The main aim of this research is to examine the predictive power of personality traits, as defined by the Big five model of personality in expressing depression, anxiety, and stress with secondary school students of final years. The research was conducted on a sample of 977 secondary school students in the third and fourth grade from ten secondary schools in Niš. The gender structure of the sample was as follows: 397 boys and 607 girls. The following instruments were used in the research: Depression Anxiety Stress Scales (DASS-21; Lovibond and Lovibond, 1995), Big Five Inventory-BFI (John, Donahue and Kentle, 1991). The results showed that the regression model constructed by personal traits (Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to experience) explain 26% of the criterion variable of Anxiety. The largest individual contribution to

BACKGROUNDWithin academic development, it is important for students to use effective study strategies to facilitate learning. Techniques used for long-term information retention include note taking strategies, time management, methods of self-testing and active recall. These strategies are explored to help students learn more effectively to attain their academic goals.METHODA mixed-methods systematic review of peer-review articles and grey literature was conducted with a predetermined criteria for a convergent integrated synthesis approach. PsychInfo (Ovid), Web of Science, and ProQuest databases were searched with guidance of a PICO-P logic grid and search strategy using keywords of student, study strategies, and achievement alongside filters. Initial studies were screened and reconciled by two independent authors with the use of a piloted screening tool. Using the Mixed Methods Assessment Tool (MMAT), included studies were assessed for quality. Two authors independently performed data extraction. Heterogeneity in study designs, outcomes, and measurements precluded meta and statistical analyses; thus, a qualitative analysis of studies was provided.RESULTSFour major themes contributing to academic performance were identified among the appraised articles. These themes were self-testing, scheduling/time management, concept maps, and learning styles. Self-testing, scheduling, and concept maps were positively correlated with increased academic performance, while no correlation was found with learning styles and academic performance.CONCLUSIONIncluded studies provided evidence for significant differences in study strategies implemented by high and low achieving students, such as areas of motivation for learning, efficiency, active recall, retrieval practices, and concept maps. Understanding the effectiveness of certain study strategies is critical for students and educational facilitators to maximize learning.

Introduction/Aim. Procrastination includes intentional post-poning of either starting or finalizing a task and is one of the most important aspects of an academic achievement. The aim of this study was to examine the possibility of procrastination prediction based on the values of certain personality traits and negative affective states (anxiety, depression, stress) in high school students. Methods. The research was conducted over a sample of 900 high school students from 9 high schools in Nis attending the 3rd and 4th grade. The research included the following instruments: The Big Five Inventory (BIF), Depression, Anxiety and Stress Scale (DASS-21), as well as the Procrastination Scale. Results. The model consisting of personality traits was a statistically meaningful predictor of procrastination. Prediction variables found to be statistically significant were neuroticism, as a positive correlate of procrastination, and conscientiousness, as a negative correlate. None of the negative affectivity dimensions (anxiety, depressiveness and stress) was partially shown to be a significant predictor. Conclusion. The lack of conscientiousness can be considered to be the core of procrastination, whereas neuroticism, i.e. some of its facets, such as anxiety, may be encouragement to avoid a task. Obtained results may be used as suggestions to psychological institutions in schools as to which factors are significant for perceiving procrastination problems with students.