The college student's goal is to find a solution to the billion-dollar problems: how to learn better? Maybe even with minimal effort to achieve optimal results.

Who better to turn to than science for advice on how to learn better? Here’s what the recent study has to say:

Everything's about a point of view. The sensation of pressure is just that our body is ready to face a challenge, says Edith Cowan University's lecturer Mandie Shean. This raises brain energy to boost attention, focus, strength, and determination.

If we see stressful situations like tests as a threat, we want it to disrupt our attention and decrease the memory of work. Try to look at it more favorably, instead. When students learn that stress is not harmful and actually helps everyone more robust and perform better than those who simply ignore importance or suppress their emotions, they usually do much better testing.

"Simply put, stress can be great when we think it's good. It will benefit us if we have a mentality that stress contributes to our success, to our quality of life and to our health" says Shean.

Hetty Roessingh is a Professor at Calgary University's School of Education. As an investigator who has researched the connection among both writing and literacy, she says that "touching a 'b' on the keyboard, for instance, does not establish the inner ‘b’ "template of printing."

According to Roessingh, being able to write fluently results in "more memory capacity for preparing, arranging, analyzing, and discovering sophisticated vocabulary." On the other hand, her research found that those who did not have the requisite handwriting threshold could not convey the complexity of vocabulary and ideas anticipated in Grade 4.

"The goal is not only to teach italics but to concentrate more on both cursive handwriting, spelling, and motor skills. These improvements are important for literacy in 3-year kindergarten."

The expectations of teachers could lead to students working harder, according to researchers at Oxford University and UNSW. In the 5th and 6th year of age in UK schools, students were asked to say why they were doing the job by ticking "I liked it," "I hated it" and "I loved it" and "I had to do it" and "My educator wanted me to do that." The researcher classifies the last two as "pressure levels."

"The higher the stress levels in a classroom, the harder students performed in subsequent classes." The results showed. But, before the instructor starts to pressure you, remember that you may end up with less joy and confidence, as research has also shown.

Primary school students who engage in these programs tend to have better self-esteem and confidence and better relationships and graduations. But it can be challenging to maintain. One important factor is when these events allow students to perform and portray their schools.

Students received valuable feedback from adults and other students, research by the University of Brighton Ph.D. researcher and lecturer David Glynne-Percy. It "actually strengthened their understanding and expanded their skills," Glynne-Percy wrote.

"In many cases, the children presented had grown into an ambassador within six months of the beginning of the program, promoting and introducing new members. Seven out of 20 children had better school attendance after taking part, and the academic development of a quarter of them." All in all, if you are a student and wanted to be at the top of your class, consider doing all these remarkable research findings.