| Autor: |
Cristel Mae R. Pascua, April Tanilon, Joylyn M. Cariaga, Katrina C. Rivera, Monica L. Lopez, Sofia Marie N. Sena, Oscar Jr. O. Ancheta |
| Jazyk: |
English<br />Portuguese |
| Rok vydání: |
2024 |
| Předmět: |
|
| Zdroj: |
Diversitas Journal, Vol 9, Iss 3 (2024) |
| Druh dokumentu: |
article |
| ISSN: |
2525-5215 |
| DOI: |
10.48017/dj.v9i3.3082 |
| Popis: |
This study investigates late bloomers—individuals who achieve academic success after initial struggles—in terms of setbacks, coping mechanisms, and support systems. Late bloomers commonly face challenges in subjects like mathematics and English due to conceptual gaps and insufficient foundational skills. Personalized tutoring and targeted educational strategies are crucial interventions for addressing these hurdles and fostering academic growth. Coping mechanisms focus on intrinsic motivation and resilience, including setting clear goals, cultivating supportive peer networks, and drawing inspiration from personal passions like animal enthusiasm, promoting perseverance in overcoming academic obstacles. Support systems from teachers and peers are essential in late bloomers' journeys, providing not only academic guidance but also crucial emotional support that influences their overall well-being. Enhancing teacher training and advocating for inclusive classroom practices are recommended to strengthen these support systems. Methodologically, this study synthesizes qualitative interviews and literature reviews to highlight effective strategies for empowering late bloomers to succeed academically and personally, emphasizing the importance of tailored support and fostering a positive learning environment. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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