Help Growing Trees Grow Stronger After a Storm:

High Achievers Need a Support System, Too

Dr. Emmanuel Garcia and Rebekah Chojnacki, University of Texas at Arlington

February 16, 2016

You’ve Been Uprooted!Find a seat next to someone you don’t know—

just like your students have to do on the first day of class.

Beyond Retention, Helping Build ResilienceA focus on retention leads to a focus on

students in academic perilStudents who are “in good standing” may

need support, but don’t get it because it’s not a high need

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)

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

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.

Scenario 1Your family has a background of being

successful in college and careers.

They are helpful—and help support you financially.

Major exploration—want to do something that your parents don’t approve of/say they won’t help fund.

Scenario 1 IdeasFamily 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

Scenario 1 IdeasQuantify student aptitude with parentsHave parent interact in the processDoes the parent want the student to be

happy?Direct the questions back to the studentCreative solutions/compromiseHave parental pressure become a positivewh

Scenario 2First generation college student. Family are proud of you, but don’t understand

college

Pressure to finish quickly to help earn money.

Want to change major, but worried to disappoint family.

Superman complex

Scenario 2Familial expectations of financial supportStudent can’t handle supporting everyone

else—they need to focus on building their own life/career

Building student confidence/supportHelp student find community resources for

supportWho is going to take care of you when you

fall?Differentiation of student from family unitEncouragement/resourcesCultural differences

Help student think about future/goalsAcademic bridge programsGive students opportunities to

work/volunteer/meet students who are also first generation (get students into things like SSS/Trio)

Terry ScholarsNeed to create mentoring program (match

students to upperclassmen)

Scenario 3Always been a top student

Receives first low grade ever

Feelings of impostor syndrome

Devastation/loss of identity (as a good student)

Scenario 3 IdeasReassure of what they have done wellPlan for the future—how can they recoverShow what it will take to reach future goalsGPA calculationsLet them know that they are doing wellLet them know that they can recover and get

back upYou are not alone in this experienceLook at the overall picture—one bad grade

will not bar you from all future opportunities

Scenario 3 IdeasBe 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

Scenario 3 Ideas

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.