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Academic Skills & Studying With Confidence

1.1 Introduction

Academically qualified pupils are more likely to be hired and keep their jobs for the long term. Academic achievement is critical for future advancement in increasingly demanding professions. Academic achievement has a favourable impact on the conduct and social connections with peers and family. Academic achievement requires a combination of qualities such as organisation, time management, prioritisation, focus, and drive. A learner who possesses these skills are considered to be successful in their academic.

The research aims to perform a literature review on the topic of “academic achievements contribute to success” by highlighting numerous scholarly pieces of evidence. The study will highlight several scholarly pieces of evidence to better show the topic’s feasibility.

Topic – “Academic achievements lead to success.”

Aim – To establish the viability of the topic by highlighting various scholarly evidence.

The structure of the study consists of three sections namely an Introduction with the aim and objective. Following the findings, discussions, and analysis of the topic. This section will highlight the similar as well as dissimilar scholarly evidence based on the topic. Finally, a conclusion will give a summation of the findings of the topic.

1.2 Findings, discussions, and analysis

A literature review is an examination of academic articles on a particular subject. It gives students a broad perspective of existing knowledge, helping students to spot pertinent ideas, methodologies, and areas for further research. Searching relevant publications (such as journals and books), critically examining them, and summarising what is discovered are all part of conducting a literature review (Rowley & Slack, 2004).

A literature review can be broken down into five phases. They are divided into five categories: finding relevant literature, evaluating sources, identifying themes, disagreements, and voids, outlining the framework, and p Preparing a review of the literature.

A competent literature review does more than summarise facts; it also analyses, synthesises, and critically examines them to provide a comprehensive overview of the current state of knowledge on the topic.


According to Fauzi et al., (2020) academic achievement is crucial since it is closely tied to the good results people cherish. Grown-ups who are successful learners and have a proper education are much more likely to get a job, have steady jobs, have more employment opportunities, generate more revenue, are more likely to have health insurance, are far less likely to rely on social assistance, are less likely to engage in violent activity, are more productive as community members and generous helpers, and are happier and more confident than those who are not academically successful.

In a research Meyen (2017) stated that since competitiveness is an inevitable aspect of life, the globe is now more integrated than ever, and many people will be battling on a far larger global stage than earlier generations. Students must take into account the fact that this will need them to compete against learners from their nation as well as from a variety of other countries. Possessing the initiative and motivation to succeed will be crucial in managing some elements of life, particularly when it comes to professional and educational options. Students with strong academic abilities will be able to achieve this.

According to Park & Lee, (2013) learners with academic success have more adaptive talents. The majority of students and professionals must navigate developing technology regularly. While this may make life easier in the long run, it frequently comes with new challenges. The adoption of current technology by various companies to expand their global footprint is an excellent example of this. As a consequence, top-tier businesses encourage their workers to work remotely to fully use the Digital World. Actively working with a co-worker in a foreign place could be just one of many cultural shifts that the future generation will face in the workplace. Adaptable learners will succeed in every situation that changes with the world.

According to Snow & Uccelli, (2009) academic achievement and professional abilities may assist the learner in obtaining employment. However, it is critical to building life skills that will assist people in achieving professional success and better managing personal achievement. The current world provides several rewarding employment options in both conventional and unconventional fields. Surprisingly, it’s also where intolerance, confrontations, interpersonal issues, and a general decrease in morals are on the rise. Basic life abilities, such as intellectual, personal, and interpersonal abilities, are required to succeed and prosper in professions and personal lives as a result of these growing paradoxes. These abilities allow you to develop social and psychological abilities in addition to academic abilities, resulting in the overall development of a learner’s personality. The learning process, on the other hand, is mainly focused on academics and hence lacks to transmit critical life skills.

According to Dunn et al., (2003) even if there are connections between academic and professional achievement, there are still significant disparities. Test scores, for instance, do not assess management or risk tolerance, two characteristics critical to corporate success at the top levels. Furthermore, a grade point average (GPA) isn’t a reliable predictor of emotional intelligence or interpersonal skills such as networking. Without such crucial talents, it would be difficult to advance in a job.

Timmons et al., (2004) have stated that cracking the mould is how business people, inventors, and people in the creative sectors succeed. To put it another way, the most successful entrepreneurs may not have completed their homework or assignments timely. For years, researchers have observed a disconnect between academic performance and creative employment outcomes (Finch et al., 2013). Even while the group as a whole had a B mean, individual programs had a broad variety of scores, according to an assessment of the most creative designers. The creative students excelled in subjects that these industry executives deemed intriguing. “However, in courses that failed to pique their interest, they were perfectly happy to perform no effort at all.”

According to Renzulli (2021) a good score is a reflection of more than just content knowledge or intellect. Rather, it’s a mix of talents, knowledge, and personal traits. For instance, a learner with a strong work ethic and dedication may be able to improve their scores by completing weekly assignments promptly and attending class regularly. Likewise, if a learner is motivated, they will undertake extra research for assignments or seek out educational materials if they are having difficulty. Scores can be a stronger indicator of achievement than other limited measurements, such as IQ since they constitute a composite assessment of student performance. Endurance, effort, and self-discipline, three important attributes that might lead to success, are all captured in scores. On the other hand, IQ makes up for only 1% to 2% of income disparities (Lynn et al., 2002).

According to Knouse et al., (1999) new grads with a high GPA may have a better chance of getting a job application or proving their credentials. Others with a lower GPA, on the other hand, maybe obliged to limit their employment search to emerging and developing economies or smaller organisations, as well as take lower pay. Early professional setbacks, in particular, can have a long-term effect on one’s career path. Learners who graduate during an economic downturn may find it difficult to break away from joblessness and receive lower wages for up to a decade after graduation (Abel et al., 2014). Learners who do well in academia do not endure the same downturn as those who barely survive by, therefore learners with academic achievements may have an advantage when deciding on a career track.


The findings examine different parallels and differences in the author’s scholarly evidence. Academic accomplishment leads to success, according to some writers, because people who are effective learners and have a proper education are far more likely to find a job, have stable positions, have more job opportunities, create more earnings, and so on. Some authors, on the other hand, argue that academic excellence is not the only pillar of success. When it comes to dealing with real-life scenarios and handling job difficulties, a combination of soft skills, creativity, and innovation plays a significant role.


In reality, success, in my opinion, is largely determined by an individual’s interpersonal abilities, inventiveness, management skills, and soft skills. Academic abilities can land a person a white-collar position at a high-profile firm, but judging success solely based on job descriptions is inaccurate. People now have a lot more opportunities because of the changing times, which are built on creativity and invention. In the current economic climate, where jobs are scarce, an individual’s success is largely ensured if he possesses management and interpersonal abilities.

1.3 Conclusion

The study’s findings show that academic achievements indeed lead to success, but only to a limited extent. According to the findings, a student with a strong work ethic and determination may be able to enhance their grades by completing weekly assignments on time and attending class regularly. A practical field, on the other hand, demands far more than dedication and excellent work ethics. Academically proficient students may have a better chance of securing a job application or showing their credentials, yet most successful entrepreneurs may not have completed their homework or assignments on time. They have soft skills, management ability, and risk tolerance, all of which help them succeed.


Abel, J. R., Deitz, R., & Su, Y. (2014). Are recent college graduates finding good jobs?. Available at SSRN 2378472.

Dunn, L., Morgan, C., O’Reilly, M., & Parry, S. (2003). The student assessment handbook: New directions in traditional and online assessment. Routledge.

Fauzi, M. A. D. M., Hassan, Z., Setapa, M., Ramlee, N. A. Z., & Ab Rahman, S. M. (2020). Factors influencing students’ performance at Universiti Teknologi MARA (UiTM) Kelantan branch. Journal of Contemporary Social Science Research4(1), 68-77.

Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors affecting undergraduate employability. Education+ Training.

Knouse, S. B., Tanner, J. R., & Harris, E. W. (1999). The relation of college internships, college performance, and subsequent job opportunity. Journal of employment Counseling36(1), 35-43.

Lynn, R., Vanhanen, T., & Stuart, M. (2002). IQ and the wealth of nations. Greenwood Publishing Group.

Meyen, E. L. (2017). Teaching Project Team Skills: Enhanced by the WWW. Focus on Exceptional Children30(6).

Park, O. C., & Lee, J. (2013). Adaptive instructional systems. In Handbook of research on educational communications and technology (pp. 647-680). Routledge.

Renzulli, J. S. (2021). The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity 4 (pp. 55-90). Routledge.

Rowley, J., & Slack, F. (2004). Conducting a literature review. Management research news.

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. The Cambridge handbook of literacy112, 133.,+on+the+other+hand,+is+mainly+focused+toward+academics+and+hence+lacks+to+transmit+critical+life+skills.&ots=iWzwAsqERg&sig=IrTujjPe1iMTC3nY6r5iXyMCPw4#v=onepage&q&f=false

Timmons, J. A., Spinelli, S., & Tan, Y. (2004). New venture creation: Entrepreneurship for the 21st century (Vol. 6). New York: McGraw-Hill/Irwin.


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