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Helping High Achievers Find the Magic Within
Dr. Emmanuel Garcia and Rebekah Chojnacki, M.A. University of Texas at Arlington
October 21, 2016
Beyond Retention, Helping Build Resilience
A focus on retention leads to a focus on students in academic peril
Students who are “in good standing” may need support, but don’t get it because it’s not a high need
We want to fill in gap
High Achievers and the Storms They FaceNot having to study much/at all before
collegeLittle experience with failure/academic
obstaclesDifferent standards—if a student has never
had a “B” or “C” before, it can be traumatizing
PerfectionismHelp students find balance—there’s a fine
line between burnout and engagementSeen in the US and in other countries—all
high achievers deal with this worldwideSources of pressure
External (family, peers, etc.)Internal (wanting to compete)
Invisible ChallengersA common challenge – invisible disabilitiesHigh achievers may have invisible disabilities
– e.g. General Anxiety Disorder, etc.
How Can the Advisor Help?Literature is really lacking for advisor role—
mostly student based.Help us start the conversation and generate
ideas!All students need our help—some just need
us to listen more than anything else.
Setback vs. FailureWhat did you learn from this experience?Show that bumps in the road are okay, you
can still get to your destinationLook at the overall picture—one bad grade
will not bar you from all future opportunities
Sometimes Life Does Not Go as ExpectedCalm down with math – show them they will
still graduate Show what they have accomplished so far –
AP, dual credit, etc.High-achievers like to see a plan written
downRe-assure plans can change
College is a Whole New World AP/Dual/IB Is Not the Same as College Level
AP – to claim or not to claimDiscuss the cost/benefits of not claiming AP
credit to be more prepared for other classesDealing with stress when realization hits…
“We” instead of “You”Use collaborative languageUse empathy
DiscussionWhat have you seen when working with high-
achievers?Discuss…
Dealing with Family PressureFamily PressurePlanning to confront parents
Give major some more effort/mentors/research/tutoring
Let parents know that you’ve tried—show themDon’t jump ship right awaySend student to career center (strengths quest
& career planning)Knowing what they are good at vs. passionHobbies vs. career
How to be SupportiveBe supportive and listenWhat makes it important to the studentLet the student talk it through to help guide
them to a solutionHelp the student see the bigger pictureLet them have support to have venting timeKnow when to send them to counselingHelp students build strategies for success
“I want more…”Achievers have internal drive…Introducing: University College Scholars
References Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles
and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53-70.
Dickinson, M. J., & Dickinson, D. A. (2014). Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience?. Studies in Higher Education, (ahead-of-print), 1-15.
Rice, K. G., Leever, B. A., Christopher, J., & Porter, J. D. (2006). Perfectionism, stress, and social (dis) connection: A short-term study of hopelessness, depression, and academic adjustment among honors students. Journal of Counseling Psychology, 53(4), 524.
Siegle, D., Rubenstein, L. D., Pollard, E., & Romey, E. (2009). Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly.
Neumeister, K. L. S. (2004). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted child quarterly, 48(3), 219-231.