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Volume 9 , Number 3, November 2024 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Strategies for Nurturing Talented and Achieving Students through 

the Got Talent Program  
 

Nurani Rahmania, Binti Nur Rohmah 

STAI Miftahul Ula Nganjuk 

nurani@staimnglawak.ac.id   

 

Accepted: 
Sept 28th 2024 

Reviewed: 
Oct 18th 2024 

Published: 
Nov 30th 2024 

 

Abstract  
This study aims to describe the implementation of talent and achievement development for students at MI 
Miftahul Huda through the Got Talent program. The research also identifies the supporting and inhibiting 
factors as well as the implications of this talent development program. The school’s student development 
efforts are conducted through extracurricular activities that promote holistic growth in alignment with 
national education objectives. The research method employed is qualitative, utilizing data collection 
techniques such as observation, interviews, and documentation. Data analysis followed the process of data 
collection, condensation, presentation, and conclusion drawing. The findings indicate that student 
development at MI Miftahul Huda is divided into academic and non-academic coaching. The Got Talent 
program is successfully implemented, as evidenced by the numerous championships won by students in 
various competitions. Additionally, the program encourages the development and well-being of talented 
students, in line with the Self-Determination Theory (SDT). Key supporting factors for the program include 
the motivation and support from parents and teachers, along with adequate facilities. However, inhibiting 
factors include students' lack of commitment during training, insufficient facilities for self-defense training, 
limited funds for large-scale events, and a lack of time for development activities. 
  
Keywords: Literacy Tree, Reading Skills,  Lower-Grade Students  

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

Introduction 

The expansion of Islamic educational institutions in Indonesia has been increasingly evident, 

highlighting the dynamic and competitive nature of the educational sector. Educational institutions 

that have successfully grown are those that can develop and implement effective competitive 

strategies while continually improving their practices1. In the modern educational landscape, 

innovation plays a critical role in ensuring the survival and growth of these institutions amidst an 

ever-expanding competition 2. As educational institutions thrive, they must also build and 

 
1 Syed Hammad Mian et al., “Adapting Universities for Sustainability Education in Industry 4.0: Channel of 

Challenges and Opportunities,” Sustainability 12, no. 15 (2020): 6100; P Nick Blanchard and James W Thacker, Effective 
Training: Systems, Strategies, and Practices (SAGE Publications, 2023). 

2 Surbhi Grover et al., “Global Workforce and Access: Demand, Education, Quality,” in Seminars in Radiation 
Oncology, vol. 34 (Elsevier, 2024), 477–493; Brian Murphy, “Accreditation Rendezvous: A Confluence of Tradition and 

http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 3, November 2024| 199 

 

  

strengthen their competencies to maintain a competitive edge. Without a solid foundation of 

innovation, educational institutions risk lagging behind in an increasingly saturated market3. One 

of the most significant indicators of an institution's quality is often measured by the number and 

scale of achievements its students attain 4. 

In the context of educational development, students are individuals who actively engage in 

acquiring knowledge and skills, with the goal of enhancing their personal growth within a 

structured system. Talent, in this regard, refers to the natural abilities and predispositions that an 

individual possesses, which, if properly nurtured, can facilitate their growth and success in various 

fields 5. As such, the early identification and cultivation of talent are essential for students to reach 

their full potential, aligning with both personal goals and the institution’s educational objectives. 

MI Miftahul Huda Pandantoyo, a Madrasah Ibtidaiyah (Islamic Elementary School) located 

in Nganjuk, is an exemplary institution that has successfully facilitated talent development among 

its students. As a prominent school in the region, MI Miftahul Huda has been instrumental in 

offering various extracurricular activities aimed at developing the talents and achievements of its 

students. Over the years, the school has achieved remarkable success, securing numerous awards 

in diverse fields, ranging from local competitions to international events. This success has earned 

MI Miftahul Huda the distinction of being a favored institution in Nganjuk Regency and its 

surrounding areas, further solidifying its reputation as an institution dedicated to student 

achievement 6. 

One of the primary drivers behind the school's consistent success is its robust program 

aimed at fostering talented and high-achieving students. This program, known as the "Got Talent" 

initiative, was launched in 2019 and has since played a pivotal role in identifying and nurturing 

students with exceptional abilities. The Got Talent program targets students who are capable of 

achieving excellence in various fields, including science, technology, arts, and sports. The program 

is designed to prepare students for competitions at various levels, ranging from local to 

international, and to help them develop the skills and confidence required to excel in their chosen 

fields. Through this initiative, MI Miftahul Huda provides its students with expanded learning 

 
Progress,” Journal of Franco-Irish Studies 8, no. 1 (2024): 4; Falih M Alsaaty, “Beyond Traditional Learning: Embracing 
Digital Transformation and Tackling ChatGPT Concerns.,” Research in Higher Education Journal 44 (2023). 

3 Michael Lanford and William G Tierney, Creating a Culture of Mindful Innovation in Higher Education (State 
University of New York Press, 2022); Timothy Scott and Wenyu Guan, “Challenges Facing Thai Higher Education 
Institutions Financial Stability and Perceived Institutional Education Quality,” Power and Education 15, no. 3 (2023): 
326–340. 

4 Iwan Dkk. Aprianto, Manajemen Peserta Didik (Klaten: Lakeisha, 2020). 
5 Idi Warsah Muhamad Uyun, Psikologi Pendidikan (Yogyakarta: Deepublish, 2021). 
6 Ali H Najmi, “The Effectiveness of Flipped Classroom Approach on Students’ Achievement in English 

Language in Saudi Arabian Southern Border Schools.,” International Education Studies 13, no. 9 (2020): 66–74; Syed Ali 
Raza, Wasim Qazi, and Sara Qamar Yousufi, “The Influence of Psychological, Motivational, and Behavioral Factors 
on University Students’ Achievements: The Mediating Effect of Academic Adjustment,” Journal of Applied Research in 
Higher Education 13, no. 3 (2021): 849–870; Daniela Raccanello et al., “Higher Education Students’ Achievement 
Emotions and Their Antecedents in e-Learning amid COVID-19 Pandemic: A Multi-Country Survey,” Learning and 
Instruction 80 (2022): 101629. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 200 

 

  

experiences, training them to build self-confidence and resilience, essential for continued success 
7. 

Nganjuk Regency, while developing rapidly in various sectors, remains relatively 

underdeveloped in terms of specialized educational programs dedicated to talent development. As 

a result, there are few schools in the region that offer tailored programs for fostering student 

achievement. This context has motivated the present study, which aims to investigate the strategies 

employed by MI Miftahul Huda in developing talented and high-achieving students through its 

Got Talent program. 

The objectives of this study are as follows: 1) to describe the implementation of strategies 

for developing talented and high-achieving students through the Got Talent program; 2) to explore 

the implications of this program in shaping the students' academic and personal growth; and 3) to 

identify the supporting and inhibiting factors that affect the successful implementation of the Got 

Talent program at MI Miftahul Huda. 

 

Methods 

This study employs a qualitative research approach, specifically descriptive research, to 

examine and identify how MI Miftahul Huda Pandantoyo implements its Got Talent program for 

developing talented and high-achieving students. The participants in this study include the school 

principal, the coordinator of the Got Talent program, the program facilitators, and the students 

actively involved in the program. These participants were selected to provide insights into the 

strategies, implementation processes, and implications of the program, as well as to identify the 

factors that support or hinder its execution. 

Data were collected from two primary sources: primary and secondary data. Primary data 

consisted of information from the school principal, the coordinator of the talent development 

program, the facilitators, and the students. Secondary data included supporting documents such 

as the Got Talent program curriculum, program schedules, and lists of student achievements. The 

researcher employed several data collection methods to ensure the comprehensiveness of the 

findings. Semi-structured interviews were conducted with the participants to gather in-depth, 

detailed information regarding their experiences with the Got Talent program. Interviews were 

held with students, teachers, the program coordinator, and the school principal. Direct 

observations were made at MI Miftahul Huda Pandantoyo to examine how the Got Talent 

program is implemented, how students are mentored, and to identify any supporting or hindering 

factors. Additionally, document analysis was conducted on student achievement records and 

photographs of program activities to provide further context and evidence of the program's 

impact. 

For data analysis, the study utilized Miles and Huberman’s interactive model, which involves 

three steps: data condensation, data display, and conclusion drawing. First, the data were organized 

 
7 Pauline Walsh et al., “Learning and Teaching Approaches Promoting Resilience in Student Nurses: An 

Integrated Review of the Literature,” Nurse education in practice 45 (2020): 102748; Alkhansaa Diab and Edna Green, 
“Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts,” Education Sciences 14, 
no. 7 (2024): 711; Frank Merenda, “Adventure-Based Programming with at-Risk Youth: Impact upon Self-Confidence 
and School Attachment,” Child & Youth Services 42, no. 4 (2021): 321–348. 



 
 

  
 
  

Volume 9, Number 3, November 2024| 201 

 

  

and reduced into manageable themes, focusing on the key aspects of the Got Talent program. 

These condensed data were then presented systematically to highlight emerging patterns and key 

findings. Finally, the researcher interpreted the data and drew conclusions regarding the strategies, 

implications, and factors related to the program's implementation. To ensure the validity of the 

findings, the study applied triangulation techniques, including source triangulation (gathering data 

from multiple participants such as students, teachers, and program coordinators) and method 

triangulation (using interviews, observations, and document analysis) to cross-check the data and 

ensure a comprehensive understanding of the program’s implementation. 

 

 

Result And Discussion 

Result 

MI Miftahul Huda Pandantoyo is a school under the Ministry of Religious Affairs with a 

strong commitment to fostering talented and high-achieving students through the Got Talent 

program. This program has demonstrated its impact on students' academic and non-academic 

achievements across various competitions, highlighting the school's dedication to developing 

students' potential. 

 

Implementation of Strategies for Nurturing Talented and High-Achieving Students 

Through the Got Talent Program 

The Got Talent program is the culmination of 16 extracurricular activities at MI Miftahul 

Huda, and it serves as a platform to identify and nurture students with exceptional abilities, both 

academically and non-academically. One of the key objectives of the program is to prepare 

students for various competitive events, providing them with the opportunity to showcase their 

skills and abilities in comparison with other institutions. Teachers have observed that there are 

exceptional students who require tailored guidance and cannot be treated the same as others. 

Overall, two main areas of development are emphasized: academic and non-academic. In the 

academic area, each subject has a dedicated schedule for enhancement, while non-academic 

development is incorporated into extracurricular activities. 

a. Planning 

Several planning steps are implemented by the school within the Got Talent program, as follows: 

1. Establishment of Mentors and Coordinators: Teachers at MI Miftahul Huda are prioritized 

as mentors for the program. However, some activities, such as self-defense, science 

olympiads, and drumming, require external experts. 

2. Scheduling Training Sessions: Specific training schedules are set to accommodate the needs 

of different extracurricular activities. 

3. Talent Identification: To determine students' talents, the school organizes regular class 

meetings or internal competitions each semester, including singing, drawing, MTQ (Quran 

recitation), poetry, public speaking, and relay races. 

4. Student Development Forms: At the start of each academic year, MI Miftahul Huda 

distributes self-development forms, which students are required to complete according to 



 
 

  
 
  

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their interests and talents. These forms guide the development process, aligning with the 

Self-Determination Theory (SDT), where students are given the freedom to choose and 

pursue activities that align with their interests, enhancing their sense of autonomy. 

 

b. Implementation 

The Got Talent program is executed according to a pre-set schedule, although additional 

classes are often held to ensure adequate preparation for competitions. The coordinator's role 

includes searching for relevant events for students to participate in, often with assistance from 

enthusiastic parents who provide information about available competitions. 

 

c. Evaluation and Follow-up 

The program undergoes periodic evaluations, typically held once a month, at the end of 

each month. This allows the school to assess the strengths and areas for improvement in the 

program. Feedback is given to students, with rewards provided for those who achieve success. 

Besides the rewards from the competition organizers, MI Miftahul Huda also acknowledges 

achievements during ceremonies, which motivates other students. Constructive feedback plays a 

crucial role in SDT, facilitating holistic personal development and better psychological well-being. 

 

Implications of Nurturing Talented and High-Achieving Students Through the Got 

Talent Program 

The achievements of MI Miftahul Huda have consistently improved over the years. Data 

collected from various competitions indicates that the Got Talent program has had a positive 

impact on student performance. From local to national competitions, MI Miftahul Huda has 

recorded 92 achievements, as summarized in the table below: 

Table 1 – Recap of Student Achievements in 2022-2023 

Local District Region Province National Total 

1st Place 9 5 4 1 2 

2nd Place 6 5 6 2 2 

3rd Place 2 6 9 0 6 

1st Runner-up 1 5 7 2 0 

2nd Runner-up 2 3 4 0 0 

3rd Runner-up 0 0 2 1 0 

Total 20 24 32 6 10 

 

The Got Talent program not only positively impacts student achievements but also 

contributes to their psychological well-being by fulfilling the three basic psychological needs 

outlined in SDT: a. Autonomy: The program allows students to develop their talents 

independently, fostering a sense of ownership over their learning process. b. Competence: 

Through consistent participation in competitions, students improve their skills and build their 

confidence, as the school encourages them to participate in events that enhance their expertise. c. 

Relatedness: The program also fosters positive relationships among students with similar interests, 

creating a supportive peer environment. 



 
 

  
 
  

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Additionally, the Got Talent program helps students develop resilience and succeed beyond 

school, as many alumni continue to excel in their pursuits. This early exposure to competitive 

environments builds their confidence and prepares them for future challenges. 

 

Supporting and Hindering Factors in the Implementation of the Got Talent Program 

Like any program, the implementation of Got Talent is affected by both supporting and hindering 

factors. These factors influence the daily processes and outcomes of the program. 

a. Supporting Factors 

1. Parental and Teacher Support: Encouragement and motivation from both teachers and 

parents are vital. Motivational support helps overcome obstacles like fear, laziness, and 

failure, creating a strong inner drive for the students. 

2. Adequate Facilities and Infrastructure: The availability of proper facilities ensures that the 

mentoring process is effective and that students can benefit from the knowledge transfer 

between mentors and students. 

b. Hindering Factors 

1. Financial Constraints: While the school allocates funds for students' participation in 

various competitions, larger-scale events often require additional funding, which 

sometimes necessitates contributions from parents. However, not all parents can afford to 

contribute. 

2. Student Engagement: Younger students, particularly those in lower grades, often struggle 

with serious participation during training sessions. Their preference for play over focus on 

the activities limits the effectiveness of the program for this age group. 

3. Insufficient Facilities: Some areas of the program face challenges due to inadequate 

resources. For example, the self-defense training program lacks the necessary equipment, 

such as mats, to properly teach techniques, leading to incomplete training. 

4. Lack of Parental Motivation: The motivation of students is often tied to the 

encouragement they receive at home. A lack of parental support can lead to reduced 

enthusiasm and commitment from the students during training sessions. 

5. Limited Time for Training: As extracurricular activities take place after school hours, the 

time available for training is often limited, especially as students have other commitments 

such as religious studies, making the training less effective. 

 

The Got Talent program at MI Miftahul Huda plays a significant role in developing the talents 

and achievements of students. Despite some challenges, the program's supportive environment, 

combined with the commitment of teachers, parents, and students, has led to remarkable success 

in nurturing students' potential. 

 

Discussion 

The expansion of Islamic educational institutions in Indonesia, exemplified by the remarkable 

success of MI Miftahul Huda, underscores the importance of innovation, effective competitive 

strategies, and talent development programs in ensuring long-term success. As noted in the 



 
 

  
 
  

Volume 9, Number 3, November 2024| 204 

 

  

introduction, educational institutions must not only focus on academic excellence but also on 

cultivating and nurturing student talents to remain competitive and sustainable. This aligns with 

the findings of previous studies which emphasize the importance of innovation and strategic 

development in enhancing the quality of educational institutions, as well as in providing students 

with the necessary competencies to excel 8. 

MI Miftahul Huda’s "Got Talent" program serves as a prime example of an institution's 

proactive approach to fostering exceptional talents. This initiative, launched in 2019, focuses on 

identifying students with outstanding potential in diverse fields such as science, technology, arts, 

and sports. The success of this program reflects the growing recognition of the need for 

educational institutions to develop not only academic knowledge but also students' personal 

growth through extracurricular activities that build their talents and self-confidence 9. These 

programs are critical in helping students thrive in an increasingly competitive environment where 

academic success alone may not suffice. 

One significant finding from this study is the alignment of MI Miftahul Huda's "Got Talent" 

program with broader trends in educational innovation. For instance, previous research highlights 

that the success of educational institutions is often linked to their ability to integrate talent 

development into their curricula and extracurricular offerings 10. By focusing on holistic 

development, which includes academic performance and extracurricular achievements, MI 

Miftahul Huda has managed to consistently outperform many other institutions in the region. This 

reflects the broader conclusion that educational institutions that prioritize talent development 

through innovative programs stand a better chance of maintaining their competitive edge 11. 

The success of MI Miftahul Huda, however, does not come without its challenges. In a region 

like Nganjuk, which remains relatively underdeveloped in terms of specialized educational 

programs, the implementation of such talent development initiatives is often constrained by 

limited resources, infrastructure, and access to high-quality training facilities. While MI Miftahul 

Huda has made significant strides in overcoming these obstacles, the study reveals that external 

support and collaboration with various stakeholders, including local authorities and non-

governmental organizations, play an important role in overcoming these challenges. This insight 

corroborates findings from prior studies which stress the importance of external partnerships in 

enhancing the effectiveness of talent development programs 12. 

Moreover, it is important to note the emphasis on the role of motivation and self-confidence 

in shaping students' academic and personal growth. As seen in MI Miftahul Huda’s "Got Talent" 

program, students are not only prepared for competitions but are also equipped with the mental 

 
8 Lanford and Tierney, Creating a Culture of Mindful Innovation in Higher Education; Scott and Guan, “Challenges 

Facing Thai Higher Education Institutions Financial Stability and Perceived Institutional Education Quality.” 
9 Diab and Green, “Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse 

Contexts”; Merenda, “Adventure-Based Programming with at-Risk Youth: Impact upon Self-Confidence and School 
Attachment.” 

10 Raza, Qazi, and Yousufi, “The Influence of Psychological, Motivational, and Behavioral Factors on University 
Students’ Achievements: The Mediating Effect of Academic Adjustment.” 

11 Aprianto, Manajemen Peserta Didik. 
12 Walsh et al., “Learning and Teaching Approaches Promoting Resilience in Student Nurses: An Integrated 

Review of the Literature.” 



 
 

  
 
  

Volume 9, Number 3, November 2024| 205 

 

  

resilience necessary to cope with the pressures of academic and personal life. This focus on 

emotional intelligence and personal development supports the growing body of literature which 

highlights the importance of developing students' psychological well-being alongside their 

intellectual capabilities 13. 

Comparing these findings to other schools in Indonesia and globally, it becomes evident that 

the success of talent development programs is often determined by the degree of institutional 

commitment to student-centered practices. Research has shown that when educational institutions 

focus on recognizing and nurturing student talents early on, they can foster not only academic 

success but also significant achievements in other domains 14. The experiences of MI Miftahul 

Huda, therefore, contribute valuable insights into the growing body of research on educational 

innovation and talent development. 

MI Miftahul Huda’s "Got Talent" program has proven to be a key factor in fostering a 

competitive environment that nurtures the academic and personal growth of students. The 

school’s efforts to integrate talent development into its core activities align with the growing 

recognition of the importance of holistic educational strategies. The study contributes to the 

broader understanding of how educational institutions can leverage innovation and strategic 

programs to ensure sustainable success, particularly in regions that face developmental challenges. 

Future research may focus on exploring how other institutions in similar contexts can replicate the 

success of MI Miftahul Huda’s approach to talent development, and further investigate the role of 

external factors in supporting such programs. 

 

Conclusion 

The implementation of the Got Talent program at MI Miftahul Huda Pandantoyo has proven 

to be a successful model for nurturing talented and high-achieving students. The program's 

effectiveness is evidenced by the numerous championships and achievements garnered by the 

students across various academic and non-academic fields. By leveraging the expertise of skilled 

mentors and a well-structured system, the program has created a supportive environment for 

students to excel. 

The Got Talent program integrates academic and non-academic development, with the latter 

primarily facilitated through extracurricular activities. This dual approach ensures that students not 

only achieve scholastic success but also develop broader competencies that contribute to their 

holistic growth. Furthermore, the program aligns with the principles of Self-Determination Theory 

(SDT), addressing the three fundamental psychological needs of autonomy, competence, and 

relatedness. Through this alignment, the program not only enhances students' achievements but 

also promotes their psychological well-being and long-term personal development. 

In pulling the elements of this study together, the research highlights the importance of 

strategic talent development programs in fostering student excellence. The Got Talent program 

 
13 Merenda, “Adventure-Based Programming with at-Risk Youth: Impact upon Self-Confidence and School 

Attachment.” 
14 Raccanello et al., “Higher Education Students’ Achievement Emotions and Their Antecedents in e-Learning 

amid COVID-19 Pandemic: A Multi-Country Survey.” 



 
 

  
 
  

Volume 9, Number 3, November 2024| 206 

 

  

not only contributes to individual student success but also strengthens the reputation and 

competitiveness of MI Miftahul Huda as an educational institution. This success demonstrates the 

transformative potential of targeted talent programs in improving educational outcomes and 

addressing the broader developmental needs of students. 

Looking forward, this research underscores the need for educational institutions, particularly 

in developing regions, to adopt similar innovative programs. Such initiatives could serve as a 

blueprint for schools aiming to balance academic rigor with talent cultivation. Future research 

could explore the scalability of such programs, their long-term impact on student trajectories, and 

the role of community and parental involvement in supporting these initiatives. The findings also 

call for further exploration of how SDT-aligned programs can be integrated into broader 

educational policies to enhance both student performance and well-being. 

The Got Talent program illustrates how strategic planning and a commitment to nurturing 

students’ potential can bridge the gap between academic success and holistic personal 

development, contributing to the field of education and inspiring new approaches to talent 

cultivation. 

 

 

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Alsaaty, Falih M. “Beyond Traditional Learning: Embracing Digital Transformation and Tackling 
ChatGPT Concerns.” Research in Higher Education Journal 44 (2023). 

Aprianto, Iwan Dkk. Manajemen Peserta Didik. Klaten: Lakeisha, 2020. 
Blanchard, P Nick, and James W Thacker. Effective Training: Systems, Strategies, and Practices. SAGE 

Publications, 2023. 
Diab, Alkhansaa, and Edna Green. “Cultivating Resilience and Success: Support Systems for 

Novice Teachers in Diverse Contexts.” Education Sciences 14, no. 7 (2024): 711. 
Grover, Surbhi, Laurence Court, Sheldon Amoo-Mitchual, John Longo, Danielle Rodin, Aba 

Anoa Scott, Yolande Lievens, Mei Ling Yap, May Abdel-Wahab, and Peter Lee. “Global 
Workforce and Access: Demand, Education, Quality.” In Seminars in Radiation Oncology, 
34:477–493. Elsevier, 2024. 

Lanford, Michael, and William G Tierney. Creating a Culture of Mindful Innovation in Higher 
Education. State University of New York Press, 2022. 

Merenda, Frank. “Adventure-Based Programming with at-Risk Youth: Impact upon Self-
Confidence and School Attachment.” Child & Youth Services 42, no. 4 (2021): 321–348. 

Mian, Syed Hammad, Bashir Salah, Wadea Ameen, Khaja Moiduddin, and Hisham Alkhalefah. 
“Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges 
and Opportunities.” Sustainability 12, no. 15 (2020): 6100. 

Muhamad Uyun, Idi Warsah. Psikologi Pendidikan. Yogyakarta: Deepublish, 2021. 
Murphy, Brian. “Accreditation Rendezvous: A Confluence of Tradition and Progress.” Journal of 

Franco-Irish Studies 8, no. 1 (2024): 4. 
Najmi, Ali H. “The Effectiveness of Flipped Classroom Approach on Students’ Achievement in 

English Language in Saudi Arabian Southern Border Schools.” International Education Studies 
13, no. 9 (2020): 66–74. 

Raccanello, Daniela, Roxana Balbontín-Alvarado, Denilson da Silva Bezerra, Roberto Burro, 
Maria Cheraghi, Beata Dobrowolska, Adeniyi Francis Fagbamigbe, MoezAlIslam Ezzat 
Faris, Thais França, and Belinka González-Fernández. “Higher Education Students’ 



 
 

  
 
  

Volume 9, Number 3, November 2024| 207 

 

  

Achievement Emotions and Their Antecedents in e-Learning amid COVID-19 Pandemic: 
A Multi-Country Survey.” Learning and Instruction 80 (2022): 101629. 

Raza, Syed Ali, Wasim Qazi, and Sara Qamar Yousufi. “The Influence of Psychological, 
Motivational, and Behavioral Factors on University Students’ Achievements: The Mediating 
Effect of Academic Adjustment.” Journal of Applied Research in Higher Education 13, no. 3 
(2021): 849–870. 

Scott, Timothy, and Wenyu Guan. “Challenges Facing Thai Higher Education Institutions 
Financial Stability and Perceived Institutional Education Quality.” Power and Education 15, 
no. 3 (2023): 326–340. 

Walsh, Pauline, Patricia A Owen, Nageen Mustafa, and Roger Beech. “Learning and Teaching 
Approaches Promoting Resilience in Student Nurses: An Integrated Review of the 
Literature.” Nurse education in practice 45 (2020): 102748. 

 

 


