We all need to (and can) get back on our feet after facing an Academic Failure
Self Help

We all need to (and can) get back on our feet after facing an Academic Failure

we-all-need-to-and-can-get-back-on-our-feet-after-facing-an-academic-failure

The current scenario of academics in India is rife with cutthroat competition and greatly unpredictable. From increasingly challenging competitive exams ranked among the ‘toughest in the world’, to paper leaks, students are surrounded by difficulty and uncertainty. These can take a toll on anyone’s mental health. Added to the pressure, if someone doesn’t achieve their goal, they can suffer from tremendous psychological distress that can, over time, give way to psychopathology.  It seems extremely difficult to get back on your feet after a major academic setback but, it is possible. Read on to find out some psychology-backed tips on how to bounce back stronger.

1. Start with Reframing ‘failure’

The word ‘failure’ has negative connotations. Words can have a profound effect on how we see ourselves. Research by Ethan Kross and colleagues on self-talk has found that positive self-talk by using affirmative and supportive language and avoiding negative language can reduce stress and improve emotional well-being. Right off the bat, it’s important not to label it as a ‘failure.’ In another research by David Rosenhan, it was found that labelling can lead to a self-fulfilling prophecy. Hence, it is imperative not to negatively label or talk down to yourself after facing a setback. Reframe ‘failure’ as an opportunity to learn and regrow. 

2. Self-compassion

Self-compassion is a construct derived from Buddhist thought. It entails a noncritical stance toward one’s inadequacies and failures. Unlike self-criticism which can lead to negative emotions, self-compassion can promote well-being. Research has shown that self-compassionate people are more likely to depend heavily on positive cognitive restructuring than on avoidance and escape. Research has also shown that self-compassion plays a crucial role in coping with personal inadequacies. In addition to that, fostering self-compassion can lead to a reduction in anxiety and an increase in motivation which can pave the way for better academic outcomes. 

3. Cultivate a ‘Growth Mindset’

In her bestselling book, Mindset, psychologist Carol Dweck divides mindset into two categories:

  • Fixed Mindset: “I don’t like challenges and prefer to stick to what I know”, “My abilities are unchanging.” These statements are likely to come from someone with a fixed mindset, i.e. the belief that intelligence, talents and other abilities are set in stone. People with this mindset believe that they are born with a certain skill set they cannot change. This can lead people to give up on something after they experience a setback. 
  • Growth Mindset: On the other hand, someone with a growth mindset is likely to relish being challenged and see failure as an opportunity for growth. According to research, they tend to succeed more in their respective fields as compared to people with fixed mindsets.

Hence, it is important to cultivate a growth mindset and believe that academic setbacks are just a part of a long journey. Believing that intelligence and skills are not fixed but are a result of practice and effort can do wonders for your confidence and help you regain faith in yourself.

4. Set SMART Goals

It’s time for goal setting and getting back on track to tackle the next challenge in your academic journey. Setting SMART goals is crucial for success. As found by Morisano et al. in 2010 and Cunningham and Fornell, students who set SMART goals achieved higher academic success and reported greater satisfaction with their academic progress. The concept of SMART goals was introduced in 1981 by George T. Doran in his paper “There’s a S.M.A.R.T. way to write management’s goals and objectives.” It refers to goals that are:

  • S – Specific
  • M- Measurable
  • A- Attainable 
  • R- Relevant 
  • T- Time-based

To set SMART academic goals:

Set clear and specific goals, write them down, and stick them somewhere you can see daily. Decide how you can measure how much progress is being made. For example, if your ultimate goal is to finish the entire syllabus, measure how much portion you can cover in a single day. Make sure that the goal for each day is attainable and not something that is humanly impossible to achieve in a single day. The goal should be relevant to your academic journey and there should be a clear deadline associated with the goal.

5. Practice Mindfulness

Mindfulness isn’t just for people with psychological disorders. It can also benefit anyone going through a major life challenge or can enhance the well-being of a healthy individual. Incorporating mindfulness into your daily life can help you cope with anxiety and psychological stress. Research has shown that practising mindfulness meditation can help not only in the short term but in the long term too. A longitudinal study by Shapiro et al in 2008 found that individuals who continued to practice mindfulness after completing a formal program maintained lower levels of anxiety over time.  You can practice 10 minutes of mindfulness-based meditation every day to reduce stress and foster a healthy mind.

6. Don’t hesitate to seek Professional Help

There are many hindrances in seeking professional help in India but, no one deserves to suffer in silence. If it becomes too overwhelming to deal consider talking to a professional. You can seek help from an academic counsellor or a psychologist. 

Remember that ‘failures’ are part of the journey and not the end. You might be familiar with the stories of Thomas Edison and Michael Jordan, both pioneers in their respective fields who had experienced setbacks in their journeys but had come back stronger. What would have happened if they had just given up?

If you fail, never give up because F.A.I.L. means ‘first attempt in learning.

A.P.J Abdul Kalam 
References +
  • Kross, E., Bruehlman-Senecal, E., Park, J., Burson, A., Dougherty, A., Shablack, H., Bremner, R., Moser, J., & Ayduk, O. (2014). Self-talk as a regulatory mechanism: How you do it matters. Journal of Personality and Social Psychology, 106(2), 304–324. https://doi.org/10.1037/a0035173
  • Cunningham, C. J. L., & Fornell, C. (2013). The impact of SMART goals on academic performance. Journal of Educational Psychology, 105(3), 758-770.
  • Morisano, D., Hirsh, J. B., Peterson, J. B., Pihl, R. O., & Shore, B. M. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology, 95(2), 255-264.
  • Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress reduction on the mental health of therapists in training. Training and Education in Professional Psychology, 1(2), 105.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
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