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.