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The Role of Academic Validation in Developing Mattering and Academic Success

• Published: 24 March 2022
• Volume 63 , pages 1368–1393, ( 2022 )

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• Elise Swanson   ORCID: orcid.org/0000-0002-4529-9646 1 &
• Darnell Cole 2  

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We use survey data from three four-year campuses to explore the relationship between academic validation and student outcomes during students’ first 3 years in college using structural equation modeling. We examine both a psychosocial outcome (mattering to campus) and an academic outcome (cumulative GPA). We find that both frequency of interactions with faculty and feelings of academic validation from faculty are positively related to students’ feelings of mattering to campus and cumulative GPA in their third year. Our results suggest that academic validation, beyond the frequency of faculty–student interactions, is an important predictor of students’ psychosocial and academic success.

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Data availability.

The data used for this analysis are restricted-used and under the purview of the Promoting At-promise Student Success project. Interested researchers may apply to access the data. The survey used was for this research was compiled by researchers at the Pullias Center for Higher Education. Certain scales on the survey were used with permission from other research organizations; the survey instrument used for this study may not be used without appropriate permissions for all scales on the survey.

Code Availability

All analyses were conducted in Stata; code is available from the authors upon request.

A concern with this modeling decision is that our estimates of the relationships between validation and faculty interactions, respectively, and third-year GPA may include the indirect relationship between prior (e.g., T1) validation and faculty as well as the direct relationship between the T2 measurements and third-year GPA. When we include students’ high school, first semester, first year, second year, and third year GPA, we find no significant relationship between students’ first-year faculty interactions and second-year GPA and a small, marginally significant relationship between first-year validation and second-year GPA, mitigating this concern. We also estimate the model including lagged direct paths between first-year validation and faculty interactions and third-year GPA; we find similar results to those presented below affirming the importance of second-year validation for predicting third-year GPA, again mitigating concerns of bias in our main estimates. However, a conservative interpretation of our results is as the cumulative relationship between second-year student-initiated interactions with faculty and feelings of academic validation with GPA. Goodness-of-fit measures are similar across specifications.

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We would like to thank Adrianna Kezar, Tatiana Melguizo, Ronald Hallett, Gwendelyn Rivera, KC Culver, Joseph Kitchen, Rosemary Perez, Robert Reason, Matt Soldner, Mark Masterton, Evan Nielsen, Cameron McPhee, Samantha Nieman, and all the other members of the broader mixed-methods evaluation team for designing and implementing the Longitudinal Survey of Thompson Scholars, for helping us get a better understanding of the program and providing feedback on previous versions of this manuscript. We would also like to thank Gregory Hancock for his assistance with the structural equation modeling. Finally, we would also like to thank the staff at the Thompson Scholars Learning Communities for their reflections and continued work to support at-promise students. This study received financial support from the Susan Thompson Buffett Foundation. Opinions are those of the authors alone and do not necessarily reflect those of the granting agency or of the authors’ home institutions.

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Swanson, E., Cole, D. The Role of Academic Validation in Developing Mattering and Academic Success. Res High Educ 63 , 1368–1393 (2022). https://doi.org/10.1007/s11162-022-09686-8

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Home » Validity – Types, Examples and Guide

Validity – Types, Examples and Guide

Table of Contents

Definition:

Validity refers to the extent to which a concept, measure, or study accurately represents the intended meaning or reality it is intended to capture. It is a fundamental concept in research and assessment that assesses the soundness and appropriateness of the conclusions, inferences, or interpretations made based on the data or evidence collected.

Research Validity

Research validity refers to the degree to which a study accurately measures or reflects what it claims to measure. In other words, research validity concerns whether the conclusions drawn from a study are based on accurate, reliable and relevant data.

Validity is a concept used in logic and research methodology to assess the strength of an argument or the quality of a research study. It refers to the extent to which a conclusion or result is supported by evidence and reasoning.

How to Ensure Validity in Research

Ensuring validity in research involves several steps and considerations throughout the research process. Here are some key strategies to help maintain research validity:

Clearly Define Research Objectives and Questions

Start by clearly defining your research objectives and formulating specific research questions. This helps focus your study and ensures that you are addressing relevant and meaningful research topics.

Use appropriate research design

Select a research design that aligns with your research objectives and questions. Different types of studies, such as experimental, observational, qualitative, or quantitative, have specific strengths and limitations. Choose the design that best suits your research goals.

Use reliable and valid measurement instruments

If you are measuring variables or constructs, ensure that the measurement instruments you use are reliable and valid. This involves using established and well-tested tools or developing your own instruments through rigorous validation processes.

Ensure a representative sample

When selecting participants or subjects for your study, aim for a sample that is representative of the population you want to generalize to. Consider factors such as age, gender, socioeconomic status, and other relevant demographics to ensure your findings can be generalized appropriately.

Address potential confounding factors

Identify potential confounding variables or biases that could impact your results. Implement strategies such as randomization, matching, or statistical control to minimize the influence of confounding factors and increase internal validity.

Minimize measurement and response biases

Be aware of measurement biases and response biases that can occur during data collection. Use standardized protocols, clear instructions, and trained data collectors to minimize these biases. Employ techniques like blinding or double-blinding in experimental studies to reduce bias.

Conduct appropriate statistical analyses

Ensure that the statistical analyses you employ are appropriate for your research design and data type. Select statistical tests that are relevant to your research questions and use robust analytical techniques to draw accurate conclusions from your data.

Consider external validity

While it may not always be possible to achieve high external validity, be mindful of the generalizability of your findings. Clearly describe your sample and study context to help readers understand the scope and limitations of your research.

Peer review and replication

Submit your research for peer review by experts in your field. Peer review helps identify potential flaws, biases, or methodological issues that can impact validity. Additionally, encourage replication studies by other researchers to validate your findings and enhance the overall reliability of the research.

Transparent reporting

Clearly and transparently report your research methods, procedures, data collection, and analysis techniques. Provide sufficient details for others to evaluate the validity of your study and replicate your work if needed.

Types of Validity

There are several types of validity that researchers consider when designing and evaluating studies. Here are some common types of validity:

Internal Validity

Internal validity relates to the degree to which a study accurately identifies causal relationships between variables. It addresses whether the observed effects can be attributed to the manipulated independent variable rather than confounding factors. Threats to internal validity include selection bias, history effects, maturation of participants, and instrumentation issues.

External Validity

External validity concerns the generalizability of research findings to the broader population or real-world settings. It assesses the extent to which the results can be applied to other individuals, contexts, or timeframes. Factors that can limit external validity include sample characteristics, research settings, and the specific conditions under which the study was conducted.

Construct Validity

Construct validity examines whether a study adequately measures the intended theoretical constructs or concepts. It focuses on the alignment between the operational definitions used in the study and the underlying theoretical constructs. Construct validity can be threatened by issues such as poor measurement tools, inadequate operational definitions, or a lack of clarity in the conceptual framework.

Content Validity

Content validity refers to the degree to which a measurement instrument or test adequately covers the entire range of the construct being measured. It assesses whether the items or questions included in the measurement tool represent the full scope of the construct. Content validity is often evaluated through expert judgment, reviewing the relevance and representativeness of the items.

Criterion Validity

Criterion validity determines the extent to which a measure or test is related to an external criterion or standard. It assesses whether the results obtained from a measurement instrument align with other established measures or outcomes. Criterion validity can be divided into two subtypes: concurrent validity, which examines the relationship between the measure and the criterion at the same time, and predictive validity, which investigates the measure’s ability to predict future outcomes.

Face Validity

Face validity refers to the degree to which a measurement or test appears, on the surface, to measure what it intends to measure. It is a subjective assessment based on whether the items seem relevant and appropriate to the construct being measured. Face validity is often used as an initial evaluation before conducting more rigorous validity assessments.

Importance of Validity

Validity is crucial in research for several reasons:

• Accurate Measurement: Validity ensures that the measurements or observations in a study accurately represent the intended constructs or variables. Without validity, researchers cannot be confident that their results truly reflect the phenomena they are studying. Validity allows researchers to draw accurate conclusions and make meaningful inferences based on their findings.
• Credibility and Trustworthiness: Validity enhances the credibility and trustworthiness of research. When a study demonstrates high validity, it indicates that the researchers have taken appropriate measures to ensure the accuracy and integrity of their work. This strengthens the confidence of other researchers, peers, and the wider scientific community in the study’s results and conclusions.
• Generalizability: Validity helps determine the extent to which research findings can be generalized beyond the specific sample and context of the study. By addressing external validity, researchers can assess whether their results can be applied to other populations, settings, or situations. This information is valuable for making informed decisions, implementing interventions, or developing policies based on research findings.
• Sound Decision-Making: Validity supports informed decision-making in various fields, such as medicine, psychology, education, and social sciences. When validity is established, policymakers, practitioners, and professionals can rely on research findings to guide their actions and interventions. Validity ensures that decisions are based on accurate and trustworthy information, which can lead to better outcomes and more effective practices.
• Avoiding Errors and Bias: Validity helps researchers identify and mitigate potential errors and biases in their studies. By addressing internal validity, researchers can minimize confounding factors and alternative explanations, ensuring that the observed effects are genuinely attributable to the manipulated variables. Validity assessments also highlight measurement errors or shortcomings, enabling researchers to improve their measurement tools and procedures.
• Progress of Scientific Knowledge: Validity is essential for the advancement of scientific knowledge. Valid research contributes to the accumulation of reliable and valid evidence, which forms the foundation for building theories, developing models, and refining existing knowledge. Validity allows researchers to build upon previous findings, replicate studies, and establish a cumulative body of knowledge in various disciplines. Without validity, the scientific community would struggle to make meaningful progress and establish a solid understanding of the phenomena under investigation.
• Ethical Considerations: Validity is closely linked to ethical considerations in research. Conducting valid research ensures that participants’ time, effort, and data are not wasted on flawed or invalid studies. It upholds the principle of respect for participants’ autonomy and promotes responsible research practices. Validity is also important when making claims or drawing conclusions that may have real-world implications, as misleading or invalid findings can have adverse effects on individuals, organizations, or society as a whole.

Examples of Validity

Here are some examples of validity in different contexts:

• Example 1: All men are mortal. John is a man. Therefore, John is mortal. This argument is logically valid because the conclusion follows logically from the premises.
• Example 2: If it is raining, then the ground is wet. The ground is wet. Therefore, it is raining. This argument is not logically valid because there could be other reasons for the ground being wet, such as watering the plants.
• Example 1: In a study examining the relationship between caffeine consumption and alertness, the researchers use established measures of both variables, ensuring that they are accurately capturing the concepts they intend to measure. This demonstrates construct validity.
• Example 2: A researcher develops a new questionnaire to measure anxiety levels. They administer the questionnaire to a group of participants and find that it correlates highly with other established anxiety measures. This indicates good construct validity for the new questionnaire.
• Example 1: A study on the effects of a particular teaching method is conducted in a controlled laboratory setting. The findings of the study may lack external validity because the conditions in the lab may not accurately reflect real-world classroom settings.
• Example 2: A research study on the effects of a new medication includes participants from diverse backgrounds and age groups, increasing the external validity of the findings to a broader population.
• Example 1: In an experiment, a researcher manipulates the independent variable (e.g., a new drug) and controls for other variables to ensure that any observed effects on the dependent variable (e.g., symptom reduction) are indeed due to the manipulation. This establishes internal validity.
• Example 2: A researcher conducts a study examining the relationship between exercise and mood by administering questionnaires to participants. However, the study lacks internal validity because it does not control for other potential factors that could influence mood, such as diet or stress levels.
• Example 1: A teacher develops a new test to assess students’ knowledge of a particular subject. The items on the test appear to be relevant to the topic at hand and align with what one would expect to find on such a test. This suggests face validity, as the test appears to measure what it intends to measure.
• Example 2: A company develops a new customer satisfaction survey. The questions included in the survey seem to address key aspects of the customer experience and capture the relevant information. This indicates face validity, as the survey seems appropriate for assessing customer satisfaction.
• Example 1: A team of experts reviews a comprehensive curriculum for a high school biology course. They evaluate the curriculum to ensure that it covers all the essential topics and concepts necessary for students to gain a thorough understanding of biology. This demonstrates content validity, as the curriculum is representative of the domain it intends to cover.
• Example 2: A researcher develops a questionnaire to assess career satisfaction. The questions in the questionnaire encompass various dimensions of job satisfaction, such as salary, work-life balance, and career growth. This indicates content validity, as the questionnaire adequately represents the different aspects of career satisfaction.
• Example 1: A company wants to evaluate the effectiveness of a new employee selection test. They administer the test to a group of job applicants and later assess the job performance of those who were hired. If there is a strong correlation between the test scores and subsequent job performance, it suggests criterion validity, indicating that the test is predictive of job success.
• Example 2: A researcher wants to determine if a new medical diagnostic tool accurately identifies a specific disease. They compare the results of the diagnostic tool with the gold standard diagnostic method and find a high level of agreement. This demonstrates criterion validity, indicating that the new tool is valid in accurately diagnosing the disease.

Where to Write About Validity in A Thesis

In a thesis, discussions related to validity are typically included in the methodology and results sections. Here are some specific places where you can address validity within your thesis:

Research Design and Methodology

In the methodology section, provide a clear and detailed description of the measures, instruments, or data collection methods used in your study. Discuss the steps taken to establish or assess the validity of these measures. Explain the rationale behind the selection of specific validity types relevant to your study, such as content validity, criterion validity, or construct validity. Discuss any modifications or adaptations made to existing measures and their potential impact on validity.

Measurement Procedures

In the methodology section, elaborate on the procedures implemented to ensure the validity of measurements. Describe how potential biases or confounding factors were addressed, controlled, or accounted for to enhance internal validity. Provide details on how you ensured that the measurement process accurately captures the intended constructs or variables of interest.

Data Collection

In the methodology section, discuss the steps taken to collect data and ensure data validity. Explain any measures implemented to minimize errors or biases during data collection, such as training of data collectors, standardized protocols, or quality control procedures. Address any potential limitations or threats to validity related to the data collection process.

Data Analysis and Results

In the results section, present the analysis and findings related to validity. Report any statistical tests, correlations, or other measures used to assess validity. Provide interpretations and explanations of the results obtained. Discuss the implications of the validity findings for the overall reliability and credibility of your study.

Limitations and Future Directions

In the discussion or conclusion section, reflect on the limitations of your study, including limitations related to validity. Acknowledge any potential threats or weaknesses to validity that you encountered during your research. Discuss how these limitations may have influenced the interpretation of your findings and suggest avenues for future research that could address these validity concerns.

Applications of Validity

Validity is applicable in various areas and contexts where research and measurement play a role. Here are some common applications of validity:

Psychological and Behavioral Research

Validity is crucial in psychology and behavioral research to ensure that measurement instruments accurately capture constructs such as personality traits, intelligence, attitudes, emotions, or psychological disorders. Validity assessments help researchers determine if their measures are truly measuring the intended psychological constructs and if the results can be generalized to broader populations or real-world settings.

Educational Assessment

Validity is essential in educational assessment to determine if tests, exams, or assessments accurately measure students’ knowledge, skills, or abilities. It ensures that the assessment aligns with the educational objectives and provides reliable information about student performance. Validity assessments help identify if the assessment is valid for all students, regardless of their demographic characteristics, language proficiency, or cultural background.

Program Evaluation

Validity plays a crucial role in program evaluation, where researchers assess the effectiveness and impact of interventions, policies, or programs. By establishing validity, evaluators can determine if the observed outcomes are genuinely attributable to the program being evaluated rather than extraneous factors. Validity assessments also help ensure that the evaluation findings are applicable to different populations, contexts, or timeframes.

Medical and Health Research

Validity is essential in medical and health research to ensure the accuracy and reliability of diagnostic tools, measurement instruments, and clinical assessments. Validity assessments help determine if a measurement accurately identifies the presence or absence of a medical condition, measures the effectiveness of a treatment, or predicts patient outcomes. Validity is crucial for establishing evidence-based medicine and informing medical decision-making.

Social Science Research

Validity is relevant in various social science disciplines, including sociology, anthropology, economics, and political science. Researchers use validity to ensure that their measures and methods accurately capture social phenomena, such as social attitudes, behaviors, social structures, or economic indicators. Validity assessments support the reliability and credibility of social science research findings.

Market Research and Surveys

Validity is important in market research and survey studies to ensure that the survey questions effectively measure consumer preferences, buying behaviors, or attitudes towards products or services. Validity assessments help researchers determine if the survey instrument is accurately capturing the desired information and if the results can be generalized to the target population.

Limitations of Validity

Here are some limitations of validity:

• Construct Validity: Limitations of construct validity include the potential for measurement error, inadequate operational definitions of constructs, or the failure to capture all aspects of a complex construct.
• Internal Validity: Limitations of internal validity may arise from confounding variables, selection bias, or the presence of extraneous factors that could influence the study outcomes, making it difficult to attribute causality accurately.
• External Validity: Limitations of external validity can occur when the study sample does not represent the broader population, when the research setting differs significantly from real-world conditions, or when the study lacks ecological validity, i.e., the findings do not reflect real-world complexities.
• Measurement Validity: Limitations of measurement validity can arise from measurement error, inadequately designed or flawed measurement scales, or limitations inherent in self-report measures, such as social desirability bias or recall bias.
• Statistical Conclusion Validity: Limitations in statistical conclusion validity can occur due to sampling errors, inadequate sample sizes, or improper statistical analysis techniques, leading to incorrect conclusions or generalizations.
• Temporal Validity: Limitations of temporal validity arise when the study results become outdated due to changes in the studied phenomena, interventions, or contextual factors.
• Researcher Bias: Researcher bias can affect the validity of a study. Biases can emerge through the researcher’s subjective interpretation, influence of personal beliefs, or preconceived notions, leading to unintentional distortion of findings or failure to consider alternative explanations.
• Ethical Validity: Limitations can arise if the study design or methods involve ethical concerns, such as the use of deceptive practices, inadequate informed consent, or potential harm to participants.

Also see  Reliability Vs Validity

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Academic Validation, Motivation, and Anxiety Among College Students in Lipa City Colleges

2023, Zenodo (CERN European Organization for Nuclear Research)

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The present study investigates on the relationship of quality of life and achievement motivation with undergraduate students’ anxiety. Hence, 159 BA students (77 female and 82 males) from Psychology and Upbringing Science, Law and Politics, and Social Science colleges of Allameh Tabatabaii University were selected in a multiple stage clustered random manner. They completed the quality of life SF-36, achievement motivation ACMT, and Cattell’s anxiety questionnaires. The data was analyzed by multiple-variable regression analysis method. The results showed that quality of life and achievement motivation have a significant relationship with anxiety. Quality of life also negatively predicts the anxiety level in males. However, achievement motivation is not a predictive variable to determine the anxiety level in males. There is also a significant negative relationship among quality of life and achievement motivation and anxiety level in females. These findings may be helpful to the growth and attention to students’ mental hygiene.

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Anxiety have become common problem for many college students. The purpose of this study was to investigate students' academic anxiety at the college level. The descriptive survey research method was used for the study and the sample consisted of 56 college students (28 male and 28 female) which were selected randomly from Govt. PG College Haldwani Uttarakhand. Academic Anxiety Scale by Dr. Pooran Jain and Smt. Neelam Jain was used. The result of the study showed that: (1) (2) there is no difference between male and female students' in their academic anxiety. There is no difference between Arts and commerce students' in their academic anxiety. Based on research findings, researchers suggest that the psychological counselling and guidance services of colleges must be functionalized and improved to moderate students' academic anxiety. Key: Academic anxiety, college student Introduction: Education is one of the best processes of development. In this century, everywhere in educational field, there is a race, a tuff competition. To survive in this competition, students always feel some pressure and tension in their academic field as the academic achievement is important for taking decision in future life. This type of pressure and tension in academic field create uncontrollable nervousness, stress, and fear among students, called academic anxiety (Encyclopedia of Children's health). With other types of anxiety, a little quantity of academic anxiety is normal for the students but when it extreme, adrenal gland become more active and a biochemical change starts in body and mind (Jay D. Tarnow). As a result of academic anxiety in students creates psycho-physiological situation such as headache, hypertension, insomnia and other conditions. So for good academic achievement, stress free learning is necessary. Both parents and teachers agree that there is lot of pressure on students in the way (standardized testing) of their academic achievement (Barksdale-Ladd & Thomas, 2000). A notable academic anxiety always creates negative environment for the students. Anxiety is complicated psychological situations which have an effect on cognitive, behavioral and psychological states (Putnam 2010). Anxiety disorders are common mental health conditions among all children in almost every field of their life specially in the academic field. Anxiety can be classified into three sections in which academic anxiety is situation-specific form of anxiety related to academic circumstances (Tohill & Holyoak, 2000). Objective:  Study of family background of youth undergoing Academic anxiety.

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Some variables can affect a student's academic performance. These include psychological factors such as self-efficacy, motivation, and test anxiety. The purpose of this study was to identify the relationship between psychological factors and the academic performance of senior high school students. In this correlational research, 51 senior high school students from the province of Cavite were gathered using purposive sampling. The students answered an adapted survey questionnaire from the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et. al. (1991) modified by Beharu (2018). The data gathered were analyzed using the Excel and Statistical Package for Social Scientists (SPSS) program. The findings of this study showed that self-efficacy with the value of 0.417 as its r, and motivation with the value of 0.417 (intrinsic motivation) and 0.154 (extrinsic motivation) do not affect the academic performance of students. Test anxiety is the only factor that affects the academic performance of the student with a significance at the 0.05 level along with the value of 0.0047 as its r. This pertains that students are more focused on acing the exam or more afraid to fail the exam that definitely affects their academic performance. Through this study this could aid students, instructors, and parents in determining what factors are at play that have a significant impact on children' academic achievement.

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Openai is facing numerous lawsuits for copyright violations, is journalism foundational to democracy, top 5 spots around town to study for your upcoming exams, autism awareness month ends today: educate yourself and help advocate for inclusivity, success is boring. find your own path., have you ever wondered what actually brings april showers, ranking starbucks’ new spring menu 2024, a breakdown of the best premier league teams, what is antimicrobial drug discovery and why should you care about it, we don’t talk enough about academic validation, chelsea’s perspective and advice.

We, as students, live in an environment where there is no room for failure, and yet, consistently, there is supposed to be room for “improvement.”

These standards, tied to self-image, are only exacerbated by the knowledge that someone is doing better. Moreover, the flawed reward system ingrained into American education leads students to perceive their self-worth relative to how well they perform in school.

Through an endless cycle, students’ standards are raised so high that the achievement is unachievable and the goal is unclear. It is never truly about self-improvement—it’s about how others perceive your intelligence and if they deem you worthy of praise. The entire foundation of self-worth under the mindset of academic validation relies on the value of your work. Therefore, if your work is below your self-set standards, your inward perception becomes skewed, and your mental health deteriorates. It’s dangerous, unhealthy, and counterproductive.

It’s undeniably easy to fall victim to this cycle, as the environment of our schools vigorously reinforces the mindset of academic validation. Although unhealthy, it is unfortunately, a normal and common mindset for high school students to adopt. Breaking the cycle relies partly on changing the structure of our schools and valuing mental health as a society; however, these are changes that are, for the most part, out of an individual’s control.

A change in your own mindset, however, can be in your control. If you seek to overcome the desire for validation, you must understand that it’s OK not to exceed expectations. You may feel overwhelmed with the fear of disappointment; however, it is human nature to make mistakes, and mistakes do not encompass our entire identity. Mental health is fragile, so do not sacrifice it for insignificant validation from others. There is no harm in self-improvement, but there is harm in overworking yourself; you must learn to take time for your own well-being. Academic validation is a poisonous, unforgiving mindset that extends to the limit of your ability, but you must remember that you do not exist to please others. 

Katrina’s Perspective and Advice 

As the days dwindled down until the end of the first marking period, students tirelessly checked their grades, hoping for, and often depending on, a positive grade change. The craving for academic validation is embedded in student minds across the country. Emma Chamberlain, a social media influencer with a combined following of 25.7 million on YouTube and Instagram, spoke on the issue in her podcast. She recalls, “I tied my identity and my worth to my grades and I would literally look in the mirror after getting a bad grade on the test and see an uglier person.”

From there the conversation about academic validation spread. However, this phenomenon should not be viewed as a mindset or “trend” created by social media. I cannot count the number of times that I have heard students say “I’m so mad at myself” after an assessment. This behavior looks at simple mistakes or failure as a direct reflection of our work ethic, intelligence, and ultimately our worth. People may encouragingly say “you tried your best, that’s all that matters,” but how often is this actually taken to heart? It can feel impossible to separate self worth and academic worth when students’ lives at school and personal lives are nearly indistinguishable. Hours of homework bleeding into students’ free time inhibits the pursuit of hobbies and interests. This further prevents us from creating an identity not based purely on academics. 

It is normal to feel disappointed or worried when you receive a bad grade, but the problem begins when you let it consume you. A large portion of academic validation is also the desire to uphold or break a certain reputation. Those who have succeeded in the past want to continue to be perceived as “excelling,” and those who struggled in the past want to overcome their challenges. One of the best steps in preventing this reliance on academic validation is to break the reputation-dependent mindset. We must remind ourselves that the opinions of others should not affect the way we live our lives.

Another important step in damping our dependency on academic validation is to develop our identity away from school. It is important to devote time to finding and pursuing hobbies or interests. It can feel difficult to take time away from school work when you have a desire for good grades, but we have to push through the initial discomfort and remind ourselves that it is all in the pursuit for a better mindset. Once you free yourself from the confines of academic validation you can continue to care about grades, take pride in successes, and grow from failures. These behaviors are healthy as long as they do not dominate your life and self image.   

Mehek’s Perspective  

The increasing desire for perfection in academics can take a detrimental and irreversible toll on mental as well as physical health. For many students (myself included), receiving a bad grade can feel like the end of the world, especially after putting in tremendous effort. This need for excellence leads to students basing their self-worth on their grades, rather than their actual value as a human being. A common misconception is that the desire for academic validation can actually improve students’ grades and studying habits. However, when their self worth hangs in the balance, many students crumble under the weight of their own self-pressure. Many studies have proven that those who feel validated by their grades do not tend to perform better on assignments and tests, despite their high levels of motivation to study. 

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What is academic validation?  

Academic validation refers to the process of confirming and supporting students' academic achievements and experiences. It plays a crucial role in students' sense of integration in college and their intent to persist in their studies . Faculty validation, which involves enabling and supportive interactions between faculty and students, has been found to positively influence students' sense of integration in college and their intent to persist . This validation process is particularly important for nontraditional students, who are at greater risk for nonpersistence in college . The research suggests that higher rates of faculty validation predict a greater sense of integration in college and intent to persist for various student subgroups, including females, Hispanic students, and both younger and older students . By implementing inclusive teaching and learning environments that prioritize faculty validation, educators can help improve students' expectations and academic performance .

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