https://hdpublication.com/index.php/jev <p><strong>Journal Educational Verkenning ISSN 2709-622X</strong> covers all research areas in education such as Collaborative learning, College, Comparative education, Compulsory education, Management education, Women education, Educational management, Teacher education, Population education, Vocational education, Value education, Psychological education, Moral education, Philosophy of education, University systems, E-learning, Library and etymology, Board of education, Textbook, Educational counseling, Educational technology, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, English Language Studies.</p> Hoedspruit Development Publication en-US Journal Educational Verkenning 2709-622X https://hdpublication.com/index.php/jev/article/view/373 <p>Academic success has become a central measure of personal value and future opportunity within contemporary education systems, often placing students under intense pressure to perform. While motivation and achievement are widely emphasized, excessive cognitive engagement with academic outcomes can lead to maladaptive patterns of thinking commonly referred to as academic overthinking. This study presents a literature review that synthesizes existing scholarly work on academic overthinking, with particular attention to its conceptualization, contributing factors, impacts on students, and proposed coping strategies. Drawing on peer-reviewed articles and academic publications from diverse educational and psychological perspectives, the review identifies academic overthinking as a persistent pattern of rumination characterized by excessive self-monitoring, fear of failure, and heightened concern over academic evaluation. The findings indicate that academic overthinking is shaped by a combination of internal factors, such as maladaptive perfectionism and low academic self-efficacy, and external influences, including competitive academic environments, parental expectations, and performance-oriented institutional cultures. The review further highlights that academic overthinking is associated with adverse psychological outcomes, including anxiety, stress, burnout, and reduced self-esteem, as well as academic consequences such as procrastination, reduced engagement, and diminished learning satisfaction. Importantly, the literature underscores the need for both individual-level and institutional-level interventions that promote adaptive motivation, cognitive regulation, and supportive learning climates. This study contributes to a clearer understanding of academic overthinking as a distinct educational phenomenon and emphasizes the importance of balancing academic achievement with student well-being in modern education systems.</p> Berezira Damsa Copyright (c) 2026 Journal Educational Verkenning http://creativecommons.org/licenses/by-sa/4.0/ 2026-02-20 2026-02-20 7 1 1 8 https://hdpublication.com/index.php/jev/article/view/371 <p>This study examines the implementation of differentiated learning in public elementary schools in North Banggai District. Differentiated learning is essential to address student diversity in abilities, backgrounds, language, and motivation. The study aims to provide a comprehensive overview of its implementation and school readiness. A quantitative descriptive explanatory design was employed. Data were collected through questionnaires, interviews, documentation, and observation, then analyzed using descriptive percentage techniques. The respondents included principals, teachers, and support staff. The findings show that the implementation of differentiated learning is categorized as good. Curriculum planning scored 82.1%, teacher understanding and commitment 84.7%, facilities and infrastructure 81.5%, monitoring and evaluation 85.7%, and student abilities 85.6%. Overall, public elementary schools in North Banggai District demonstrate good readiness and performance in implementing differentiated learning.</p> Irnawati Patiku Arwildayanto Arwildayanto Arifin Arifin Copyright (c) 2026 Journal Educational Verkenning http://creativecommons.org/licenses/by-sa/4.0/ 2026-02-20 2026-02-20 7 1 9 25