I remember during A levels, where I received an A* for a media essay for the first time and it made me feel so proud. Especially with the approval from my teacher and the subtle jealousy from other classmates. As A levels continued, receiving As was becoming a regular occurrence during mocks, where this became a template for how I measured success, shaping years of my academic journey.
Getting a B was acceptable, but it wasn’t as good as an A, especially when I knew I was capable of achieving higher. My relationship with academic validation started to turn toxic, when I would be achieving high in Media and Psychology but really low in Biology, eventually receiving a D on results day (still haunting me to this day). But this relationship with academic validation isn’t simply about collecting accolades, it is a double edged sword that cuts deep into our self-perception, even more so at university. The same system that rewards success breeds anxiety and unhealthy perfectionism that extends far beyond the lecture theatre.
Comparing myself to others is something that I find myself doing a lot at university. I look around and think how are all these people achieving so high, what am I doing wrong? Especially since I was a high achiever during A levels, I sometimes feel like I am no longer the academic weapon I was 3 years ago. But then I remind myself, I am at university and things are a lot harder than they were at school, so I cut myself some slack.
The metrics of academic success are narrow and fail to capture the breadth of human potential. They don’t measure creativity, emotional intelligence or even the dedication of spending extraordinary amounts of time in the PhilRob. Yet, so many of us chase these markers of achievement, sometimes at the expense of genuine learning and personal growth.
The metrics of academic success are narrow and fail to capture the breadth of human potential. They don’t measure creativity, emotional intelligence or even the dedication of spending extraordinary amounts of time in the PhilRob.
Breaking free from this dependency on external validation requires a shift in perspective. We all made it to university, that is an achievement in itself. We need to recognise that although grades are important, education’s true value lies not in the grades we achieve, but in the knowledge we have gained, the skills we have developed and the journey we have had along the way.
We shouldn’t let our academic achievements become the sole definition of our worth. Of course, graduating with a first-class degree is desirable, but I know I have tried extremely hard on every assignment, and if I don’t achieve a first, that is ok. I still made it to a Russell group university even with a D, so whatever my degree outcome is, I will be proud of myself. The relationship with academic validation doesn’t have to be all or nothing. Like any relationship, it can evolve and find its place in our lives- important but not consuming.