Students are more than their scores: educators have the power to change how students perceive success
Year: 2024
Type: article
Abstract: John Wooden, the legendary University of California, Los Angeles (UCLA) basketball coach, consistently emphasized the distinction between winning and true success. For Wooden, success was not about defeating others or standing out in a competition but about personal growth, self-improvement, and the pursuit of excellence. His philosophy offers a powerful lesson, particularly for educators, as they guide students through their academic journeys. Wooden's message highlights the importance of fostering an environment where success is measured by effort and progress, not merely by grades or test scores. Unfortunately, many educators seem to overlook this, focusing heavily on grades as the primary measure of achievement. By placing such a strong emphasis on grades, teachers inadvertently create a culture where students begin to equate their self-worth with their performance on a test. This not only diminishes the value of personal growth but also fosters anxiety and discouragement among students who may struggle academically. Students may begin to fear being wrong and avoid challenges and opportunities. This limits creativity and the chance to learn, grow, and contribute to society. Wooden's wisdom reminds us that educators have the power to influence how students perceive success. By encouraging a more holistic view of achievement, one that values hard work, resilience, and continuous improvement, teachers can help students develop a healthier, more positive understanding of what it means to succeed. In today's educational system, this shift is crucial, as too many students are being taught to see their value solely in terms of grades, rather than their personal and intellectual growth.
Authors: Heidi L. Lujan, Stephen E. DiCarlo
Institution: Michigan State University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4404754995