A student’s time at college is frequently viewed as a pivotal time in their lives, one that is filled with several difficulties and hardships. College students may fail along the road, and success in college is not guaranteed. College failure can significantly impact pupils and their ability to succeed there. It can even reach the point where the students are compelled to leave school. Nevertheless, for many college students today, failing has become the norm. Although pursuing higher education has obstacles and difficulties, students are frequently expected to achieve and perform well in the classroom. They all should maintain higher grades to be placed in proper job positions after they finish their studies. However, when the students maintain a failing position, their academic life can be affected, and so their overall success. In this essay, we will examine the effects of failure on college students and their college success.
The first effect of failure is that it causes a decline in academic performance. This effect can be understood by examining some of the consequences of academic load on the success of first-year college students. Compared to students who took on a more significant academic load, those who took on a lighter one had better grades, higher retention rates, and were more likely to graduate, according to research (Szafran, 2001). These results imply that the amount of academic work a student has to do can significantly impact whether or not they will succeed in college. Kids who fail because they must do more work may struggle to succeed there. Students with a heavier academic load would experience some courses with more incredible difficulty, which can hinder their performance throughout the semester (Szafran, 2001). These students are more likely to decline in their overall performance through college if they keep the courses they are taking to lighter ones that can make them perform better.
Moreover, failure can make pupils feel different emotions, such as tension, anxiety, and low self-esteem. These feelings can make it difficult for students to concentrate and focus, affecting their performance on tests and assignments. Failure can also decrease motivation and engagement, making students lose interest in their academic work (Szafran, 2001). These consequences might jeopardize the students’ overall achievement, causing them to graduate with low grades, and they would impact the students when they enter their professional lives. Hence, the students, teachers, and parents should be responsible for monitoring the student’s coursework and ensuring they are well-contented with it while in college and that they are not burdened with whatever they are doing for them to be successful.
The second effect of failure is its negative impact on a student’s mental health and well-being. Academic failure can increase anxiety and stress levels, which can result in poor mental health, according to research by (Ruthig et al., 2004). Academic failure can lead to feelings of shame or humiliation in students, which can make the mental health issues of the students worse. Failure can lead to mental health problems, making it harder for kids to achieve academic success, creating a vicious cycle. Colleges must therefore offer tools to support students’ mental health and well-being, especially those with academic difficulties.
According to the research, numerous college students who struggled academically were found to not be in excellent mental health. These pupils have gone through a certain amount of mental suffering due to having to deal with humiliation from their classmates for failing and threats from teachers who expected them to succeed (Ruthig et al., 2004). It is highlighted that these children frequently face a vicious cycle that contributes to mental illness and causes them to struggle in school and their daily lives. To investigate the role of attributional retention and optimism in college achievement, (Ruthig et al., 2004) also carried out another study. This study aimed to investigate the possible impacts of failure on college students’ mental health. According to the study, students who had attributional retraining had better academic performance, less exam anxiety, and were less likely to deliberately drop out of classes (Ruthig et al., 2004). According to these findings, dropping out of college might result in unfavourable feelings like worry and low self-esteem, which can further harm one’s chances of succeeding.
The third effect of failure is reduced retention and graduation rates. Failure can increase a student’s likelihood of dropping out of school or lengthen the time it takes to earn their degree. This may negatively impact their financial security and job prospects in the long run. Students who repeatedly fail classes or semesters may also be placed on academic probation or expelled, further reducing their prospects of succeeding in college. The study by (Ruthig et al., 2004) investigated how failure affected college students’ retention and graduation rates. The study looks at how attributional retraining and optimism can assist students in dealing with failure and enhancing their academic performance. According to the study, college students who failed were more inclined to voluntarily drop their classes, which decreased their chances of graduating on time. According to the authors, failure might result in unpleasant feelings like worry, melancholy, and hopelessness, which can diminish students’ motivation and interest in their studies (Ruthig et al., 2004). As a result, these unfavourable feelings may cause college students’ retention and graduation rates to decline.
The authors also contend that attributional retraining and optimism can lessen the detrimental effects of failure on retention and graduation rates. As opposed to attributional retraining, which is altering how one assigns the causes of their success or failure, optimism is the conviction that favourable outcomes will result from one’s activities (Ruthig et al., 2004). The authors contend that students might keep their desire and interest in their studies by being taught to see failure as a momentary setback and a learning opportunity. The study also discovered that students who took part in optimism and the attributional retraining program performed better academically and experienced less test anxiety than students who did not (Ruthig et al., 2004). The authors further contend that the program’s beneficial benefits persisted over time since, six months after it ended, students who got the intervention reported higher levels of optimism and more good explanations for their successes and failures.
Failure has a detrimental effect on college students’ retention and graduation rates, according to a study by Joelle C. Ruthig et al. However, the authors contend that optimism and attributional retraining can aid learners in handling setbacks while preserving their interest and drive for their studies (Ruthig et al., 2004). Colleges and institutions can raise retention and graduation rates and, ultimately, student achievement by instructing students to regard failure as a short setback and a learning opportunity. This would assist them in minimizing some of the negative repercussions that a failure might have on their overall performance (Ruthig et al., 2004). Failure has detrimental implications that go beyond those on academic achievement and mental health. This takes us to the third negative impact of failure, which could impair pupils’ social abilities. Failure’s effects on college life’s social and emotional facets are highlighted in C. Carney Strange’s article “College and its Impact on Students.” Failure can impact a student’s self-esteem and confidence, which might cause them to feel alone and distant from their friends (Strange, 2003). This detachment may result in a lack of involvement in university activities and declining attendance at social gatherings.
Failure can also negatively affect a student’s chances for the future. The National Center for Education Statistics found that college dropouts are less likely to get jobs and make less money than college graduates (Strange, 2003). A student’s future professional possibilities and earning potential might be greatly limited by failing or experiencing failure in college. For students who have dedicated time and money to their education, the financial strain of college can make failure an even worse setback.
In conclusion, the effects of failure on college students and their college success can be significant. The articles reviewed in this essay highlight the importance of academic load, optimism, and attributional retraining in college success. Students who experience failure in college may struggle with negative emotions and reduced confidence, which can further impact their success. Students need to recognize the potential effects of failure in college and take steps to address them, such as seeking academic support, improving study habits, and focusing on personal growth. Ultimately, students can overcome failure and succeed in college with the right mindset and resources. Students must also understand that failure is a regular aspect of learning and can be overcome with the appropriate approach and tools. Students can overcome failure and succeed in college by focusing on personal growth and development and obtaining academic support. While the amount of coursework is essential for college achievement, failing can harm academic performance, mental and emotional health, and future employment prospects. Colleges and universities must offer support and tools to assist students, deal with failure, and build resilience. Students can overcome obstacles and accomplish their objectives in college and beyond by doing this.
References
Szafran, R. F. (2001). The effect of academic load on success for new college students: Is lighter better? Research in Higher Education, 42, 27-50.
Ruthig, J. C., Perry, R. P., Hall, N. C., & Hladkyj, S. (2004). Optimism and attributional retraining: Longitudinal effects on academic achievement, test anxiety, and voluntary course withdrawal in college students 1. Journal of Applied Social Psychology, 34(4), 709-730.
Strange, C. (2003). College and its Effect on Students.
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