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THEORETHICAL
1. CHAPTER II Theoretical https:// https://bit.ly/
Theoretical Framework In order www.coursehero.com/ 3SFRyGb
Framework In this to develop a sound file/40984783/
study, the conclusion to the CHAPTER-IIpdf/
researchers study, the
gathered theories, researchers gathered
other researcher’s theories, information
studies and from other
literature related to researchers' studies,
The Students and literature
Behavior towards connected to the
their study and students' behavior
cutting classes toward their study
habit to support and skipping class
information to come habits. Self-theories:
up with a with a Their impact on
sensible result of growth, personality,
the study. Self- and motivation.
Theories: Their role According to Dweck
in motivation, (1999), a successful
personality, and student is one who
development. enjoys learning,
Dweck (1999) seeks out
explains that the challenges, values
successful of work, and perseveres
individual student is despite setbacks.
to love learning and Each student has the
to seek challenges, right to make their
they value efforts own decisions, but
and they persist in some of them abuse
the face of this freedom. In
obstacles. Each school, some
students’ have the students just choose
rights to decide on to skip courses for a
their own, but some variety of reasons.
of them is abusing
their power to
decide, in school
some students just
want to cut their
classes because of
their various
reasons.
2. Theory of mind Theory of mind https:// https://bit.ly/
emotion emotion www.coursehero.com/ 3SFRyGb
understanding understanding file/40984783/
language, and language, and family CHAPTER-IIpdf/
family background: background:
Individual Individual variation
difference and and relationship.
interrelation. Cutting and Dunn
According to (1999) assert that
Cutting and Dunn this paradigm
(1999) this theory is focuses on
about comprehending
understanding the students' erroneous
false-belief and beliefs, emotions,
understanding the and interpersonal
emotion of the communication
students and the styles. Because other
way students people or other
communicate to students find it
other people. The difficult to understand
students are them, the rumors and
affected about the statements about
rumors or the them have an impact
statements about on the students,
them because which can negatively
other people or impact their
students cannot emotions, cause
understand them, depression, and have
that can affect their an impact on their
emotions and can academic
lead them in performance, leading
depression and can some of them to
affect their study decide to skip
that’s why they classes.
chose to cut their
classes.

3. The theory of The theory of https://erepo.uef.fi/ https://bit.ly/

academic academic bitstream/handle/ 3KHI0bL
performance (ToP) performance: (Top) 123456789/24199/161
emanates from derives from Elger 04407841511917275.p
Elger (2007), and (2007), who defined df?
the author "perform" as the sequence=2&isAllowe
described ‘perform’ capacity to generate d=y
as an ability to a valuable outcome
produce a valued and "performer" as a
result and person or group that
‘performer’ as an collaborates, with
individual or a performance level
group that engages serving as the point
in collaboration in an academic
while the level of journey. Elger (2007)
performance as the identified three
location in an axioms for effective
academic journey. performance:
According to Elger performer's mindset,
(2007), there are immersion in an
six components of enriching
performance levels, environment, and
and they are: level engagement in
of knowledge, reflective practice.
levels of skills, level Elger (2007) also
of identity, personal identified six
factors, and fixed components of
factors and performance levels:
proposed three level of knowledge,
axioms for effective level of skills, level of
performance as identity, personal
performer’s factors, and fixed
mindset, immersion factors.
in an enriching
environment, and
engagement in
reflective practice.