Undeniably, we live in an era besieged by consumerism and multitasking, where the focus on possessing and outcomes often drives people’s actions. This zeitgeist is pervasive across college campuses in the U.S. albeit in slightly different forms. With the increasing costs of college education, the ever increasing importance of ACT or SAT scores as tickets to admission into highly ranked institutions, and the misuse of competition-based motivational tactics, college students find themselves pressured to aim for higher and higher grades or GPAs, behavior also founded on the belief that these would lead to better internships and thus better jobs and pay, at times losing sight over the process (read experience) of their education and college life.
Undeniably, a good performance in your college career is important. Employers look for bright, insightful, skilled, easy-to-work with, creative, and affordable (that’s right) interns or employees. Assumptions abound that there is a direct relationship between your grades and these qualities—which often is correct, but not all the time. This belief is often held by students too. So, whereas things such as good grades, a decent internship, extra-curricular activities (i.e., involvement in student organizations or community-based projects) are part of a good resume, so is the overall experience of your education, internship, and other college life-related activities.
Competitive environments and behaviors, though helpful in the short run, can interfere in the successful (if somewhat broadly-defined) achievement of your academic goals. A competitive attitude can lead to a decrease within your interest or willingness to collaborate with others, which in turn could contribute to a sense of isolation. When forced to collaborate, through group projects, a competitive attitude can lead to assuming know-it-all-ism or one-upmanship, thus limiting the benefits and richer outcomes of a group effort. Furthermore, these attitudes could lead to pattern of poor collaborative experiences, strengthening these same attitudes and thus perpetuating the problem. Know that most businesses today, including for-profit and not-for profit, seek individuals that can work in diverse environments—where people not only may come from different backgrounds, but also have varied worldviews, perspectives—which is a skill developed in part through collaborative projects during your college career.
At the individual level, unchecked competitiveness can breed performance anxiety and other anxiety-related issues, including physical discomfort or illness. Professional athletes and musicians understand the importance of possessing the skill of managing anxiety—lowering or raising it to meet the demands of a task and maintain optimal performance. There is such as a thing as an optimal level of anxiety—too little and you may not be motivated enough to do well—too much and you are overwhelmed.
So live a (college) life worth living, as the renowned Dr. Marsha Linehan would say. To start, set high but realistic expectations—again low expectations can contribute to lack of motivation and unreachable ones can lead to paralysis. Work with your professors and instructors to clearly identify what you need to do to succeed in your courses—do not struggle figuring it out on your own. Develop anxiety management skills. These skills range from developing positive visualizations of your process and outcomes to engaging in positive self-talk. Focus on mastery and learning rather than grades—grades will follow if you know and understand the material. Reward your success (e.g. dance, watch a movie, eat your favorite ice cream, call your significant other on the phone, go out with friends, etc.).
Keep in mind that while outcomes are important, your learning experience (i.e., process) remains imperative. Positive learning experiences are more likely to lead to long-lasting motivation and rewards. Live mindfully.
