only social connection and entertainment, but also academic and scientific
information as well. Thus, it is vitally important to encourage students to use this invaluable source to get any kind of information
they need in their academic studies because the development of the Internet would be meaningless if it is not used appropriately in
education. Therefore, new digital technologies have been widely involved in higher education institutions as well as other sections of
the education system all over the world (Park and Biddix, 2008). In addition, Internet use has the potential to improve the quality of
education (Ciglaric et al., 1998; Charp, 2000; Laurillard, 1992). Charp (2000) also stated that the Internet brought numerous positive
changes to teachers and instructors. According to Dryli & Kinnaman (1996), the Internet enables students to find information as well
as allowing them to think critically and creatively, to become collaborative and cooperative workers and to solve problems.

Besides the children of the new technological era that we live in today are influenced by the new literacies and pedagogies, it is
important to consider the fact that “the capability to use online and offline databases as well as web search-engines effectively is
paramount in cyberspace” (Nentwich, 2003). Today’s students, future scholars and knowledge workers, are required to have the
ability to reach the correct information and they need to be able to get the necessary and accurate information amongst unlimited
bits of information. “Finding the right information is only one side of the core business of academics. As Nentwich (2003) stated the
other side is organizing, structuring and evaluating the information space. At this point, it is a necessity to mention the three
important Internet literacies defined by Burgess (2006): Critical Literacy – a deep, socially contextualized, and informed
understanding of the Internet; Creative Literacy – The ability to experiment with the Internet in order to create and absorbing
information; and Network Literacy – The ability and the impulse to effectively and ethically manipulate a range of the Internet
technologies to communicate and collaboratively construct and share knowledge (Burgess, 2006).

When the previous studies on the Internet are examined, it can clearly be seen that the majority is focused on the differences
between learning outcomes of the courses taught with using the Internet and the courses taught in the traditional ways (Benoit et.
al., 2006). However, it is important to be aware of the fact that students are not inactive receivers during the transmission of
knowledge via the Internet. The efficacy of students and looking at the picture through their eyes is vitally important in the way to
reach success. As a result of the reasons supported by the literature and mentioned above, the aim of this study is look at the
students’ use of the Internet in their academic studies.

https://www.sciencedirect.com/science/article/pii/S1877042811025547
RRL(FAMILY)
No doubt, that it is important to investigate the different aspects of motivation within a specific organizational culture. However, the
organizational culture was not detached from the general culture (e, g., societal values, traditions, attitudes and home environment).

Accordingly, one applied aspects of this topic was university students’ motivation as influenced by family structure, functions, values
and other psychological dimensions such as self-confidence. Lumsden (1994), for example, stated the role of the significant others
(parents and home environment) in students’ motivation as a main factor which shapes the initial constellation of students’ attitudes
they develop toward learning. He stressed that “When children are raised in a home that nurtures a sense of self-worth,
competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning.” (P.2). Gottfried, Fleming
and Gottfried (1994) supported this trend and emphasized that their study “strongly suggest that parental motivational practices are
causal influences on children’s academic intrinsic motivation and school achievement” (P.110). Accordingly, there was a need to
instruct parents on motivational practices such as encouragement of persistence, effort, mastery of subject area, curiosity and
exploration (Gottfried et al., 1994).

In fact, the impact of family on students’ motivation and school achievement is an old issue that was stresses by McClleland, for
example, since 1953. He emphasized the influence of the family on learning the achievement need. Recent studies in Australia, for
example, had pinpointed the role of social integration in academic integration (McInnwas, Hartley, Polesel & Teese, 2000). Some of
these studies showed that experiences with peers and family members do influence social and academic integration in complex
ways.

The demands, for example, of family and friends outside the academic institution can limit opportunities for social integration
(Chrwastie and Dinham, 1991). Ryan & Deci (2000 in Porter, Bigley & Steers, 2003) stressed that “despite the fact that humans are
liberally endowed with intrinsic motivational tendencies, the evidence was now clear that the maintenance and enhancement of this
inherent propensity requires supportive conditions, as it can be fairly disrupted by various unsupportive conditions” (P.51).

Ryan and Deci (2000) maintained that research had revealed that external negative impacts such as threats, deadlines, directives,
pressured evaluations, and imposed goals diminish intrinsic motivation. Consequently, the same researchers have for example,
reported that studies showed that autonomy-supportive parents, relative to controlling parents, have children who are more
intrinsically motivated.

Therefore, it was very important to study the family impact on students’ motivation within a specific culture, which was in this study,
the Saudi culture.

Several researchers such as Bank, Slavings and Biddle (1990) had called for more research and studies in order to investigate the
impact of family and peers on students’ motivation and academic persistence. Other studies in several countries such as Greece and
Great Britain had shown the importance of studying and understanding the family’s functions, structures, values and their impact on
children behavior in different ages.

Cross-cultural studies, however, showed differences in the above variables and on how they influence the students' academic
performance. Chen & Lan (1998), for example, stressed that cultural background not only influences family beliefs about the value of
education, but may affect how academic expectations are communicated by parents and perceived by their children.

In a study, which examined the differences in willingness to conform to parents' expectations of academic achievement as perceived
by American, Chinese-American, and Chinese high school students the researchers found that Chinese students were more willing to
accept their parents' advice and cared more about fulfilling academic expectations than did American students. Students in all three
groups had similar feelings of independence. The views of Chinese-American students reflected the influence of both their Chinese
heritage and the American culture in which they resided. Consequently, the two researchers concluded that parents' expectations
have a powerful effect on children's academic performance and that high achieving children tend to come from families which have
high expectations for them, and who consequently are likely to 'set standards' and to make greater demands at an earlier age.

In addition, the two researchers had quoted Vollmer (1986), who concluded that there is a strong correlation between parental
expectations and children's school performance: "Many empirical studies have found positive linear relationships between
expectancy and subsequent academic achievement" (p. 15). Henderson (1988) found that this held true across all social, economic,
and ethnic backgrounds. Parental expectations, however, will have little effect unless communicated to their children, and this
process may reflect cultural differences.

https://www.researchgate.net/profile/Mustapha_Achoui/publication/272982798_family_impact_on_students_motivation/data/54f
42f2c0cf2f9e34f0930b5/family-impact-on-students-motivation.doc

RRL(LAZINESS)
Generally, laziness occurs at anytime, anywhere or to everyone in their daily activities. Students feel lazy to finish their homework;
not attending classes at school, failure to complete the given tasks assigned by teachers within the allocated time; workers delay
organizing files; not settling their job; entrepreneurs relaxing in the office without planning anything for the company, graduates lazy
to prepare their own resumes and everybody has many kinds of laziness. It is normal to feel lazy at certain time but it will become a
crucial problem if the attitude is out of control.

Hence, the person neglects to self-regulate or manage him/herself positively. Laziness among students has become a serious
problem in schools which is closely related to some of the disciplinary problems. From the psychology point of view, laziness is a
behavior describing the passive attitude of a person with the tendency to avoid work although he/she is capable, unwilling to put
forth efforts and choosing not to work hard and lack of will power (Beghetto, 2007; Mish, 1994, Ellis. 1991).

An attitude can be defined as a tendency to think, feel, and an individual‘s response either positively or negatively towards
particular objects or situation from the cognitive, affective, and behavioral perspectives (Bidjari, 2011; Salta & Tzougraki, 2004;
Howarth, Fosters and Dorrer, 2004). A statement from Ellis (1991) stated that the will power consists of the strong determination
towards individual‘s change, persistent of work and practice (Neenan, 2008). 2 Duru & Bakis (2014) in their research revealed that
passive attitudes such as lazy or procrastination affect self regulation with relation to academic performance. By postponing
academic tasks, students would fail to control themselves which then leads to stress, low academic performance and anxiety.

However, by controlling their habits and routine in any given task, it would lead to the implementation of action in oneself (Sommer,
2013). Thus, by self-regulating oneself with routine and effort, a person could avoid from becoming lazy. The positive tendency
reaction affects the high commitment towards learning and student‘s interest which described the ability of a person in self-
regulation (Simpson & Oliver, 1990). Moreover, some findings showed that attitudes lead to persistence, performance and
achievement (Zain & Jusoh, 2010; Trumper, 2006; Siegel & Ranney, 2003).

Meanwhile the negative outcomes such as procrastination, easily giving up, perform task with less effort etc. (Schouwenburg & Lay,
1995; Motie et al., 2012; Stead et al., 2010; Howell and Buro, 2009; Michinov et al., 2011; Steel, 2007; Qi et al., 2010). Thus, from the
above finding, it is proven that a passive attitude means a tendency to react negatively in their thinking, feeling and responses
towards commitment and achievement. Although a lazy person has the tendency in reacting negatively towards certain event, it has
been reported that this internal attribute could be controlled (Reyna, 2000). She suggested that laziness could be elaborated more
from the self-esteem, motivation, attitudes in thinking and behavioral perspectives. From the above findings, laziness is closely
related to self-regulation within oneself.

Any action taken was based on their decision to make it happen or just letting it go without any achievement. Their commitment
towards any task or activity is the results of how they self-regulate or control themselves towards achievement. The challenges
would make them competent within themselves or when compared to others.

However, lazy students would fail to control or regulate themselves towards commitment and finally they would not achieve
anything that would make them satisfied. Hence, this low motivation in desire and self-regulation would involve them in
procrastination, social and disciplinary problems and finally would affect their performance in academic.

Although education provide the things persons or students their longing ambitions, It still need years of procedure, requires long
suffering and a steadfast focus in order to attain the diploma to mark that students are truly worthy and to certify them as alumni.
But sometimes there are just factors that distract and affect the students and cause their academic performance commonly to fall or
decrease. For the past researches the academic performances of the students are said to be affected by the factors like personal,
economic, social, psychological, environmental factors, parental involvement, and etc.. Nuthana & Yenagi,(2009) have examined the
causes of poor academic performance among university undergraduates.

Some of these factors identified are intellectual ability, poor study habit, achievement motivation, lack of vocational goals, low self
concept, low socio-economic status of the family, poor family structure and so on. Though these factors greatly affect the academic
performance of the students, yet these factors differ country to country, person to person, or school to school. And some school
however, faces different factors that affect the students’ academic performance and that factor to be exact is laziness.

According to Oxford Dictionaries, laziness is defined as the quality of being unwilling to work or use energy. And while unwillingness
to work seems to affect only one sphere of an individual’s life especially the students’ career having no intention to spend one’s
energy seems to have a negative impact in multiple areas. And in some cases, students become unwilling to try hard in their school
tasks making their academic performance to downgrade or worse to fail. This unwillingness causes the students to get tardy, failing
to pass the outputs and projects on time, not making the time to study their lessons, quizzes, or test, disabling themselves to do your
homework on your home, escaping classes, rejecting themselves to participate in class, and some absent for nothing. These actions
obviously wrong, wrong enough to make their academic performance miserable.

A website named Nairaland.com in 2017, listed about 10 causes of poor academic performance in school and slothfulness or laziness
is one of them. According to them, “Some students are so lazy and sluggish to devote proper time to their studies. They while away
time, play, sleep always and only end up with last minutes rush on eve of their examinations or tests. Such students are planning to
fail and if they managed to pass at all, they end up on the average”. Laziness can be a real grade-killer. It sucks the fun out of
studying and makes us work overtime. Not to mention, it causes unnecessary stress, and in extreme cases, can even destroy our
surrounding relationships. Going hand-in-hand with procrastination, laziness fills any task with dread and prohibits our potential as
successful individuals (Study International, 2017). Laziness really does destroy the students’ performance and ruin their future.

http://www.academia.edu/35140608/LAZINESS_AS_A_FACTOR_THAT_AFFECT_THE_ACADEMIC_PERFORMANCE_OF_STUDENTS

http://umpir.ump.edu.my/11250/2/PBMSK%20-%20WAN%20RUSYAINI%20WAN%20MOHD%20%28CD8899%29%20-%20CHAP
%201.pdf

RRL(SOCIAL MEDIA)
Today’s world is a global village. Everyone is connected to one another in this vast network generated by the Internet. As said by
Marshall McLuhan, a philosopher of communication theory, “The new electronic independence re-creates the world in the image of
a global village.” This electronic independence is inherently dependent upon the Internet. It illuminates the lives of thousands of
people by spreading knowledge internationally, thereby making us global citizens. In the past, the communicating and free sharing of
thoughts among people were restricted by long distance, nationality and/or religion.

But now, even these barriers cannot stop the flow of information and knowledge. The new world of social networking allows free
sharing of thoughts. Online social networks are created by websites such as Facebook, which has emerged as a giant in this social
world. So how do these networks affect our education? How do they influence the lives of students?

Humans are social animals. We always like to remain in some group or another, and we prefer to follow what this group does. All of
our traditions and cultures are the product of this group-oriented facet of human nature. A well-known American psychologist,
Abraham Maslow, stated in his “Theory of Motivation” that the social need of human beings is the third most important
requirement after our physical and safety needs the third tier in his hierarchy of needs. Even our self-esteem comes after this social
dependence. This is the main reason billions of people use social networking to stay connected, make friends and satisfy their social
needs.
 As of 2015 the world’s largest social networking company, Facebook, has 1.49 billion active users, and the number of users is
increasing every year. One of the most interesting things to look at is the increasing number of student users on such social
networking sites. As per the survey conducted by Pew Research Center, 72 percent of high school and 78 percent of college students
spend time on Facebook, Twitter, Instagram, etc. These numbers indicate how much the student community is involved in this
virtual world of social networking.

 Actually, many reasons exist that explain why students love to spend time socializing. Firstly, social networks provide them the
freedom to do whatever they want to upload what they want and talk to whom they want. They like to make new friends and
comment on the lives of different people. Students can create other online identities that the real world does not allow. The
freedom it gives them to act just by sitting in front of a computer enthralls them, and they then demand for more freedom. Never
before has it been so easy for young minds to create a digital image of their actions through such a spontaneous medium.  The most
important things in a student’s life are studying, learning good habits and gaining knowledge to become a person with moral
character.

But today, as we see in various studies, this optimal learning process is seriously jeopardized by students becoming entrapped by the
ploys of social networking. Students neglect their studies by spending time on social networking websites rather than studying or
interacting with people in person.

Actively and frequently participating in social networking can negatively affect their grades or hamper their journeys to their future
careers. Getting too involved in social media can lead to an addiction that inculcates bad habits. Students prefer to chat with friends
for hours, and this leads to a waste of time that could have been used for studying, playing or learning new skills. It is often said that
a long-term friendship or relationship is developed when people meet each other, spend time and share their experiences. But this
virtual way of communicating with each other does not lead to a natural, friendly experience and hence cannot produce a healthy
relationship with those friends. Also, these relationships tend to terminate easily due to a lack of personal contact. As stated by
Celeste (2010), there is no doubt that modern technology has an effect on the study habits of students today.

The positive side of modern technology is that it makes things easier for students to research for their homework and projects.
However, it is also right to mention that technologies are also a major distraction for students. Ma. Shiela Escuro (2009) says that,
Usage of this gadget can be controllable. It‘s up to the parents to teach their child to be responsible on their mobile phones, to ask
them to pay-up when their mobile runs out of money. Or to get some agreement from the mobile companies that automatically cut-
off usage when the child overuses their allowance for the month. According to Fabian (2007), the world is changing fast. Technology
continues to advance at lightning speed and anyone who doesn‘t keep up is in danger of being left behind.

As a result, the way students study has changed significantly. While books still remain a valuable tool, the need to spend hours and
hours sitting in the library has reduced dramatically. Students now have numerous options available to them when it comes to
learning techniques. Furthermore discussed by Fabian, We cannot deny the fact that technology can be a major distraction when
studying. Using the internet itself can be distracting because of all the social networking sites and the games that are available with
just one click. Of course there is the usual cellphone, iPod and iPad which can really distract the students. This will all boil down to
the age and the self-discipline of the student.

https://www.google.com/search?
ei=NaBKXOmzGsmuoAS21rmIBw&q=effect+of+social+media+while+studying&oq=effect+of+social+media+while+studying&gs_l=psy-
ab.3..0i22i30l2.6518.21839..22068...1.0..2.1627.6064.17j16j1j1j1j8-1......0....1..gws-wiz.....0..0i71j0i67j0i131j0j33i22i29i30.1fx-
1F4bybw#

http://www.academia.edu/7729575/CHAPTER_2_Review_of_Related_Literature_and_Studies_Foreign_Literature_Student_Perform
ance_Galiher

RRL(MUSIC)
Listening to Music while doing something like studying helped people to relax, reduce blood pressure, remedy for headaches and
migraines, improve intelligence and concentration, and lastly good coordination (Eastday.com, 2010). Studying is a common activity
for college students; listening to music while studying has become a usual practice in the student population. While one group of
students claim it would enhance their curricular efficiency, on the other hand, some researchers deny such assumptions. Students
have an enormous variety of study spaces and situations to choose from, ranging from quiet study rooms to noisy coffee houses. For
many students, studying informational materials typically involves some type of background noise, such as television or music. There
are reasons to believe that music may be both helpful and hurtful to effective studying given different conditions. There have been
multiple studies demonstrating the negative effects associated with listening to music. Deficits in short term memory have been
detected for various types of music (Salamé & Baddeley, 1989).

Vocal music (i.e., songs with lyrics), followed next by instrumental music, was found to hinder memorization more so than other
noise or silence. When completing a stock price calculation task, students who listened to rock music (fast-paced) performed better
than those listening to slow-paced music (Mayfield & Moss, 1989). Listening to music has long been thought to play a role in
increased productivity in the workplace (Uhrbrock, 1961).

The believed benefits include increased production output in young employees while performing repetitive work. The effect of music
has been found to significantly increase performance, organization, satisfaction, and mood states for retail workers who preferred to
listen to a stereo on the job (Oldham, Cummings, Mischel, Schmidtke, & Zhou, 1995) More recently, office employees who 5 listened
to music through their personal computers or headphones reported increases in their inspiration and concentration towards work
tasks (Haake, 2011).

College students also benefitted in comparable fields from listening to music; they showed improvements during manual assembly
and letter-matching tasks, and significant improvements in mental tasks (Konz, 1962). Perhaps most interesting in terms of the
positive effects of music, has been that it serves many functional purposes. These functional purposes do not lend themselves to
being measured empirically; rather they function as aids to enable enhancements when performing a wide array of tasks. In the
aforementioned study by Hallam and Price (1998), not only did students with emotional and behavioral difficulties show
mathematical improvements when background music was played, but the act of listening to music itself may have satisfied some
“stimulus hunger” in these students (Hallam & Price, 1998). In essence, the music may provide just enough stimulation for someone
beginning to be distractible or restless that they are able to stay engaged in the task at hand. This notion of stimulus hunger,
originally proposed by Eysenck (1967), referred to a personal attribute found in extravert test subjects. In general, extraverts
possessed innate sensation/arousal seeking behaviors (i.e., stimulus hunger) in reaction to incoming stimuli, that is, they seek an
increased level of stimulation.
(Conversely, introverts possessed “stimulus aversion” and seek diminished levels of stimulation). Davies and Hockey (1966) found
that the presence of high intensity white noise fulfilled stimulus hunger in extraverts and helped facilitate better performance on a
task of visual vigilance. Listening to music while studying is a common occurrence among the student population. Different
opinions have been put forward by various researchers in this aspect. While many studies are favoring the hypothesis that,
background music promotes the cognitive performance of the students, few studies emphasized impaired performance by
the students by listening to music while engaged in complex cognitive tasks. The influence of music on cognitive performance has
also linked to personality types. The pop music, in particular, serves as a distractor in the cognitive performance of both introverts
and extroverts.

https://pdfs.semanticscholar.org/1e4b/bf8798fc24ebb35c9a0e0367d2917750c903.pdf

https://www.researchgate.net/publication/311435289_The_effect_of_listening_to_music_on_concentration_and_academic_perfor
mance_of_the_student_Cross-sectional_study_on_medical_undergraduate_students

RRL(NOISY AREA)
A lot has been spoken about noise, sound pollution, psycho-physic alterations in the human being due to the noise and, therefore, a
lot of school professionals have been asking about the noise impact over the day-by-day educational activities developed in the
school. Several mass communication means, such as newspaper, magazines, have published in their articles discussions and
approaches about the disorders provoked by the noise on people who are daily in contact with noise. Most interestingly is that we
don't even notice that we live with moderate noise daily and that it becomes our body's enemy. We can realize that even during
pleasure activities we are exposed to strong intensities of noise and that people assume a passive posture, seeming not to be aware
of its harmful effects and to avoid it (Celani & Costa Filho, 1991).

The main impact of noise in urban areas is endured by students, especially whose schools are located near the busy road. Noise
exposure from machines produced by large vehicles noise pollution may cause interference and work stress. The social atmosphere
of a school is a potential and important contributing factor to the student outcomes. Therefore, educational zone requires a serene
atmosphere instead of any disturbances including from the traffic noise. Noise is defined as unwanted noise that could give negative
effects to a person both physically (such as hearing loss) and psychologically (such as frustration and nuisance). In modern cities,
noise becomes a global problem which has been examined extensively around the world. Today, urban noise is considered as a
public health problem.

Noise pollution is a major environmental problem. It was estimated 10 millions of people in Europe were exposed to the excessive
traffic noise, which may cause stress, illness and even fatal impact the negative impact of noise is worse at school with an open
classroom design or located near to external noise sources. Long term and repeated noise exposure can lead to psychological health
as well as it can reduce the students’ learning motivation when they are at school. The noise of various vehicles can disturb the
mood of students in the class. Noise as a chronic stressor has the potential to disrupt executive functioning in children. Basically,
noise in the school environment affects the teaching and learning process.

A comprehensive model of effect and motivation is necessary for disentangling the variance of subject-specific measures into
component. This process needs good verbal communication, especially at the beginning of school life when children are the
development process of hearing strategies, thus impairing the understanding of certain activities in the case of not being able to
hear the full statement. Additionally, it can disturb the clarity of the child’s voice in the classroom and the loss of concentration
during school activities and even lead to a decline of student’s academic performance due to constant exposure to noise. The noise
might hinder the students to improve their talent, where environment is one of the central factors in optimizing an individual’s
performance of his or her everyday activities. Students' learning experiences contribute to the development of their interest in
particular learning domains; hence, if the domains are influenced by noise, the student cannot fully concentrate.

Gerges (1991) affirmed that sound and noise are the same physic phenomenon, although they are not synonyms. A noise is just a
type of sound, but a sound is not necessarily a noise. Under the psycho-acoustic point of view, a noise would be an unpleasant
sensation triggered by the reception of acoustic energy. Sound, music or noise trigger pleasant or unpleasant sensations in an
individual and, therefore, some researchers interested in the psycho-physic aspects developed studies to evaluate the existing
correlation between noise, mood and irritability (Lundquist et al., 2003). If the adequate notion of a problem's definition already
took us to its solutions, we believe that the effective noise control inside a school would be totally outlined. Nevertheless, what
differs these positions is the individuality of each human being when facing a learning process in an unfavorable listening situation.
Despite knowing that noise is part of our everyday lives, not only for those people who live in great urban centers and that are
becoming more and more patient with the sounds (desirable or not) that might be music, honks, bird, sirens, etc.; we must focus
how we deal with these sounds when they occur together with learning situations, where all subject's energy should be directed to
his studies, during the hard task of listening, saving and learning regardless of the noise.

We can realize that each human being refers differently to the same competitive noise. While one person doesn't even notice that a
car with loud-speakers is passing by during his class, another one may feel the necessity of sitting forward, another may be
disinterested of the subject since he is not being able to follow what the teacher is saying, another one may start feeling some physic
annoyance, such as headache, tiredness, muscle pains, etc. The effect of noise in the classroom can make several disorders in
students hearing, communication and intelligence. Noise pollution, in the recent years, has been well recognized as one of the major
trepidations that affect the quality of life in urban areas worldwide. Currently traffic noise is not a new problem, but a persistent
problem that should be solved together, since 54 % of the world’s population lives in urban areas, a proportion that is expected to
rise 66 % by 2050.

http://www.scielo.br/scielo.php?pid=s0104-56872005000200014&script=sci_arttext&tlng=en

https://aip.scitation.org/doi/pdf/10.1063/1.4985498