academic achievement essay

Essay About Achievements: Top 5 Examples and 6 Prompts

Are you having problems writing your essay about achievements? Then, continue reading this article for samples and prompts to guide you in your writing.

Achievement influences our expectations and self-growth. It’s also often connected with an individual’s progress in life. It gives way for recognition in attaining a goal through standards.

Achievement acknowledges successes, productiveness, and involvement. But sometimes, achieving doesn’t result in a feeling of satisfaction. Writing an achievement essay is usually based on experiences from yourself or others. You can explore different viewpoints, such as what they consider an “achievement,” how to overcome weaknesses, or why they want a specific achievement. Below are 5 examples and 6 writing prompts to assist you in your essay:

1. The Greatest Achievements In Life by Gerard Reese

2. greatest professional or academic achievement by james taylor , 3. essay on achievements from my professional life by bdoan, 4. my accomplishment by taylor wood, 5. when my weakness became my greatest accomplishment by jay merrill logan, 6 writing prompts on essay about achievements, 1. ways to achieve within different settings, 2. achievements in the small things, 3. how to build confidence, 4. the power of overcoming fear, 5. steps to be successful, 6. guide to building a strong character.

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“Nobody succeeds on the first try, we take our mistakes and learn from them. Mistakes are the things that help us strive for greatness, which is why failure should not be viewed as something negative, but more as something we can use to attain [what] we want in life.”

Reese’s piece on achievement talks about learning from failure and trying again until you reach success. Time and failure are contributors to our achievements. He emphasizes that failure can be a steward and teacher to help us get where we want to be. He also provides lists of individuals who encountered crises in their lives until they reached their most successful phases.

“My father always instilled in me the importance of education. He knew very well that in order for his children to be successful he needed to set them up for success and place them in a position where we would be afforded the opportunity to succeed.”

Family significantly impacts one’s interpretation of what achievements are about. Taylor’s essay highlights the idea of what his father taught him about education and success. He mentions how he embarked through life while keeping his father’s acknowledgment of his potential in the field he has chosen. His essay shows that family shapes one’s belief about what’s considered a successful life.

“I consider the experience in Japan as a big achievement and an important step in my career. The fact that I could master the complex situation gave me much self-confidence and showed that I could manage people successfully even in difficult situations. Today, this unique ability of handling teams attributed me as a strong leader for my people.”

Bdoan’s essay focuses on past experiences and how she handled cultural differences and beliefs, leading to her successful professional life. To achieve fulfillment in work, she breaks the barrier, communicates effectively, and embraces Japanese culture, which she set as a significant setting stone in her career life.

“Through the influence of my best friend, I have motivated myself to spend two hours during the night before I go to sleep to master the lessons the teacher has discussed in class. This helped me greatly since I would no longer have to cram and study everything for the exams later.”

Wood’s essay highlights the external factors that contributed to his achievements. External factors can lead a person to success or frustration. Through a piece of great advice, he changed his lifestyle by allowing himself to move forward and build a quality life. He compares this to Newton’s First law of motion, which he quoted and put at the beginning of his essay.

“…the more I thought about my own greatest personal academic achievement, I realized it was simply getting an A in a college history class my freshman year. Succeeding in this upper-level history class set the tone for all my future college courses and gave me the confidence I needed to achieve greatness, and I am not even a history major.”

Logan talks about his worst subject, History. He recounts how he approached his professor and overcame his weakness. This essay points out that words from others can influence self-growth and confidence. He says he developed faith in his study during college and attained his most outstanding accomplishment.

Are you having problems connecting your ideas smoothly? See this guide on transition words for essays.

After reading through the samples above, it’s time to explore your desired achievement subjects. Here are six prompts about achievements you can use:

Everyone sets expectations for themselves, dependent on the environment they’re in. It can be at work, school, or home. In these cases, the result is just as important as the process.

You can focus your essay on a relatable viewpoint, such as a student who wants to get A+ grades or an office worker who wants to get the Employee of the Month Award. Discuss ways they can excel in their surroundings. Your essay will serve as a guide to help them grow personally and professionally.

Achievements don’t need to be grand. Sometimes, simply getting out of bed is an achievement, especially for those suffering from mental illnesses such as depression. Center your essay on the simple things that can be considered achievements in their way.

Your essay will not only serve as a reminder that it’s essential to appreciate the small things. It will also comfort those who are going through a hard time.

This topic asks you to highlight the relationship between confidence and achievements. You can interview someone confident in themselves. Ask for tips on building confidence and relay them to your readers while explaining the opportunities they can get by believing in themselves more.

In this busy world, fear is one of the most significant setbacks for people in accomplishing their goals in life. In this essay, you can explain to your readers how acknowledging their fears will help them advance.

You can also conceptualize the effect of anxiety in achieving your desires and help you set your standard in developing self-growth. Feel free to share your experience with fears and how you plan to deal with them.

To be successful is everyone’s goal. However, sharing steps and tips on how to achieve success is general prompt many writes about. To make your piece stand out, you can tailor it to a group of individuals. For example, a student’s image of success is going on stage and graduating with honors.

Essay About Achievements: Guide to building a strong character

Someone’s character is critical to achieving achievements. You can write about a well-known individual who went against the usual route of how success is reached. Such as Steve Jobs, who founded Apple but was a college dropout.

There are many ways to reach a goal. Tell your readers that they don’t need to follow the conventional method of accomplishing things to get their hands on the achievements they crave.

Do you want to be more confident with your writing? Here are 11 essay writing tips you need to learn today!

Student Essays

Essay and speech for my school achievments

12 Essays on my Achievements [ Academic & Extra Curricular ]

The achievements, successes or accomplishments we gain in school are the part of best school life years. Those achievements in middle, high school or college student life may include personal academic achievements and sports or extracurricular achievements. They may be greatest, the best or the bad but we never forget them.

My Achievements in Life | Individual, Academic & Extra Curricular Achievements | My Achievements that I am Proud of

Achievements are the desires that we love to have for. They are our those goals we struggle to achieve. The achievements in personal or professional life are the true identity of a successful and struggling person. The following essay reflects the importance of achievements and a firm call for us to set and struggle to achieve those aims.

1. Essay about the Achievements that You are Proud of

Achievement is associated with the targeted goals or aims in life. When we define our action in relation to something like a goal a task is created. A task when fulfilled is called an achievement earned. The struggle in life is the sum total of our achievements, success, failures, mistakes.

Therefore, my achievement, my success or my accomplishment is the name given to my fulfilled goals. The failure, in turns, is the names given to my mistakes, my setbacks, and my loss. Every person in life has some achievements, accomplishments, rewards and successes earned. At the same time mistakes, failures and setbacks as well.

My achievements, my successes and my accomplishments are the one that make me happy and proud. Whereas, my mistakes, my failures and setbacks make me strong and bold.

There are various kinds of achievements one may have. There are some examples of achievements like personal achievements, academic achievements, sports achievements etc. There are various roles in which one achieves something. Taking myself as an example it would be like my achievements as a teacher, my accomplishments as student in school, college or in personal life.

My Academic Achievement

Academic achievements are those gains that are accomplished by a student during his high school, college or university life. These achievements are really the ones you remain prideful throughout your entire life. Everyone who is well taught has some personal achievements including academic achievements as well.

My student life has given me many academic achievements that I must be proud of. Some of my academic achievements I have listed below.
My first academic achievement is that I have successfully completed my education till now with A+ throughout. It is my greatest achievement of life
My second greatest academic achievement is that I have successfully got admission in my desire career. My parents are proud of me.
They always wanted me to be a great doctor. It is my passion to serve my country.
My third biggest academic achievement is that on the basis of good scores and my professional degree, I got study scholarship for UK. I really loved my studying experience there.
My last academic accomplishment is that I am currently serving successfully as the head of city’s biggest health institute.

Related Post: BEST LINES & MORE SENTENCES ESSAY ON MY SCHOOL.

2. My Sports (Extracurricular) Achievements Essay

Extracurricular activities are the part of a healthy person. I always take pride in participating in various extracurricular activities in my school. There are a few extracurricular achievements I must be proud of.

My first extracurricular achievement was that I won a medal in annual inter schools speech and debates competition. I won first prize in class 5th.
I am also an avid reader and good writer. My second extracurricular achievement was that I won a cash prize of 10,000 rupees on a essay writing competition. I won with my essay on “Save trees Save Earth” during inter schools essay writing competition. I was in 7th grade at that time.
I have great interest in sports. I can play cricket very well. It was my biggest sports achievement that I helped my team win the tournament this year, in class 10th. I was awarded man of the match. It is a moment of pride and my greatest extracurricular success.

Achievements and success are the part of one’s life. These are my achievements in my school as a student. I feel a great sense of pride for my student life accomplishment. I will try my level best to add more best personal achievements in my coming life days.

3. Short Essay On My Achievements that I am Proud of

Achievements are the signs of good student life. They show the talent, the worth and the status of a student. To achieve something we work hard and we become focused. Therefore, we learn a lot of things like self discipline , hard work, dedication, self respect and motivation.

School life achievements are good and they must be the part of student’s life. I have a good many my school achievements. I must be proud of whatever I have achieved through out my personal life. I am the student of class (your current class). Currently I am studying at the school (Write the name of your school). Throughout my years of schools I have achieved valuable success.

I have some personal achievements, some academic achievements and a few extracurricular achievements. I have been a diligent and dedicated student of my school. In fact, I am the favorite student in my school. It is my greatest achievement that I have been getting A+ in all of my exams and assessments.

This achievement is in fact due to the hard work done under the guidance of my teachers and prayers of my parents. I always take interest in extracurricular activities. I am good speaker and good at playing cricket. It is my great extracurricular achievement that I secured first prize in inter schools debates and speech competition, held last month.

All of my school fellows and my teachers are proud of me. Apart from that I represented my team in annual inter schools cricket tournament. We successfully won the final match. It is my biggest sports achievement of student’s life. I will never forget.

I am grateful to my school teachers and my parents. Thanks to those achievements and set goals I struggled and worked hard. Thereby, I have known how to work hard and how to make achievements. My school achievements are surely going to help me to grow and gain more in my upcoming life days.

4. My School Achievements Paragraphs:

As a high school student, my school achievements hold a special place in my heart. They represent all the hard work, determination and passion that I have put into both academics and extracurricular activities.

One of my proudest achievements is being part of the school’s debate team. Being able to voice my opinions confidently and effectively has always been something I struggled with. However, with the help of my coaches and teammates, I was able to improve my public speaking skills and even won several regional and state-level competitions.

Apart from debating, I have also excelled in academics. Throughout high school, I have maintained a GPA of 4.0 and have been consistently ranked at the top of my class. This has not only brought me personal satisfaction but also earned me recognition from my teachers and peers.

In addition to academics, I have been actively involved in community service projects organized by my school. Through these initiatives, I have had the opportunity to give back to society and make a positive impact in my community. One of the most memorable moments was when our team raised funds for a local orphanage and spent an entire day playing and interacting with the children. It was a heartwarming experience that taught me the value of compassion and empathy.

Moreover, I have also been an active member of various clubs and organizations in school, such as the Interact Club and National Honor Society. These extracurricular activities have not only allowed me to explore my interests but also develop important leadership skills.

Overall, my school achievements have shaped me into the person I am today. They have taught me the importance of hard work, perseverance, and teamwork. I am grateful for all the opportunities that my school has provided me with and will always cherish the memories and lessons learned. However, I also understand that these achievements would not have been possible without the support and guidance of my teachers, parents, and peers. I am proud to be a part of such a supportive and nurturing community that values both academic excellence and personal growth.

5. Short Essay on My School Achievements as a Student:

My school life has been a roller coaster ride filled with ups and downs, but one thing that has remained constant is my determination to excel. Whether it was academics or extracurricular activities, I always pushed myself to be the best version of myself. As I look back on my journey, I am proud to say that my hard work and perseverance have paid off in the form of numerous achievements.

In terms of academics, I have always been a diligent student. I consistently topped my class and was awarded several academic excellence certificates. Along with maintaining good grades, I also actively participated in various school competitions like debates, elocution, and quizzes. These experiences not only helped improve my knowledge but also boosted my confidence.

Apart from academics, sports have always been a huge part of my life. I represented my school in various inter-school sports competitions and won several medals for both individual and team events. Being a part of the school’s sports teams also taught me important skills like teamwork, time management, and discipline.

Another achievement that I am extremely proud of is winning the title of “Best All-Rounder Student” in my school. This award is given to the student who excels in academics, sports, and extracurricular activities. It was a great feeling to be recognized for my overall performance and it motivated me to continue striving for excellence.

In conclusion, my school achievements as a student have not only brought me recognition but also shaped me into a well-rounded individual. I am grateful for all the opportunities my school provided me to showcase my talents and I will always cherish these memories. So, if you are a student reading this, remember to work hard and never give up on your dreams because your efforts will surely pay off in the end. Let your achievements speak for themselves!

6. Short Essay on My Greatest Accomplishment as a Student:

As a student, I have had the opportunity to learn and grow in various aspects of my life. However, if I were to choose one accomplishment that stands out above all others, it would be my ability to balance academics with extracurricular activities.

Throughout my academic journey, I have always been passionate about learning and achieving good grades. But at the same time, I also wanted to explore my interests in music, sports and volunteer work. Initially, it was challenging to juggle between academics and extracurriculars, but with determination and time management skills, I was able to excel in both areas.

One of the most significant milestones for me was when I received an award for academic excellence while simultaneously being recognized as the best athlete in the school. This achievement not only showcased my academic abilities but also highlighted my talent and dedication towards sports.

Moreover, I have always been drawn towards community service and making a positive impact in society. While balancing academics and extracurriculars, I actively participated in various volunteer projects, including organizing fundraisers for underprivileged children and contributing to environmental conservation efforts. Being able to balance my academic responsibilities and still make a difference in the community has been an incredibly fulfilling accomplishment for me.

In conclusion, balancing academics with extracurricular activities has been my greatest accomplishment as a student. It has taught me valuable lessons about time management, perseverance, and the importance of pursuing one’s passions.

This achievement not only reflects my hard work but also represents my holistic approach towards personal and academic growth. So, I encourage all students to strive for a balance between academics and extracurriculars, as it can lead to a well-rounded and fulfilling educational experience.

7. Short Achievement Essay For College:

As a college student, I have had my fair share of achievements and accomplishments. But one particular achievement stands out to me the most – being able to balance academics, extracurricular activities, and personal commitments.

During my high school years, I was always involved in various clubs and organizations such as student council, debate team, and community service groups. While these activities were fulfilling and allowed me to develop my skills in leadership, communication, and time management, they also required a significant amount of my time and energy. At the same time, I had to maintain good grades and prepare for college applications.

Juggling between these responsibilities was not an easy task, but it taught me invaluable lessons that have helped me succeed in college. I learned how to prioritize my tasks, manage my time effectively, and deal with pressure and stress. These skills are not only essential for academic success but also for personal growth.

Furthermore, being involved in extracurricular activities has allowed me to develop a diverse set of interests and expand my knowledge beyond the classroom. It has also helped me build strong relationships with my peers and mentors, which have been crucial in my personal and academic development.

Overall, I am proud of my ability to balance multiple commitments and still maintain a high level of achievement. It has not only helped me achieve success in college but also prepared me for the challenges of the real world. Through this experience, I have learned that hard work, determination, and time management are key factors in achieving one’s goals and making the most out of college life.

So, my advice to fellow college students would be to not only focus on academics but also explore opportunities outside the classroom and strive for a healthy balance in all aspects of your life. You will be surprised at how much you can achieve when you find that equilibrium. Cheers to achieving more accomplishments in the future!

8. Short Essay on I am Proud of My School Because:

I am a student of XYZ School, and I am proud to be a part of this institution. This school holds a special place in my heart because it has shaped me into the person I am today. It has not only provided me with academic knowledge but also taught me important life lessons that will stay with me forever.

One of the main reasons why I am proud of my school is because of its commitment to academic excellence. The teachers here are highly qualified and dedicated to their profession. They go above and beyond to ensure that we understand the concepts clearly and excel in our studies. Moreover, the school provides us with all the necessary resources to support our learning, including a well-stocked library, computer labs, and extracurricular activities.

This has helped me develop a love for learning and strive to do my best in all my academic pursuits.

Apart from academic excellence, my school also focuses on holistic development. It encourages students to participate in various extracurricular activities such as sports, music, art, and debates. These activities have not only helped me discover my interests but also taught me important values like teamwork, discipline, and time management.

Furthermore, my school promotes a culture of inclusivity and diversity. It celebrates different cultures and encourages students to respect each other’s differences. This has helped me develop an open-minded perspective and appreciate the uniqueness of every individual.

In conclusion, I am proud of my school because it not only provides quality education but also instills important values that will guide me throughout my life. It has given me a strong foundation to build upon and has prepared me to face the challenges of the future with confidence. I will always be grateful for the role my school has played in shaping me into a well-rounded individual.

9. Short Essay on High School Accomplishments:

My high school experience was filled with ups and downs, as I’m sure most people can relate to. However, despite the challenges, I am proud of the achievements I made during those years.

One of my biggest accomplishments in high school was becoming a member of the National Honor Society. This was a goal I had set for myself since freshman year, and achieving it in my junior year was a moment I will never forget. Being part of this prestigious organization not only recognized my academic achievements but also allowed me to give back to the community through various service projects.

Another achievement that holds a special place in my heart is winning first place in the state science fair. Science has always been a passion of mine, and being able to showcase my research and receive recognition for it was an incredibly rewarding experience.

But my high school achievements weren’t just limited to academics. I also excelled in sports, particularly on the varsity soccer team. My team and I won multiple championships, and being a part of such a close-knit group taught me valuable lessons about teamwork and perseverance.

Lastly, I am proud of how much I grew as an individual during my high school years. From overcoming personal obstacles to taking on leadership roles in various clubs and organizations, I learned the importance of resilience and adaptability.

Overall, my high school achievements are a testament to the hard work and determination I put into everything I do. They have shaped me into the person I am today and will continue to inspire me as I embark on new challenges in the future. So, I encourage all high schoolers to set goals for themselves and never give up on achieving them, because the satisfaction of success is truly worth it. Now go out there and make your own high school achievements! The sky’s the limit!

10. Short Essay on My Great Achievement in Life:

Everyone has their own opinion on what constitutes as a greatest achievement in life. Some may view landing their dream job or marrying the love of their life as their biggest accomplishment, while others may see personal growth and overcoming obstacles as theirs. For me, my greatest achievement in life is something that I never thought was possible and it’s something that has shaped me into the person I am today.

Growing up, I struggled with self-confidence and always felt like I wasn’t good enough. This led me to constantly doubt myself and my abilities, which ultimately hindered my personal growth. However, a few years ago, I made a conscious effort to break out of this mindset and started taking small steps towards self-improvement.

One of the biggest challenges for me was to step out of my comfort zone and try new things. It was terrifying at first, but I slowly started seeing the positive impact it had on my life. I began to gain confidence in myself and my abilities, which allowed me to take on bigger challenges without fear or hesitation.

But the moment that truly solidified this as my greatest achievement was when I decided to pursue something that I never thought I could do – running a marathon. Despite never being a runner, I trained for months and pushed myself to the limit on race day. Crossing that finish line was one of the most empowering experiences of my life and it’s something that I will always cherish.

This achievement taught me that with determination, hard work, and self-belief, anything is possible. It also showed me that my greatest achievements in life are not just about reaching a specific goal, but the journey and growth that comes with it. I am proud of where I am today and I am excited to see what other challenges and accomplishments lie ahead. So, my greatest achievement in life isn’t just one moment or event, but rather an ongoing journey of self-discovery and personal growth.

11. Short Results Day Speech:

Hello everyone,

Today is a very special day for all of us. It’s Results Day! I can see the excitement and nervousness in each one of your faces. Believe me, I know exactly how you feel because I have been there myself.

Firstly, congratulations to all the students who have received their results. Your hard work and dedication has paid off and you should be proud of yourselves. Your journey has just begun and you have achieved a major milestone.

For those who may not have received the results they were hoping for, it’s important to remember that this is not the end. There will be other opportunities and challenges in your life, and this is just one small part of your journey.

I want to remind all of you that success is not defined by a piece of paper. It’s about your attitude, determination and resilience in the face of challenges. Your grades do not define you, but rather your character and values.

As you move forward, remember to always believe in yourself and never give up on your dreams. Celebrate your achievements today, but also continue to strive for excellence in everything you do.

I wish you all the best in your future endeavors and I have no doubt that each one of you will go on to do great things. Congratulations once again and keep reaching for the stars!

12. Short Essay on My Achievement in School as a Teacher:

As a teacher, my ultimate goal is to inspire and empower my students to reach their full potential. Every day, I strive to create a positive learning environment where my students feel motivated and encouraged to learn. Over the years, I have had many accomplishments as a teacher, but one that stands out to me the most is the impact I have made on my students.

During my time as a teacher, I have seen numerous students who struggled with their studies and lacked confidence in themselves. These students often felt discouraged and believed that they were not capable of achieving success. However, with patience, hard work, and dedication, I was able to help these students overcome their obstacles and witness them excel in their academics.

My achievement as a teacher is not just measured by the grades my students receive, but also by the positive changes I see in them. It brings me great joy to see my students grow not only academically, but also as individuals. I have had students come back to me years later and tell me how much of an impact I had on their lives, which is truly humbling.

As a teacher, I have learned that every student has their own unique learning style and it is my responsibility to cater to each one of them. I constantly adapt my teaching methods to ensure all my students are engaged and understand the material. This approach has not only helped me achieve success as a teacher, but also helped create a lifelong love for learning in my students.

In conclusion, my greatest achievement as a teacher is the positive impact I have made on my students’ lives. Being able to inspire and empower them to reach their full potential has been an incredibly rewarding experience. As a teacher, I am constantly learning and growing alongside my students, and I look forward to many more achievements in the years to come.

1. What are some accomplishments for school?

Answer: School accomplishments can include academic achievements, sports achievements, leadership roles, community service, awards, or recognition for various school-related activities.

2. How to start an accomplishment essay?

Answer: Begin an accomplishment essay with a strong, attention-grabbing introduction. You can use a compelling anecdote, a significant event, or a personal reflection related to the accomplishment you want to discuss.

3. What are your target achievements for this school year?

Answer: Your target achievements for the school year can vary, but they may include improving grades, getting involved in extracurricular activities, aiming for leadership roles, or setting personal goals for self-improvement.

4. Should I include high school achievements on my resume?

Answer: It’s generally a good idea to include significant high school achievements on your resume if you’re a recent graduate or if they are directly relevant to the job you’re applying for. However, as you gain more work experience, these high school achievements can be phased out in favor of more recent and relevant accomplishments

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39 Academic Achievement Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

academic achievement examples and definition, explained below

An academic achievement is any recognized success you may have achieved in an educational context, that you might be able to present on a resume or scholarship application as evidence of your academic skills and unique academic strengths .

When presenting academic achievements, it’s often the case that prestige is the most important feature. Academic institutions are very hierarchical, where awards of degrees and scholarships tend to be tiered based upon how exclusive the achievement was, and how prestigious an institution it comes from.

Nevertheless, any achievement can be presented as positive and worthy of demonstrating your academic skillset, and might give you a leg-up when interviewing for a new job. For example, oftentimes, it’s best to present a relevant achievement over and above a prestigious one.

Below are some examples of academic achievements that you could present on a resume, scholarship application, etc.

Academic Achievement Examples

Examples for undergraduates and below, 1. your school grades.

For those of you just starting out, one thing you can do is reflect back on your grades as a student in high school (for the Brits among us, your A-Levels work, or for the Americans, your AP grades).

If you got great grades in certain subjects that are highly relevant to the position you’re applying for, highlight how those subjects are your strengths, and that objective tests have demonstrated this.

2. Winning a Scholarship

Winning a scholarship, which might be as simple as one that helped pay for your books during your undergraduate degree, or as prestigious as a Rhodes Scholarship or the Fulbright Scholarship, can demonstrate that you’ve been tapped as a promising student.

List your scholarships from most to least important, and include the conferring institution and cash value of the scholarship.

When interviewed about the scholarship, discuss how it demonstrates not only your promise as a scholar, but also your potential to make meaningful contributions to your field of study or society at large.

3. Receiving an Academic Award or Prize

An academic prize or award is something you receive as recognition for your achievements or successes as a student.

For example, you might receive an award or prize that demonstrates that you were toward the top of your class, or that you were tapped as a promising student.

Also consider awards and prizes that you received for entering contests, such as essay writing contests or even a science fair.

Winning an academic award can significantly boost your profile and open up further opportunities for advancement.

4. Leadership in an Academic Club or Society

Serving in a leadership role in an academic club or society demonstrates a student’s commitment to extracurricular learning and their ability to lead others.

This might include roles such as President of the Debate Team, Editor of a university journal, or Chair of a student-led seminar series.

These roles require skills in team management, problem-solving, and communication – all of which are highly valuable in a professional setting.

5. Participation in a Study Abroad Program

Taking part in a study abroad program shows a willingness to step out of one’s comfort zone and an ability to adapt to new environments.

This experience can also indicate language skills and a global perspective, both of which are valuable in many professional settings.

In addition, study abroad programs often involve navigating complex logistics, which can demonstrate problem-solving and organizational skills , which are all desirable for future employers.

6. Tutoring or Mentoring Experience

Serving as a tutor or mentor shows a mastery of a particular subject area, as well as a commitment to helping others succeed.

This experience can also demonstrate the ability to explain complex topics in understandable ways, patience, and a propensity for leadership.

These skills are valuable in many job settings, especially roles that require clear communication, team collaboration, and management abilities.

7. Completion of an Internship or Co-op Position

Completing an internship or co-op position during undergraduate studies is a significant achievement that can help bridge the gap between academic studies and the professional world.

These experiences provide students with an opportunity to apply their academic knowledge in a real-world setting and develop professional skills.

In addition, having this experience on a resume can make a candidate more appealing to potential employers, as it indicates that they have practical experience in their field of study.

8. Certifications

Even if you haven’t been to university, you may be able to recall a time you received a certification, such as when you participated in a continuing education certification for your workplace.

Make sure it’s a certification that has some academic merit, such as requiring you to sit an exam. Even better, if you can present one that comes with an officially recognized ‘seal’ such as a red seal for a trade, you could frame this as academic, especially if you had to go to a continuing education institution and learn theory to gain this certification.

Other Undergraduate Achievement Examples:

Class President / Class Representative
Competitions and Contests (e.g. science fair)
Extracurricular Activities (e.g. captain of a sports team)
Foreign language certifications
Leadership positions (e.g. class prefect, school captain)
Memberships (e.g. Acceptance as a member of a student group)
National / state awards
Nominations for awards
Student life participation and organization (e.g. organizing an event for a club)
Perfect attendance award
Sitting on the student council
Publications in the school newspaper
Volunteering in an academic context

Examples for Graduates

22. earning a degree.

Achieving a university degree, whether it’s an associate, bachelor’s, master’s, or doctorate, is a significant academic milestone.

This achievement is a testament to your intellectual acumen, as well as a wide range of soft skills such as determination, ability to self-regulate and manage your time, and your capacity to undertake rigorous study.

The degree subject can also reflect your area of expertise and align with the role you’re applying for, which is often the baseline for getting that interview you’re after.

When presenting your degree, mention the conferring institution and the skills you gained during your course of study. If you earned your degree with honors, be sure to mention that as well.

23. Earning a Continuing Education Certificate

Gaining a certificate through continuing education programs is another notable accomplishment. This might be a postgraduate certificate of diploma that’s not as extensive as a degree, but does show your commitment to continuing professional development.

A continuing education certificate shows your commitment to lifelong learning and your eagerness to expand your knowledge and skills.

These certificates, which can range from professional development courses to specialized skill training, signal your proactive attitude and ability to adapt to evolving industry trends.

24. Completion of a Significant Capstone Project

Many degree programs require a capstone project in the final year, which is an opportunity for students to apply and showcase the knowledge and skills they have acquired throughout their studies.

This might be an embedded honors project, or a research projected wherein you had to collect empirical evidence and present a thesis.

A successfully completed capstone project that addresses a real-world problem or contributes to a specific field of study can demonstrate that you’re able to engage in academic thinking and writing, think critically , and compose a thorough research project using a recognized qualitative or quantitative scientific methodology.

25. Graduation with Honors

Graduating with honors, such as summa cum laude, magna cum laude, or cum laude, is a significant academic achievement.

These Latin phrases, awarded based on grade point average or other academic criteria, are universally recognized symbols of academic excellence.

Graduating with honors shows a sustained commitment to hard work , intellectual growth, and academic success throughout one’s undergraduate or graduate studies.

26. Completion of a Research Assistant Project

Working as a research assistant and successfully completing a research project displays your ability to delve into complex topics, undertake detailed analysis, and contribute to the field of knowledge.

It also indicates your skills in collaboration, problem-solving, and critical thinking.

When listing this accomplishment, provide a brief overview of the project, the methodologies used, and any significant findings or results.

If your research led to a publication or presentation at a conference, make sure to include that as well.

(Note: If you want this achievement, reach out to as many professors as you can and see if they have upcoming RA positions available. Often, you’ll find there are a lot of professors wanting an RA but not actively putting out job postings for one.)

Examples for Postgraduates and Above

27. publication in a peer-reviewed journal.

Academic publishing is a significant achievement, particularly in fields where knowledge is primarily disseminated through scholarly journals.

When a student or scholar publishes original research or a review article in a reputable, peer-reviewed journal, it demonstrates their ability to conduct thorough research, critically analyze data, and contribute valuable knowledge to their field.

This achievement is highly regarded in academic and professional circles as it shows a high level of expertise and commitment to advancing the discipline.

28. Research Grant Award

Receiving a research grant, especially from a reputable institution or government body, is a significant accomplishment.

Such grants are usually awarded based on the quality and potential impact of the proposed research.

Winning a research grant indicates the recipient’s ability to design, propose, and possibly carry out valuable research in their field.

This accomplishment can provide the means to pursue further groundbreaking research, thereby bolstering the recipient’s academic standing.

29. Successful Defense of a Doctoral Thesis

Successfully defending a doctoral thesis or dissertation is an essential achievement in the journey of an academic.

This feat signifies the completion of a comprehensive piece of original research and contributes new knowledge to a field of study.

It requires years of dedication, intensive research, and critical thinking, culminating in a rigorous defense before a committee of experts in the field.

Upon successful defense, the candidate is usually awarded a doctoral degree, marking them as an authority in their area of research.

30. Acceptance into a Top-Tier Graduate Program

Gaining acceptance into a top-tier graduate program is a significant academic achievement.

Such programs are highly competitive and selective, often choosing candidates based on their academic record, research experience, and professional potential.

Being accepted into one of these programs is recognition of a student’s potential to succeed in advanced studies and make a substantial contribution to their field.

31. Presentation at a Major Conference

Being selected to present research findings at a significant academic conference is an important achievement.

These conferences gather top scholars in the field, and being chosen to present demonstrates that the research is seen as valuable and noteworthy by peers.

This accomplishment showcases the presenter’s ability to contribute meaningful discourse and their potential as a thought leader in their academic field.

32. Appointment to a University Faculty Position

Being appointed to a faculty position at a university is an academic achievement that signifies a high level of expertise and recognition in one’s field.

This position requires a record of successful research and teaching, and the competition is often intense.

Being chosen for a faculty role indicates that the university believes in the individual’s ability to contribute to the institution’s educational mission and to the advancement of knowledge in their discipline.

33. Development of a New Course or Curriculum

Designing and implementing a new course or curriculum at a university is a significant academic accomplishment.

This task requires a deep understanding of the subject matter, as well as the ability to design a structured, comprehensive, and engaging learning experience for students.

This achievement indicates a scholar’s dedication to education and their ability to contribute to improving academic programs in their field.

34. Taking a Role as Course Leader

After getting my first academic position, I told the head of my school that I wanted a course leader role as soon as one came available.

I soon was offered the position of course leader for the Masters of Education course at my university. I knew that this would look great on my resume.

A course leader role demonstrates that you can be a leader in academic contexts, overseeing a course to ensure it’s rigorous and up-to-date, and matches state or national certification requirements so that graduates can be recognized as having a degree required for getting a job in a specific field – in my situation, as teachers.

35. Guest Editing an Academic Journal Edition

Another academic achievement that I worked hard to receive in my first few years on the job was to become the guest editor for an edition of an academic journal.

I emailed academic journals and pitched my ideas, and I got one who came back to me – the Australasian Journal of Educational Technology . I edited the special issue on Cognitive Tools .

This achievement helped to establish me as someone who could successfully manage and oversee the blind peer review process, which subsequently got me a continuing job as a journal editor, which for me was the Journal of Learning Developers in Higher Education .

36. Citations to Your Publications

Citations to your publications can demonstrate that your research is having an impact in your academic community, and that it is contributing meaningfully to the field.

To find all the citations to your publications, go to google scholar and look up your name (or, create a google scholar account).

Here is mine:

Chris's citations from google scholar demonstrating that he has received 637 citations between 2018 and 2023

Based on this, I can demonstrate that my research has achieved some traction, and this is of course a demonstrable achievement!

Other examples for postgraduates and above:

Sitting as a Journal Editor
Sitting as a Peer Reviewer
Writing a Book Chapter

Even if you don’t feel you’ve had some academic achievements, it turns out once you’ve looked at the above example, you’ll likely have a few achievements under your belt. If you’re looking to advance yourself in an academic context, it’s best to stick your neck out and actively try to obtain further achievements, such as by applying for a research assistant position or working as a peer reviewer for a journal. This (often, unfortunately, underpaid work) can help you to get another step ahead of your competition when looking for a job that requires extensive academic skills.

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

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Importance of Academic Achievement

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How to Write Academic Achievements in a Scholarship Essay

Writing your academic achievements in a scholarship essay is sometimes confusing. Some students get stranded when they are asked to write about their academic achievements. They don’t know how to, or what accomplishments they have achieved since their school years.

Every student has an achievement. However, some feel they don’t. Your academic achievements don’t necessarily mean something memorable. It can be things you’ve done that you may deem as “achievements.”

Have you helped your colleague pass an exam? Did you find a way to get through a major academic struggle through hardship? Have you used your knowledge to solve a community problem? These few things are also achievements.

It is very important you include your educational achievements in your essay, especially when you are instructed to do so, or applying for a scholarship.

What is an Academic Achievement?

Academic achievement simply means your overall performance in respect to intellectual activities acquired in a school, college or university. It is also defined as any identifiable success in the areas of scholarship or disciplined study.

Achievements show your improvements, weaknesses and future expectations. A student’s academic achievements shows proof of possible expectations of that scholar in the nearest future.

Most times, Scholarship organizations require you to write about your school achievements because they want convincing reasons for investing in your studies.

Examples of Academic Achievements

Scholarships/Grants

If you have ever won a scholarship , consider it as an academic achievement. You can include any grant or bursary you have won during the course of your study. It could be a college scholarship, or even a vocational training scholarship. These are achievements you earned relating with education. However, if you haven’t received a scholarship, you can leave out this as an option.

Awards won during school activities

This is very important. List out the awards you have received during your entire school life. It could be an award for the best outstanding student, most creative student, most outspoken student etc. It could even be the most beautiful student on campus. Either way, these achievements should be stated.

If you haven’t won any award in school, then you have to work on your personal development.

Volunteer related awards

These awards are usually as a result of your humanitarian works to the community. If you have ever used your abilities and knowledge gained from school to serve others freely, then consider yourself under this category.

Getting an honor roll can boast your chances of winning a scholarship. If you earn an “A” in every class, it is an academic accomplishment. Your scholarship essay would be more endowed when you include your honor rolls.

It is not compulsory you possess all the aforementioned examples of academic achievements. However, the more accomplishments you have, the higher your chances of winning a scholarship.

How to describe your Academic Achievements

One of the best methods of describing your academic accomplishments is by story telling. Story telling keeps your reader’s glued to your essay. Once you can retain your reader’s attention, you are on the right path to winning the financial aid.

Begin by starting with your first achievement in school. It could be in your third grade or not. Tell your story of achievements from your first day at school. Flow with good comprehension till your current school level.

If you don’t have an achievement, you can state how hardworking you have been since school. Example, “While I always did my best in my academics, I was never necessarily awarded an achievement. What I did instead was… etc.”

Some Scholarship essays have a limited number of words. Mostly, these essays allow students to use a minimum of 300 words and maximum of 750 words. This means you are expected to go straight to the point. Writing a lengthy essay can easily bore your readers. Keep it brief and precise.

List your School Accomplishments

While you tell your achievements in the form of a story, ensure it is listed out. For example, if you got three achievements in sixth grade, make a list of those achievements. Just ensure you don’t make a lengthy essay. Remember to maintain your story telling.

Academic Achievements for a Scholarship Essay Examples

I will be sharing with you some examples of how to write your educational achievements in an essay for the purpose of a scholarship. Depending on your qualifications, you can choose to implement/modify any of these examples.

When I was in elementary school, I found it difficult to exceed my teacher’s expectations. Growing up in a home where my parents worked full-time and spent little time at home made it even more difficult for me to get ahead in school. I passed an entire semester and almost flunked it for not getting the help I needed, but if I can be honest, my performance overcame it all. I managed where some of my classmates couldn’t, which was to finish school and not give up even when everything seemed against me.

I believe education is the key to success, and I try to connect my passion for education with my desire of helping others. As a result, I decided to be part of the “Help A Student (HAS)” program in school. The program helps freshmen to navigate around school easily. We assist students sort with all the resources they need to kick start high school. Through this program, I have received 2 awards. My first award was given to me by the principal for being the most influential student on campus. My influence was able to help 100 freshmen get the opportunity to acquire a vocational skill. The second award was given to me by my Class supervisor for being the most vibrant student in class. I was also honored to be on the principal’s honor roll list after clearing my 9 subjects with A’s. I then become a student counselor before passing out of high school for college. I believe that education should be a right not a privilege, and when I see that students are being denied the right of acquiring a college education, I feel the need to take action. Consequently, this is the major reason why I decided to be an active member of Help A Student.”

Your academic achievements are very important, especially when applying for a scholarship. Continually work on yourself to build up your achievements. The more accomplishments you possess, the higher your chances of getting a financial aid.

However, academic achievements are also important when writing your resume/CV for a job application. If you don’t have any achievements, start working on your personal development. To make yourself an asset, you need to invest in your growth.

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How to Write the “Most Significant Challenge” UC Essay

This article was written based on the information and opinions presented by CollegeVine co-founder Vinay Bhaskara in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Understanding the prompt, avoiding common pitfalls, navigating more difficult topics.

The University of California system requires you to answer four out of eight prompts for its essays. Prompt five asks applicants:

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? (350 words)

As with any college essay, this prompt is an opportunity to convey a strong personal voice while communicating personal values and strengths that may not readily apparent in other parts of their application. In this article, we will discuss what the prompt is asking, how to approach writing your essay, and advice for navigating difficult topics.

The first step in answering this prompt is identifying a challenge to reflect on. You’ll want to focus on a challenge that’s personal, genuine and authentic. A common issue that students struggle with is selecting a challenge that is appropriate in scale for the purposes of this essay. Choosing a challenge that may come across as minor in the eyes of admission officers, such as losing out on extracurricular opportunities because of COVID, for example, likely wouldn’t impress your reader in the same way that a more specific, personal challenge would. Navigating COVID as a challenge is going to be a completely overused response to this prompt, and if you want to stand out you should reflect more deeply on a challenge that is unique to you.

You don’t want your challenge to come off as tone-deaf. For example, writing about a time that your parents refused to purchase something for you would not reflect very well on you and make you sound spoiled. On the flip side, you also don’t want to choose an outsized challenge that doesn’t resonate you. Your topic should be genuine and authentic.

Additionally, because this prompt specifically calls out an impact to your academic achievement, it’s a little bit more restrictive than the similar prompt in the Common Application . To be clear, you don’t have to write about something that directly affected your academics; however, you should be able to relate the process of overcoming this challenge back to your academic performance.

Focusing Only on the Challenge

We’ve already talked about writing a tone-deaf essay, but another trope you want to avoid is what we call a sob story. Writing an essay solely about the challenge and all the pain that it’s caused you is a good place to start an essay, but pain and struggle shouldn’t be where you end. A key element of the prompt is the act of overcoming the challenge and reflecting on that process and where you ended up. If you can’t end this essay in a better place than where you started, you’re not going to have a strong response to this prompt.

Blaming Others

Additionally, avoid blaming others for your challenges. For example, if you struggled with a particular academic subject, focus on the specific aspects of that subject that challenged you and how you worked to overcome them. It’s easy to blame a bad teacher for a poor academic performance, and it is possible that the teacher might have objectively not been good.

But think back to the purpose of the supplemental prompts. Colleges want to understand the person behind the application and how they think and relate to the people around them. Shifting blame to your teacher, even if it is wholly deserved, could signal a lack of personal responsibility or immaturity to the admissions team. Remember that colleges are looking for students who will add to the vibrant campus community, which of course also includes their faculty and the other students.

Regardless of what you choose as your challenge, it’s important to think critically about how you will frame it within the context of your essay. Difficult topics like mental and physical health can be quite effective essay topics as they’re deeply personal and often quite substantial. However, as you begin to think through your essay, remember that two huge elements of the prompt are overcoming the challenge and reflecting on how it has impacted you academically.

Remember to start with the end in mind. When we say start with the end in mind, it doesn’t necessarily mean that the challenge is now over. Colleges understand that challenges like mental health and chronic pain often don’t go away. It is important that, in the case of a challenge that you are constantly navigating, you clearly and effectively convey how you’ve overcome it or, in some cases, the ongoing steps you take to mitigate it.

Ultimately, college is rigorous and challenging in itself, and no college or university wants to set you up for failure if they’re not confident that you can succeed. If you cannot effectively demonstrate that the challenge is no longer a risk to your success and wellbeing, consider choosing a different topic.

Looking for more information on how to attack the UC supplemental essays? Check out this post for a comprehensive guide on how to answer each of the eight prompts!

84 Academic Achievements Essay Topic Ideas & Examples

🏆 best academic achievements topic ideas & essay examples, ⭐ good research topics about academic achievements, 👍 simple & easy academic achievements essay titles, ❓ questions about academic achievements.

Socioeconomic Status and Academic Achievement The first explanation is that SES refers to a way of life that holistically affects the functioning of a society. An analysis of child development in a family with a low SES standing before the […]
Classroom Environment and Academic Achievement An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate.
Theories About Intelligence and Academic Achievement In contrast to Wechsler’s approach, Gardner expands the idea of intelligence and suggests that it is not limited by acquiring information.
Racial Inequality and Academic Achievement Education is one of the determinants of quality of life as it affects a person’s job prospects, income potential, the circle of friends, and even their self-image.
Opioid Misuse and Academic Achievement of Veteran Students The proposed research aims at closing the gap in the existing literature by studying the influence of opioid misuse on the academic achievement of veteran students.
The Relationship of Various Uniform Policies on Academic Achievement In a bid to develop the overall standards of schools, the school administration decided to build links with the community by allowing parents to interact with staff members and the students alike.
Academic Achievements: Requirements and Goals Some of the aims of academic achievement include a better career, higher opportunities, and a better understanding of life. The aim of academic achievement is to guarantee careers that we can enjoy in the future, […]
Behavior Problems and Academic Achievement in Children This can be attributed to the social isolation experienced by children exhibiting behavior problems challenging behavior can lead to a child being rejected by his peers, exacerbating the problem and increasing the likelihood of rejection.
Child Poverty and Academic Achievement Association It is expected to pay attention to the challenges and problems poor children and their families may face in their lives.
School Violence and Academic Achievements Burdick-Will addresses the problem of safety in modern schools by scrutinizing the factors that contribute to the development of school violence.
What Affects the Likelihood of Academic Success Probably the best indication that this is indeed the case can be deemed that fact that in the preface of just about every qualitative study on the causes of educational underachievement, the authors express their […]
Instruments for Academic Achievement of Students However, the findings of researchers are usually incompatible due to the different definitions of parental involvement and, as a result, the use of different metrics for evaluation.
Academic Achievement: An Examination Parental aspects that have been found to have a strong influence on academic achievements of their children include the parents’ expectations and attribution, home environment, instilling of discipline, parental involvement in their children’s schoolwork, and […]
Academic Achievement and Physical Fitness This study contributes to the growing body of knowledge, which identifies that there is a positive correlation between physical fitness and academic achievement.
The Effects of Alcohol Use on Academic Achievement in High School In examining the outcome of teenage alcohol misuse on quality of students’ academic grades, the author of this article applied a fixed-impact estimation model in assessing the grade point average derived from various high schools. […]
Academic Achievement Among International Students and Associated Issues These include economic conditions, the extent of the students’ success, and the effect of peer programs on International students in terms of their adjustment.
Grades as Valid Measures of Academic Achievement of Classroom Learning Allen said that this is not the way to give grades to students and that teachers must learn to use a more objective way of evaluating the performance of their students.
Academic Achievement by Gender and Cultural Group
Computer Malfunction and Its Effects on Academic Achievements
Academic Achievement and Self-Concept
Personality Traits, Learning, and Academic Achievements
Academic Achievement and Difference Between Athletic or Extracurricular Achievement, and Grades or Gpa
Time Management Skills, Academic Achievements, and Life Satisfaction
Learning-Related Skills and Academic Achievement
Academic Achievements: Keys to Academic Success
Schools Influence Students’ Academic Achievements: A Behavioral Approach With Empirical Evidence
Acknowledging and Congratulations for Academic Achievements: The Primary Motivation
Academic Achievement in Primary Education
Relationships Between the Socioeconomic Status and Academic Achievements in Students
Academic Achievements and Study Habits
The Psychology of Academic Achievement
Connection Between Socioeconomic Status and Academic Achievements
Factors Which Determine Academic Achievements
Effect of Extracurricular Activities on Academic Achievements
Academic Achievements and Short or Long-Term Educational Goals
Relationship Between Academic Achievement, Psychological Well-Being, and Coping Strategies
Academic Achievement and Future Leadership Positions
Positive and Significant Correlation Between Academic Motivation and Academic Achievement
Academic Achievements: Grades Versus Duration
Relationship Between Study Habits and Academic Achievement
Academic Achievements and Non-academic Goals
The Relationship Between Academic Achievement and the Emotional Well-Being
Academic Achievement, Personality, and Emotional Intelligence
The Relationship Between Computer Literacy Level and Academic Achievements in Association With Gender and Grade
Socioeconomic Status and Academic Achievements
Academic Achievements and Career Goals
The Relationship Between Academic Motivation and Academic Achievements
Academic Achievement: Diplomas and Bachelor’s Degrees
The Importance of Non-academic Achievements for Students
Factors of Academic Achievement: Literacy Skills, Background Knowledge, and Motivation
Parental Absence Accompanies Worse Academic Achievements: Evidence-Based Upon a Sample of Left-Behind Children
Motivation: The Key to Academic Achievements Success
Academic Achievements and Social Adjustments
Motor Skills, Attention, and Academic Achievements
Academic Achievements and Career of Steve Goldberg in the Field of Mediation and Dispute Resolution
The Concept of Academic Achievements
Academic Achievements: Perspectives, Gender Differences, and Outcomes
What Are the Components of Academic Achievement?
How Do Schools Influence Students’ Academic Achievements?
What Are the Factors Influencing the Academic Achievement of Students?
How Does School Environment Impact Students’ Motivation and Academic Achievement?
Do Teachers’ Expectations Influence Students’ Academic Achievements?
How Can Teachers Improve Students’ Academic Achievement?
Why Is Academic Achievement Important for Students?
How Do Socioeconomic Status Differences Affect Students Academic Achievement?
What Has the Biggest Impact on Student Achievement?
How Can We Increase Academic Achievement?
What Are Exceptional Academic Achievements?
Is Social Class Important in Academic Achievement?
What Is the Relationship Between Academic Achievements and Leadership?
How Can Students Improve Academic Achievement?
What Social Factors Affect Student Academic Achievement?
How Important Is the Social Skill of a Student in Their Academic Achievement?
What Is the Relationship Between Society and Academic Achievement?
Does Leadership Affect Student Academic Achievement?
What Is the Effect of Academic Achievement?
Is There a Relationship Between Socio-Economic Status and the Academic Achievement of Culturally Diverse Students?
What Causes Low Academic Achievement?
How Does Poverty Affect Academic Achievement?
What Is the Single Biggest Predictor of Academic Achievement?
How Is Academic Achievement Measured?
What Are the Main Indicators of Academic Achievement?
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Essay Samples on Academic Achievements

Academic achievements encompass a wide range of accomplishments, including academic awards, scholarships, research projects, published papers, presentations, academic competitions, and high academic standings. Writing an essay on academic achievement allows you to delve into the significance of these milestones and showcase your personal growth and dedication throughout your educational journey.

In this category, we explore the multifaceted nature of academic achievements and their broader implications, providing valuable examples and essay resources. Whether you’re seeking academic achievement essay examples for college applications or looking to craft an academic achievements essay for your personal reflection, this category is a treasure trove of inspiration and guidance.

How to Write an Essay on Academic Achievement

Crafting an essay on academic achievement provides a platform to highlight your experiences, challenges, and triumphs. Share personal anecdotes and memorable moments that illustrate the impact of your academic accomplishments. From overcoming obstacles to pursuing specific goals, delve into the specific steps you took on your journey and the strategies you employed to achieve them.

Moreover, your essay can explore the broader impact of your academic achievements. Consider how your accomplishments have contributed to your community, advanced knowledge in your field, or inspired others to pursue their own educational aspirations. By showcasing the significance of your academic achievements, your essay becomes a testament to your dedication and resilience.

Unlock the power of your academic achievements through the art of essay writing. Utilize this category’s resources, including essay examples and advice, to develop a captivating narrative that captivates and inspires your readers. Whether you’re writing an academic achievement essay for college or exploring the broader aspects of academic excellence, let your passion for knowledge shine through and create a compelling essay that leaves a lasting impression.

Discipline Leads to Success: The Stepping Stones of Achievement

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Achievement in Life as a Student: Navigating Challenges and Embracing Growth

Life as a student is a journey marked by continuous learning, personal growth, and the pursuit of excellence. It is a phase that shapes our identities and lays the foundation for future successes. In this essay, we will delve into the significance of achievement in...

Academic and Education Goals to Be a Robotic Engineer

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Establishing Education Goals and Career Goals in Bangladesh

In Bangladesh, corporate industries are booming remarkably and competition is building across many markets. Local as well as foreign investors are greatly increasing their investment to capture the global market. Therefore, highly skilled and intellectual manpower is needed in these industries. Currently, I am working...

Education Goals In Children And Prefrontal Cortex

The prefrontal cortex (PFC) plays a leading role in the development and learning of children (Brierley, 2003). It is known to be responsible for the functioning of higher cognitions where the behavioral measures for these systems undergoes considerable maturation during childhood (Tsujimoto, 2008). According to...

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Factors Of Aboriginal Students' Academic Achievements

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Best topics on Academic Achievements

1. Discipline Leads to Success: The Stepping Stones of Achievement

2. Achievement in Life as a Student: Navigating Challenges and Embracing Growth

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4. Establishing Education Goals and Career Goals in Bangladesh

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6. Factors Of Aboriginal Students’ Academic Achievements

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8. Effect of 5Cs on Senior Secondary School Students’ Achievement in Geometry

9. A Report on The Importance of Comprehension and Retention on Academic Success

10. The Debate About the Later Start of School

11. The Relationship Between School Starting Age and Academic Achievement in Later Schooling

12. The Importance of Extracurricular Activities for Adolescents

13. Stress On Athletes Involved in Extracurricular Activities

14. Creating A Culture of Excellence Through Research

15. The Endless Rat Race: Pursuit of Academic Excellence in Singapore

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Essay on Academic Achievement

Students are often asked to write an essay on Academic Achievement in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Academic Achievement

What is academic achievement.

Academic achievement means doing well in school or university. It’s about learning a lot, getting good grades, and doing well on tests. This can show that you have learned a lot about different subjects like math, science, or history.

Importance of Academic Achievement

Factors affecting academic achievement.

Many things can affect how well you do in school. This can include how much you study, if you have a good teacher, and if you are healthy and not tired. It’s important to try your best and take care of yourself.

Improving Academic Achievement

To do better in school, you can study more, ask for help when you need it, and make sure you get enough sleep. It’s also good to have a quiet place to study and to make a plan for what you need to learn.

250 Words Essay on Academic Achievement

Understanding academic achievement.

Academic achievement is important because it prepares students for the future. Good grades can lead to more opportunities, like getting into a good university or earning scholarships. It also helps students develop important skills, like problem-solving and critical thinking.

Factors Influencing Academic Achievement

There are many things that can affect academic achievement. These include the student’s attitude towards learning, their study habits, and their ability to focus. The support they get from their family and teachers also plays a big role.

Improving academic achievement can be done in many ways. Students can work on their study habits, like setting aside time each day for homework and review. They can also seek help from teachers or tutors if they are struggling with a subject. Having a positive attitude towards learning can also make a big difference.

In conclusion, academic achievement is an important part of a student’s life. It can open doors to many opportunities and help students develop important skills. By working hard and having a positive attitude towards learning, students can improve their academic achievement.

500 Words Essay on Academic Achievement

Academic achievement is the knowledge a student gains from school. It is shown through grades, test scores, and the ability to apply what is learned. It is important for students because it helps them build a bright future. It also shows how well a student is doing in school.

Why is Academic Achievement Important?

Academic achievement can also open doors to good colleges and jobs. Many colleges look at grades and test scores when deciding who to admit. Good jobs often require a certain level of education. So, doing well in school can help you get into a good college and get a good job.

Factors that Influence Academic Achievement

There are many things that can affect academic achievement. Some of these are within a student’s control, while others are not.

Other factors that can affect academic achievement include the quality of the school and the resources available to the student. Some schools have more resources than others. This can make it easier for students to learn.

Students can also improve their academic achievement by asking for help when they need it. This could be from a teacher, a tutor, or a family member. Asking for help is not a sign of weakness. It is a sign of wanting to learn and do better.

In conclusion, academic achievement is an important part of a student’s life. It can affect their future opportunities and their ability to succeed in life. By understanding what affects academic achievement and how to improve it, students can take control of their education and their future.

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In This Article Expand or collapse the "in this article" section Academic Achievement

Introduction, general overviews.

National and International Reports
Measuring Academic Achievement
Intelligence
Personality
Students’ Familial Background
Other Variables Predicting Academic Achievement

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Academic Achievement by Ricarda Steinmayr , Anja Meißner , Anne F. Weidinger , Linda Wirthwein LAST REVIEWED: 30 July 2014 LAST MODIFIED: 30 July 2014 DOI: 10.1093/obo/9780199756810-0108

Academic achievement represents performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university. School systems mostly define cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy, science, history). Therefore, academic achievement should be considered to be a multifaceted construct that comprises different domains of learning. Because the field of academic achievement is very wide-ranging and covers a broad variety of educational outcomes, the definition of academic achievement depends on the indicators used to measure it. Among the many criteria that indicate academic achievement, there are very general indicators such as procedural and declarative knowledge acquired in an educational system, more curricular-based criteria such as grades or performance on an educational achievement test, and cumulative indicators of academic achievement such as educational degrees and certificates. All criteria have in common that they represent intellectual endeavors and thus, more or less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an important role in every person’s life. Academic achievement as measured by the GPA (grade point average) or by standardized assessments designed for selection purpose such as the SAT (Scholastic Assessment Test) determines whether a student will have the opportunity to continue his or her education (e.g., to attend a university). Therefore, academic achievement defines whether one can take part in higher education, and based on the educational degrees one attains, influences one’s vocational career after education. Besides the relevance for an individual, academic achievement is of utmost importance for the wealth of a nation and its prosperity. The strong association between a society’s level of academic achievement and positive socioeconomic development is one reason for conducting international studies on academic achievement, such as PISA (Programme for International Student Assessment), administered by the OECD (Organisation for Economic Co-operation and Development). The results of these studies provide information about different indicators of a nation’s academic achievement; such information is used to analyze the strengths and weaknesses of a nation’s educational system and to guide educational policy decisions. Given the individual and societal importance of academic achievement, it is not surprising that academic achievement is the research focus of many scientists; for example, in psychology or educational disciplines. This article focuses on the explanation, determination, enhancement, and assessment of academic achievement as investigated by educational psychologists.

The exploration of academic achievement has led to numerous empirical studies and fundamental progress such as the development of the first intelligence test by Binet and Simon. Introductory textbooks such as Woolfolk 2007 provide theoretical and empirical insight into the determinants of academic achievement and its assessment. However, as academic achievement is a broad topic, several textbooks have focused mainly on selected aspects of academic achievement, such as enhancing academic achievement or specific predictors of academic achievement. A thorough, short, and informative overview of academic achievement is provided in Spinath 2012 . Spinath 2012 emphasizes the importance of academic achievement with regard to different perspectives (such as for individuals and societies, as well as psychological and educational research). Walberg 1986 is an early synthesis of existing research on the educational effects of the time but it still influences current research such as investigations of predictors of academic achievement in some of the large-scale academic achievement assessment studies (e.g., Programme for International Student Assessment, PISA). Walberg 1986 highlights the relevance of research syntheses (such as reviews and meta-analyses) as an initial point for the improvement of educational processes. A current work, Hattie 2009 , provides an overview of the empirical findings on academic achievement by distinguishing between individual, home, and scholastic determinants of academic achievement according to theoretical assumptions. However, Spinath 2012 points out that it is more appropriate to speak of “predictors” instead of determinants of academic achievement because the mostly cross-sectional nature of the underlying research does not allow causal conclusions to be drawn. Large-scale scholastic achievement assessments such as PISA (see OECD 2010 ) provide an overview of the current state of research on academic achievement, as these studies have investigated established predictors of academic achievement on an international level. Furthermore, these studies, for the first time, have enabled nations to compare their educational systems with other nations and to evaluate them on this basis. However, it should be mentioned critically that this approach may, to some degree, overestimate the practical significance of differences between the countries. Moreover, the studies have increased the amount of attention paid to the role of family background and the educational system in the development of individual performance. The quality of teaching, in particular, has been emphasized as a predictor of student achievement. Altogether, there are valuable cross-sectional studies investigating many predictors of academic achievement. A further focus in educational research has been placed on tertiary educational research. Richardson, et al. 2012 subsumes the individual correlates of university students’ performance.

Hattie, John A. C. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievement . London: Routledge.

A quantitative synthesis of 815 meta-analyses covering English-speaking research on the achievement of school-aged students. According to Hattie, the influences of quality teaching represent the most powerful determinants of learning. Thereafter, Hattie published Visible Learning for Teachers (London and New York: Routledge, 2012) so that the results could be transferred to the classroom.

OECD. 2010. PISA 2009 key findings . Vols. 1–6.

These six volumes illustrate the results of the Programme for International Student Assessment (PISA) 2009—the most extensive international scholastic achievement assessment—regarding the competencies of fifteen-year-old students all over the world in reading, mathematics, and science. Furthermore, the presented results cover the effects of student learning behavior, social background, and scholastic resources. Unlimited online access.

Richardson, Michelle, Charles Abraham, and Rod Bond. 2012. Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin 138:353–387.

DOI: 10.1037/a0026838

A current and comprehensive review concerning the prediction of university students’ performance, illustrating self-efficacy to be the strongest correlate of tertiary grade point average (GPA). Cognitive constructs (high school GPA, American College Test), as well as further motivational factors (grade goal, academic self-efficacy) have medium effect sizes.

Spinath, Birgit. 2012. Academic achievement. In Encyclopedia of human behavior . 2d ed. Edited by Vilanayur S. Ramachandran, 1–8. San Diego, CA: Academic Press.

A current introduction to academic achievement, subsuming research on indicators and predictors of achievement as well as reasons for differences in education caused by gender and socioeconomic resources. The chapter provides further references on the topic.

Walberg, Herbert J. 1986. Syntheses of research on teaching. In Handbook of research on teaching . 3d ed. Edited by Merlin C. Wittrock, 214–229. New York: Macmillan.

A quantitative and qualitative aggregation of a variety of reviews and quantitative syntheses as an overview of early research on educational outcomes. Walberg found nine factors to be central to the determination of school learning.

Woolfolk, Anita. 2007. Educational psychology . 10th ed. Boston: Pearson.

Woolfolk represents a comprehensive basic work that is founded on an understandable and practical communication of knowledge. The perspectives of students as scholastic learners as well as teachers are the focus of attention. Suitable for undergraduate and graduate students. Currently presented in the 12th edition.

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Academic Achievement
Academic Audit for Universities
Academic Freedom and Tenure in the United States
Action Research in Education
Adjuncts in Higher Education in the United States
Administrator Preparation
Advanced Placement and International Baccalaureate Courses
Advocacy and Activism in Early Childhood
African American Racial Identity and Learning
Alaska Native Education
Alternative Certification Programs for Educators
Alternative Schools
American Indian Education
Animals in Environmental Education
Art Education
Artificial Intelligence and Learning
Assessing School Leader Effectiveness
Assessment, Behavioral
Assessment, Educational
Assessment in Early Childhood Education
Assistive Technology
Augmented Reality in Education
Beginning-Teacher Induction
Bilingual Education and Bilingualism
Black Undergraduate Women: Critical Race and Gender Perspe...
Black Women in Academia
Blended Learning
Case Study in Education Research
Character Education
Children’s and Young Adult Literature
Children's Beliefs about Intelligence
Children's Rights in Early Childhood Education
Citizenship Education
Civic and Social Engagement of Higher Education
Classroom Learning Environments: Assessing and Investigati...
Classroom Management
Coherent Instructional Systems at the School and School Sy...
College Admissions in the United States
College Athletics in the United States
Community Relations
Comparative Education
Computer-Assisted Language Learning
Computer-Based Testing
Conceptualizing, Measuring, and Evaluating Improvement Net...
Continuous Improvement and "High Leverage" Educational Pro...
Counseling in Schools
Critical Approaches to Gender in Higher Education
Critical Perspectives on Educational Innovation and Improv...
Critical Race Theory
Crossborder and Transnational Higher Education
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Cross-Sector Research on Continuous Learning and Improveme...
Cultural Diversity in Early Childhood Education
Culturally Responsive Leadership
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Culturally Responsive Teacher Education in the United Stat...
Curriculum Design
Data Collection in Educational Research
Data-driven Decision Making in the United States
Deaf Education
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Design Thinking and the Learning Sciences: Theoretical, Pr...
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Digital Divides
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Early Childhood Education and Development in Mexico
Early Childhood Education in Aotearoa New Zealand
Early Childhood Education in Australia
Early Childhood Education in China
Early Childhood Education in Europe
Early Childhood Education in Sub-Saharan Africa
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Early Childhood Education Pedagogy
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Education For Children with Autism
Education for Sustainable Development
Education Leadership, Empirical Perspectives in
Education of Native Hawaiian Students
Education Reform and School Change
Educational Research Approaches: A Comparison
Educational Statistics for Longitudinal Research
Educator Partnerships with Parents and Families with a Foc...
Emotional and Affective Issues in Environmental and Sustai...
Emotional and Behavioral Disorders
English as an International Language for Academic Publishi...
Environmental and Science Education: Overlaps and Issues
Environmental Education
Environmental Education in Brazil
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Equity, Ethnicity, Diversity, and Excellence in Education
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Ethics and Education
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Measurement for Improvement in Education
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Meta-Analysis and Research Synthesis in Education
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Methodologies for Conducting Education Research
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Queering the English Language Arts (ELA) Writing Classroom
Race and Affirmative Action in Higher Education
Reading Education
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Relational and Developmental Trauma and Schools
Relational Pedagogies in Early Childhood Education
Reliability in Educational Assessments
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Academic Achievements Essay | Role of Academic Achievements in Student Life Essay

October 19, 2021 by Prasanna

Academic Achievements Essay: Students with better academic achievements in high school are more likely to get accepted to prestigious universities. This is because such universities usually look for students with high SAT scores or equivalent in their admission process. Colleges usually require applicants from the best high schools to have a minimum of 1300 on the SATs and have a GPA of 3.5, its equivalent or higher. Hence, it is important for students who want to get into a prestigious university to earn good grades in high school.

Moreover, students should work towards good grades because they are paramount for their future success. They will get better jobs and earn more money in the long run if they tend to excel academically. Moreover, students will also be able to secure scholarships and other financial aid if they are studious and have good grades. Granted, not everyone will be able to secure good grades or have academic achievements, but nevertheless, must strive to achieve the same. In this essay, we shall explore the definition of academic achievements, importance and other implications of the same.

You can also find more Essay Writing articles on events, persons, sports, technology and many more.

What is an Academic Achievement?

By definition, an academic achievement is a success in school or at university with respect to strong GPA and exceptionally high test scores. Academic achievements can also be defined as a scholarship, awards, or a degree. Others may define academic achievements as the acquisition of knowledge, skills, and competencies as measured by standardized tests, school grades, university grades, or other methods of assessment.

However, securing such exceptional grades or achievements are not easy. Students need to maintain a balance between studies, family life, and their social life. Regardless, studying is important because it allows you to think critically about what you read. It also gives you the opportunity to learn and improve your skills. Studying can be challenging and stressful, but it’s worth it because it can lead to life-changing opportunities. And as stated before, many high-paying jobs are reserved only for students who are academically adept or skilled.

Types of Academic Achievements

Following are considered to be forms of academic achievements:

Achieving exceptionally good grades on standardized tests: Not everyone is a naturally gifted student. In order to achieve good grades on standardized tests like the JEE, NEET, or SAT, test-takers must work hard and be strategic about their study methods. There are many ways to get a high score, but it’s always best to find the method that works best for them.

Exceptionally High GPA or its equivalent: The average GPA or its equivalent of a high school student varies according to the school / college and place of study. Regardless, every student will have to strive hard and work towards securing higher GPA scores.

Graduating from an accredited high school with honours: The requirements for graduating with honours are largely dependent on the individual high school or educational institution. The majority of schools require students complete at least twelve credits in advanced courses, maintain at least a 3.5 GPA, and volunteer or work ten hours outside of school per week. In India, graduating from one of the top B schools or engineering colleges such as IIMs and IITs are considered an academic achievement as these institutions are considered the pinnacle of education.

Scholarships : Scholarships and fellowships are typically awarded to students who excel academically in their schools/universities and who need financial assistance in order to continue their education.

Awards : Awards are granted when someone has been successful in their field of study and they deserve recognition for it. There are many different types of awards, which include but are not limited to, scholarships, fellowships, prizes, and grants.

What are the Factors influencing academic achievement

There are many factors that influence academic achievement. Some of these include:

Commitment of the student: Students who are committed to their studies and grades can easily reach their goals. There is no need for them to worry about the pressure of grades. They can work on their academics with a renewed sense of vigour and will always be motivated to secure more marks.
The student’s ability to cope with stress: Students are often under a lot of stress. The pressure to get good grades, be the best at everything they do, and fulfill all their responsibilities can be overwhelming. Coping with stress starts with knowing that this pressure is normal and everyone feels it too. Hence, students who can cope with their stress are more likely to have an academic achievement.
Motivation and Perspective on Failure: Obtaining any academic achievement is no easy task. It demands sheer determination and will to work towards that goal. However, the road to success is often fraught with failures. Competitive exams (such as IAS) and other standardized tests often require students to be extremely well-versed with their syllabus. Most may not clear the exam, but trying again in spite of repeated failures is the key to success.
The level of support they have from their family: Studies show that the level of support that students receive from their families affects how well they are doing in school. A study published in the Journal of Developmental and Behavioral Pediatrics found that there is a correlation between the type of support received by children and their academic success. The study also found that children who did not have emotional support or help with homework, were more likely to be absent from school, perform poorly in tests or drop out of school altogether. But those that had good emotional support from their families tend to achieve academic excellence.
Interest Level of Students: Students who have a high level of interest in their studies tend to learn more than those with a low level of interest. Interest can be increased by making subjects come alive, assigning projects and group work, and providing opportunities for students to get involved in the community. Regardless, students are supposed to inherently have a certain level of interest in order to excel academically.
The quality of teaching that students receive: If students are not taught effectively, they may lose interest in learning altogether. This is detrimental because without the motivation to learn, it is impossible to succeed in any field. Hence, is it important to ensure that kids are exposed to quality education at a very early age to inculcate interest in learning.
Teacher Behavior and Interaction: A recent study found that student achievement is closely related to teacher behavior and interaction. Teachers who are more engaged in the classroom have higher levels of student achievement. The study also found that teachers who engage in discussion with their students, provide feedback, and use questioning techniques have a significantly higher number of students who attain academic excellence.
Parental Habits and Involvement: Parents are an invaluable resource in their child’s education. This is supported by studies that have shown that parental involvement is linked to improved school performance. In other words, the more involved the parents are with their child’s education, the higher their GPA (or equivalent) tends to be.

Conclusion on Academic Achievements Essay

It is important for students to get good grades in school. Doing so will help students to get scholarships, internships, and high-paying jobs. Academic achievements will also help students grow up with a bright future and may also prevent them going into debt for the rest of their lives. Hence, parents as well as teachers should encourage children to keep trying in school.

FAQ’s on Academic Achievements Essay

Question 1. What is an academic achievement?

Answer: An academic achievement is a success achieved in the academic field such as a high grade or a distinguished award.

Question 2. What are the types of academic achievements?

Answer: Academic achievements are of many types. They include:

Achieving exceptionally good grades on standardized tests
Exceptionally High GPA or equivalent scores
Graduating from an accredited educational institution with honours
Scholarships, fellowships and other financial assistance programmes or cash prizes.

Question 3. What are some of the factors that influence academic achievements?

Answer: Following are some of the factors that significantly influence academic achievements:

Commitment of the student to their ends goals
Ability of the student to cope with stress
The level of support students have from their family
The quality of teaching
Teacher Behavior and Interaction
Parental Habits and Involvement
Self-motivation and outlook on failure
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January 31, 2024

Strategy for Writing an Accomplishment Essay (with examples)

Maybe you’re familiar with macros – the nutrients your body needs to function. Achieving the proper balance of macros leads to optimal health. When it comes to writing your MBA personal statements and application essays, it might be helpful to think of your accomplishments as the carbohydrates, protein, and fat – in other words, the macros – you need to make your submissions the best they can be. A fascinating brainstorming session among Accepted’s admissions consultants revealed that applicants don’t always understand how MBA adcoms define an accomplishment, so we wrote this post to explain what goes into the recipe for an enticing “accomplishments sandwich” and remove the guesswork on your part. Here are the simple macros:

Carbohydrates = Impact and Initiative

Protein = Overcoming Obstacles

Fats = Demonstrating Leadership

Carbohydrates are known as the “staff of life,” something nearly everyone considers a staple of their diet. Similarly, for your accomplishment essay, your “carbs” are what will .

For example, maybe you took the initiative to boost membership in a group or led a team to victory. Perhaps you built a coalition in student government. Or you increased sales, cut costs, or found a solution to a problem that paved the way for a critical deal to go forward.

When you assess whether your achievements belong in a greatest accomplishment essay, think impact and initiative .

Do awards count? It depends. If you won an award for a published story, an athletic competition, or some other “personal best,” then yes, those would be excellent choices for an essay about a personal achievement. More often, however, you will be asked to write about a significant achievement with impact beyond your own personal growth . In these situations, an award you’d like to write about would have had to result from an effort – either academic or professional – that involved a team or people other than yourself. This is the kind of achievement that transcends a “personal best.”

By now, you can probably see the difference between a primarily personal achievement and a career-related one. You might even already recognize which of your accomplishments are notable enough to write about. But let’s say you don’t have much that feels important enough. How you can identify potential experiences for your accomplishments essay?

A good place to start is by reviewing your resume. Ideally, it will be loaded with as many quantifiable achievements as possible, from both professional and extracurricular roles. If you work in marketing and clinched four new accounts in a single year, leading to a promotion, that’s an achievement. If you work in a social service agency and developed a new intake system for clients that the agency adopted, leading to a more organized and streamlined process, that’s an achievement. In college, you might have been involved in a student organization that promotes career development and leadership among minority students, and even became president of that organization. That’s an achievement.

Which experiences on your resume stand out to you now? No doubt you’ll start to see things popping out at you.

Seemingly small achievements can also be big. The following sample essay offers a great example where the impact seems limited to one person but radiates outward:

From the first day I was tasked to mentor a new hire, Thomas, it was a challenge. He had strong work experience in product development at his previous job, but he was soft-spoken and reserved, and had a strong stutter. I felt pain for him as he struggled to complete a word or a sentence, but it was also awkward for both of us as I waited for him to finish his point. During a department meeting, someone actually rolled her eyes as Thomas was answering a question. I just glared at her for being so cold. At our weekly department lunches, which were meant to be a relaxed social time for everyone, Thomas hung back quietly, seeming like he was a million miles away.

I still didn’t understand why Thomas seemed a little slow to catch on to the ways of our department. He was clearly very intelligent. It was taking me longer to complete my own work because of the extra time I was spending with him on his assignments. One afternoon on a whim, I invited him to join me for dinner at a popular burger place. He looked surprised but agreed.

That night broke the ice. Thomas relaxed and enjoyed his dinner, and I noticed his speech was more fluid as well. We discovered a mutual love of soccer and political thriller novels. I really enjoyed his company and told him so. We went out again the following week to an Italian place that he chose. On our third “date,” Thomas opened up about a broken engagement that happened just before he started this new job. He knew that his grief was distracting him, clouding his thinking, and making his stutter worse.

“I know I’ve not been easy to train,” he told me, “but I’m starting to come out of it now.” After that night, Thomas’s work improved rapidly. He risked speaking up more at the weekly lunches and at meetings, and everyone was patient when he struggled to say something, though those occasions were less frequent.

I consider this mentoring experience one of my greatest accomplishments, because in trying to befriend a coworker, I not only gained a true friend for myself but also helped him gain confidence and perform to his capacity at work. It was the first time in my life I felt I had such a strong and positive impact on another person. It showed me the power of small gestures of friendship and understanding.

This writer’s decision to offer a listening ear to a coworker who was clearly in some sort of distress became an inspiring achievement that was both personal and professional. His actions had impact that flowed outward beyond just Thomas to the entire department and organization.

Protein= Overcoming Obstacles

Overcoming obstacles such as a lack of resources – time, money, talent, or people – magnifies your accomplishments. Our best-laid plans rarely go smoothly, so make sure you discuss any difficulties you faced. By the way, the obstacle can work “double-duty,” representing a failure that you experienced and chose to learn from, while also showing that you emerged wiser and more capable at the end. When discussing either obstacles or failures, make sure not to blame other people or circumstances, or to complain about the unfairness of it all. Pointing fingers makes you look small and as though you want to avoid accountability. State the facts simply, and the situation will speak for itself.

Here’s an example of how one applicant dealt with a significant obstacle:

My book launch had been planned for nearly one year. This was my first book, a biography about my great-grandmother, a trailblazing homeopathic physician who lived at a time when even regular women MDs were a rarity. I wanted to self-publish but knew there was a huge amount of work involved that I didn’t feel suited for. There was editing, design, layout, marketing, getting the book accepted into the book distribution system, logistics, and more. Most published books are quickly forgotten and sell few copies. I didn’t want that to happen to mine.

My solution was to sign an agreement with my friend Haley to publish my book. She was a talented graphic artist who had set up her own publishing company to publish her husband’s book. Our agreement spelled out our individual financial obligations and responsibilities, but I had a nagging worry. Her marriage was tumultuous, and she could make impulsive decisions.

Six weeks before the publishing date, a popular book blogger promised a 5-star review on her blog. I also sold an excerpt to a women’s magazine with more than 4 million readers. I was still doing my “happy dance” when Haley called to tell me that our deal was off. She was leaving her husband and driving to stay with her mother, who lived in another state. She said she’d be in touch to work something out. She didn’t say when.

I was furious and anguished. My biggest problem was that the book’s ISBN (identification) numbers for print and digital downloads were assigned to Haley’s company and could not be reassigned to anyone else. Haley also had the distribution and payment agreements in her name. I could have kicked myself for not listening to my intuition, which warned me against working with someone whose life was so upside-down.

I researched my options. The ISBNs could not be transferred to me, but if I bought her publishing company, I would also own her ISBNs. I had no idea if Haley would agree to this or how we would work out terms, but the only way to save my book was to do the very thing I had tried to avoid: become a publisher myself.

The following week, Haley agreed to sell me her publishing company for a token amount. It had no assets, and I had already paid for all book-related costs, except for Haley’s time. She also promised to help me with the transition of all the accounts. I decided not to look too far ahead and just focus on giving my book the best send-off into the world that I could. I named the publishing company after my great-grandmother.

This story about a close call with a publishing disaster revealed the writer’s achievement of stretching beyond what she thought she could do and moving forward because she had to. Making lemonade out of lemons this way was certainly an achievement worth sharing.

Let’s review where we are so far with our “macros”

Protein = Overcoming Obstacles

Now, let’s incorporate our “fats.”

Leadership accomplishments that work well in application essays usually involve one’s ability to influence, motivate, persuade, direct, and work effectively with others. This adds much needed energy to your essay.

Think about how you have worked with other people – how you led a team, what you learned, and so on. What specifically did you do to demonstrate leadership skills? What did you learn about leadership , and how have you grown as a leader through the experience?

In this next example, the writer’s accomplishment through leadership seemed almost accidental:

My job teaching in a private school began uneventfully. I had a class of bright 4th graders, with only a handful expected to be “challenging.” I loved my supervisor, Monica, who was a gifted teacher but new to her role as a team lead overseeing the 3rd and 4th grades. In addition to having one class of her own, Monica was supposed to create interventions for struggling students, incentivize specific behavior or achievements, plan events and trips, and offer guidance to teachers.

Monica quickly showed that her skill set was strong in the classroom but not in administration. She let requests from teachers for interventions or advice pile up, and she got testy when I reminded her that I was waiting for her feedback. I wanted to work with her and not against her, so I offered to help. I suggested we meet twice a week after school to review her in-box, which was when I discovered that just by having me sit and listen to her discuss the situations, she focused much better. Although I only had two years’ experience as a teacher, Monica still seemed to value my opinion on handling awkward situations, such as when a wealthy parent who was on the school’s board of directors refused to face the reality of her daughter’s chronically aggressive behavior in class. This case was bigger than the both of us. We agreed that Monica needed to bring it to the headmistress of the school for her intervention.

About halfway through the year, Monica and I were still meeting regularly. It was an unexpected partnership, and it was clear to both of us that she wanted to return to full-time teaching. I realized that the administrative tasks and decision-making came more naturally to me than to her, and that after a few more years of teaching experience and a master’s degree in education, I might enjoy having a job like hers.

Another person in her situation might have simply become angry or resentful at my trying to play a role in her job. She could have shut me out completely. But Monica and I became friends, and I learned a lot from watching her dynamism in the classroom. Additionally, she courageously told the headmistress about our arrangement and asked if the school could pay me for my extra hours – which it did.

This was a totally unexpected situation that helped me realize that I wanted to take a fork in the road of my career in education.

Finding the experiences in your life where you have shown initiative and impact, overcome obstacles, and demonstrated leadership will help you write an essay deserving of a chef’s kiss!

Are you thinking about what you could include in a winning accomplishments essay? Team up with Accepted’s consultants for help identifying your best material. As your partner and guide in this process, we will ensure that your selections make you stand out for all the right reasons!

By Judy Gruen, former Accepted admissions consultant. Judy holds a master’s in journalism from Northwestern University. She is also the co-author of Accepted’s first full-length book, MBA Admission for Smarties: The No-Nonsense Guide to Acceptance at Top Business Schools . Want an admissions expert help you get accepted? Click here to get in touch!

Related Resources:

From Example to Exemplary , your guide to writing outstanding essays
Four Ways to Show How You’ll Contribute in the Future
Four Tips for Highlighting Your Strengths in Your Application Essays

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Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy

Mohammed hasan ali al-abyadh.

1 Mental Health Department, College of Education, Prince Sattam bin Abdulaziz University, Alkharj 16273, Saudi Arabia

2 College of Education, Thamar University, Thamar 87246, Yemen

Hani Abdel Hafeez Abdel Azeem

3 Quality Unit at the Higher Institute of Administrative Sciences, Janaklis, Al Buhayrah 22732, Egypt

Associated Data

Not applicable.

Successful students are more than just those who have more effective and efficient learning techniques for acquiring and applying information. They can also motivate, evaluate, and adjust their behavior if they are not learning properly. Thus, the objective of this study was to investigate the influence of university students’ self-management during their learning experience and their self-efficacy on their academic achievement. Additionally, the study investigated the differences between the Egyptian and Saudi students’ perceptions of self-management skills and self-efficacy in their academic achievement within the two countries. A total of 889 students from two different Arab countries took part in the study (Egypt and the Kingdom of Saudi Arabia). The sample was given an online questionnaire to evaluate their self-management abilities, perceived self-efficacy, and academic achievement. A quantitative approach using SmartPLS-SEM was deployed. The findings demonstrate that self-management and self-efficacy have positive influences on students’ academic achievement in both countries. Further, self-management skills have been proven to influence self-efficacy, which in turn highly influences academic achievement. Moreover, the findings of the Multi-Group Analysis (MGA) did not report significant differences between the Egyptian and Saudi students in terms of their perception of self-management, self-efficacy, and academic achievement.

1. Introduction

In an effort to build the nation’s workforce for future rapid growth, the university education stage plays a vital role. According to Dev ( 2016 ), students’ learning outcomes, particularly at the university level, are a barometer of education’s success or ineffectiveness and a key predictor of youths’ and the nation’s future. Therefore, higher education should focus on the student’s whole development in terms of social, economic, and political environments, and it should be more than merely obtaining a certificate ( Harris 2001 ). Successful students are not only those who have more efficient and effective learning techniques for acquiring and applying their information. They can also encourage themselves and assess and adjust their behavior if they are not learning appropriately ( Kadiyono and Hafiar 2017 ). In this regard, Dembo ( 2004 ) identified six elements that students should manage to be good learners. These include self-motivation, learning techniques, social and physical environments, and time management. These elements serve as the foundation for structuring and integrating the essential skills to fulfill the academic expectations of university students learning. This concentration allows for the integration of both skill and academic-performance techniques. In addition, much self-motivation and self-discipline is required to achieve academic excellence ( Kadiyono and Hafiar 2017 ).

Recently, researchers, families, policymakers, and planners have focused on student academic achievement ( Dev 2016 ). Institutions should train students’ academic and life skills to ensure they can function at an appropriate learning level, according to previous research on comprehensive student development ( Wood and Olivier 2004 ). This has inspired various studies into more effective methods of increasing academic standards, and it has been discovered that proper self-management for students of higher education, among other criteria, improves learning and academic accomplishment ( Sikhwari 2014 ). Individuals with effective management skills, according to Kadiyono and Hafiar ( 2017 ), know where to place goals; how to solve problems effectively, think optimistically when presented with academic problems, utilize resources, manage their surroundings to meet their objectives; and may reflect on the causes of failure and establish objectives for future growth. Self-management is described as the ability to work efficiently toward significant goals while being adaptable in the face of difficulties ( Agolla and Ongori 2009 ). According to Stan ( 2021 ), self-management is a multidimensional umbrella concept that combines the personal qualities of the individual on which it can work through a behavioral transformation process. In this essence, Agolla and Ongori ( 2009 ) claimed that students with higher levels of self-reported behavioral self-management report better levels of self-reported academic success and adaptability to change.

In the same line, previous studies have found that willingness to attempt and tenacity are some of the characteristics of students with a good level of self-efficacy ( Ahmad and Safaria 2013 ). Students who have a good sense of self-efficacy will be able to pay close attention to, organize, and elaborate on content successfully due to their cognitive abilities ( Heslin and Klehe 2006 ). Such students work consistently; if they are unable to follow the course, they devise efficient ways to overcome obstacles to reaching their goals. Self-efficacy, or belief in one’s talents and capacities for performance and learning, is an important characteristic of university students’ success ( Hill 2002 ). Students who believe they can learn or complete an activity are more likely to accomplish the implementation of academic self-efficacy, study harder, persevere longer when faced with problems, and succeed at a better level than students who question their ability ( Schunk and Pajares 2002 ). According to Bandura ( 1997 ), self-efficacy beliefs determine task selection, effort, perseverance, resilience, and accomplishment.

In summary, students’ ideas about their skills and the outcomes of their efforts have an important impact on how they behave. As a result, it is not surprising that a large body of research indicates that student skills impact learning and achievement ( Meral et al. 2012 ). However, Novo and Calixto ( 2009 ) asserted that researchers do not provide deep and experimentally proven insights into the structure that lies at the foundation of learning processes and shape their growth, but rather about the challenges of the learning process. For example, several research studies in the United States ( Kuhfeld et al. 2020 ), the Netherlands ( Meeter 2021 ), Belgium ( Maldonado and de Witte 2022 ), and Germany ( Meeter 2021 ) have examined the difficulties imposed by COVID-19 on academic success ( Schult et al. 2022 ). The majority of these studies looked at student standardized test scores before and after the spring 2020 lockdown and showed slight but substantial drops. Academic achievement is frequently related to successful students’ particular talents and abilities. According to Díaz-Morales and Escribano ( 2015 ), academic achievement is the result of the complex interplay of the psychological, economic, and social factors that contribute to students’ optimal growth. One of the most important indicators of a student’s performance is their academic achievement; hence, research into the elements influencing academic achievement has long been highly regarded ( Rivkin et al. 2005 ). However, there is still a scarcity of studies on academic accomplishment and what factors should be developed ( Kadiyono and Hafiar 2017 ), which is surprising given that the goal of learning (education) is to assist each student in achieving their desired level of growth.

Within the context of the above-mentioned introductory framework, this study (1) investigates the influence of university students’ self-management during their learning experiences and their self-efficacy on their academic achievement in two different countries (Egypt and KSA), all of which appear to be key aspects of the learning process. Moreover, the study is considered pioneer research that (2) investigates the differences between the Egyptian and Saudi students’ perceptions of self-management skills and self-efficacy in their academic achievement. However, of the massive research studies that investigated each variable of the current framework with another, the current framework is considered novel due to studying the current three variables together within two different contexts in two different countries on different continents. This study also offers valuable advice to students on self-concept and soft skills, as well as acts as a roadmap for future research by potential researchers. In actuality, improving educational achievements necessitates the development of soft skills to promote human capacities, which is required to encourage the individual’s growth ( Levasseur 2013 ). Therefore, the interest in studying the aspects (skills) involved in academic performance stems primarily from the phenomenon’s complexity, the long-term impacts of which aim for high employability chances and good professional adaption.

2. Literature Review and Hypotheses Development

It is common knowledge that developing personal qualities during university education impacts a student’s later career and personal life since they are easily transferable. Subsequently, identifying individuals’ distinctive academic factors that contribute to achievement is critical since it aids academic success in higher education and potential career possibilities ( Sanchez-Ruiz et al. 2016 ). Academic success is influenced by a wide range of factors. The “Coleman Report”, a report on academic achievement from a large-scale study, was published in the 1960s ( Cheng et al. 2019 ), and numerous applications were produced based on this study as a result, which is essential for academic achievement difficulties. The elements influencing academic accomplishment can be loosely characterized as follows: psychological perceptions, student skills, and environmental perspectives ( Dijkstra and Peschar 2003 ). Moreover, some researchers think that four elements influence academic achievement: individual, family, educational institution, and the environment; the factors involved in individual factors can be further divided into cognitive functioning, learning mindset, motivation, and self-aspiration ( Hammouri 2004 ). Learning outcomes have become a phenomenon that everyone is interested in, which is why researchers have been working hard to uncover aspects that promote high academic achievement ( Aremu and Sokan 2003 ). As a result, we present a theoretical background on this triangular relationship among self-management abilities, self-efficacy, and academic-achievement motivation among university students in this section.

2.1. The Role of Student Self-Management in Increasing Student Self-Efficacy

In a wide sense, self-efficacy is described as a person’s belief in his/her abilities to plan and carry out the steps required to achieve specific objectives ( Bandura 1997 ). Bandura ( 2001 ) observed that students’ conduct is frequently best predicted by their ideas about their skills. Bandura ( 1997 ) proposed that self-efficacy influenced how students felt, thought, and acted. Self-efficacy, according to self-efficacy theory, is one’s belief in their capacity to plan and carry out a certain course of conduct to find a solution or complete a task ( Eccles and Wigfield 2002 ). Thus, a student’s self-efficacy refers to an individual’s belief in the ability to learn and perform behavior at a particular level. In addition, a high level of students’ self-efficacy promotes skill development, capacity building, and resilience by promoting task motivation and commitment, hard-working spirit, longer endurance, and resilience, especially when faced with difficulties ( Vermeiren et al. 2022 ).

In their conceptualization, Sharma and Nasa ( 2014 ) claimed that students’ abilities provide a method for explaining and predicting one’s feelings, thoughts, and behaviors, as well as organizing and carrying out courses of conduct to achieve certain goals. In this regard, self-management is described as the act of personally directing the dispositions, behavior, and recognition of persons toward achieving goals or tasks ( Amini and Noroozi 2018 ). Self-management is an important tool for all types of learning, including materials and academic courses, as well as other curriculum areas and abilities. It refers to the tactics, procedures, and methods that we use to successfully direct the actions and behaviors of students during their studies ( Jasim 2020 ). Self-management teaches students how to regulate their emotions, create objectives, and arrange themselves so that they may be powerful self-motivators ( Amini and Noroozi 2018 ). This concept has a significant meaning, in that self-management affects one’s level of ability and the amount of tenacity required to achieve a tough goal ( Bandura 2001 ). Therefore, self-management assists students in becoming effective students. Self-management enables students to stick to their strategies for completing tasks while remaining focused in the classroom ( Jasim 2020 ). As a result, the researchers present the hypothesis below.

Students with high self-management are more likely to achieve a higher academic self-efficacy.

2.2. The Role of Student Self-Management in Increasing Student Academic Achievement

In a determinate sense, self-management encompasses, among other things, self-discipline, self-control, self-regulation, willpower, ego strength, and effortful control ( Duckworth and Kern 2011 ). Along the same line, self-management, according to CASEL ( 2018 ), is defined as the capacity to control an individual’s emotions, ideas, gratification, and actions to motivate oneself and strive toward academic and personal objectives. On the other hand, the approaches used to describe student achievement vary with the concept’s complexity and breadth. It refers to a student’s acquisitions in a structured academic setting, as evidenced by the value placed on academic performance expressed in grades, standardized test results, or teachers’ recognitions in evaluations ( Erhuvwu and Adeyemi 2019 ). Academic achievement, operationally, indicates the set of learned knowledge, the degree of growth of capacities, and skills in the academic setting ( Jeynes 2008 ). Most studies in this field emphasize the relationships between student skills and academic achievement ( Di Fabio and Palazzeschi 2009 ) and occupational status ( Deary et al. 2007 ). Sanchez-Ruiz et al. ( 2016 ) developed another argument for comparing and generalizing the findings of studies on the influence of students’ ability on academic accomplishment that refers to personality characteristics as indicators of academic achievement. Robbins et al. ( 2004 ) suggest a composite social model that includes individual skills, social engagement, and academic-related abilities to explain the mechanism of academic achievement. According to previous research, students who utilize self-regulation tactics (such as self-regulated learning, time management, goal planning, and metacognition) perform better in class ( Stan 2021 ). In this essence, Claro and Loeb ( 2019 ) refer to self-management as the capacity to control an individual’s thoughts, emotions, and behaviors in a variety of settings. According to Balica et al. ( 2016 ) and Deming ( 2015 ), self-management is a powerful indicator of academic success, decision-making abilities, and competence in behavior modification. As a result, the following hypothesis is developed.

Students with high self-management are more likely to secure a higher academic achievement.

2.3. The Role of Self-Efficacy in Enhancing Student Academic Achievement

Academic achievement was originally regarded as the most essential consequence of the formal academic experience ( Kell et al. 2013 ); although there is little dispute about the importance of such achievements in student experience and later life, they are no longer the most important outcome ( Colmar et al. 2019 ; Martinez et al. 2019 ).

Students’ views on their capacity to master new abilities and activities, frequently in a particular academic topic, are referred to as self-efficacy ( Nasiriyan et al. 2011 ). In other words, Gardner ( 1983 ) defines a self-efficacious student as someone who believes in their ability to plan and carry out the steps necessary to achieve certain goals. According to Bandura ( 1997 ), perceived self-efficacy indicates people’s beliefs in their ability to achieve specific goals. Kryshko et al. ( 2022 ) argued that investigating the effect of self-efficacy on motivational adjustments to academic performance may be useful empirically. Thus, researchers pay little attention to this type of belief in effectiveness and its role in academic performance. Self-efficacy is a key element of Bandura ’s ( 2001 ) social-cognitive theory, which asserts that self-influence profoundly influences behavior. It increases grit when faced with problems, promotes purposeful behaviors, supports long-term vision and develops self-regulation and allows for self-correction when required within the context of social-cognitive theory. Previous research has identified cognitive skills and academic self-efficacy as well-established determinants of academic performance ( Köseoğlu 2015 ). According to Abouserie ( 1995 ), failure or success may be associated with weak or strong self-efficacy, and these links might influence university students’ performance. In previous research studies, belief in self-efficacy in various domains, along with various indicators of motivation and academic achievement, has emerged as an important determinant of students’ effective use of self-regulation skills and strategies ( Kim et al. 2021 ; Kryshko et al. 2022 ). Several studies have demonstrated that self-efficacy is a reliable predictor of motivation and academic performance that is unaffected by time, place, or community ( Duckworth et al. 2007 ). It is the motivational aspect of self-efficacy that appears to generate academic achievement ( Ashwin 2006 ). According to Miller and Brickman ( 2004 ), excellent educational success is related to improved confidence in one’s abilities, which encourages students to accept more responsibilities for the effective completion of assignments and projects. As a result, strong self-efficacy is widely acknowledged as an essential predictor of work-related achievements. More specifically, Honicke and Broadbent ( 2016 ) examined 59 self-efficacy studies conducted at universities and discovered a modest relationship between academic achievement and self-efficacy. In a similar vein, Schunk and Zimmerman ( Meral et al. 2012 ) identified a connection between academic achievement and self-efficacy, indicating that students’ academic achievement increases when they are taught to have stronger self-efficacy beliefs. As a consequence, we formulate the a hypotheses below.

Students who have a high level of self-efficacy are more likely to achieve higher academic achievement.

Perceived self-efficacy positively mediates the relationship between perceived self-management and students’ academic achievement.

Trautwein et al. ( 2006 ) suggested an academic achievement model in which a variety of factors impact the completion of certain academic tasks. In addition to class and social characteristics, they looked at personal and intellectual qualities such as IQ, consciousness, knowledge, and attitude. In our study, we focused on prioritizing the role of personal and intellectual ability in terms of self-management and self-efficacy to better represent the factors facing college students ( Figure 1 ). This adjustment is justified, since the involvement of student qualities (IQ, consciousness, knowledge) is expected to be equal at the same stage of education, especially if they are studying the same subject, even in different countries. This study was conducted on university students in two different countries (i.e., Egypt and the Kingdom of Saudi Arabia), to investigate the current research framework and to illustrate the differences between Egyptian and Saudi students, if applicable. Thus, we propose the following hypothesis.

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The research conceptual framework and hypotheses.

There are no differences between Egyptian and Saudi students’ perceptions in terms of the direct and indirect relationships between self-management, self-efficacy, and academic achievement.

3. Materials and Methods

3.1. sampling and data collection.

University students in Egypt and the Kingdom of Saudi Arabia (KSA) are the participants of the current study to align with the research objectives. Egyptian and Saudi universities were chosen for the field study due to the development of the education sector in both countries to achieve their visions for 2030. Additionally, the well-recognized economic development in all different sectors in both countries, (i.e., service and industrial) encourages students to build their academic careers to hunt for job opportunities after graduation. Finally, the authors of the current paper are faculty members in these countries. Thus, an online survey was established through Google docs targeting only 1600 students virtually representing Prince Sattam Bin Abdulaziz and King Saud University students in the KSA and University of Sadat City and Menoufia University in Egypt. We contacted the information technology unit of each university to disseminate the questionnaire to students after obtaining official approvals. The online survey link was sent to students via their academic emails. Of the 1600 respondents who received the online survey, we received 1005 surveys with a response rate of 62.8%, only 889 (KSA = 419; Egypt = 470) were eventually usable for the statistical analysis. About 116 surveys were excluded due to incomplete responses. Table 1 presents the demographics of the study’s participants.

Sociodemographic characteristics of the students.

Characteristics	Frequency	%
Gender
Male	446	50.2
Female	443	49.8
Nationality
Saudi	419	47.1
Egyptian	470	55.9
Age
18 years old	32	3.6
19 years old	100	11.3
20 years old	122	13.7
21 years old	253	28.5
22 years old	226	25.4
23 years old	114	12.8
24 years old	32	3.6
25 years old	10	1.1
26 years old	3	.03
27 years old	1	.01
Level
Level 1	102	10.6
Level 2	114	14.7
Level 3	96	9.8
Level 4	126	12.9
Level 5	148	15.1
Level 6	148	15.1
Level 7	106	21.7
Accommodation
Countryside	424	47.7
Urban	464	52.2
Missing	1	.01

3.2. Measurements

We deployed a quantitative approach to investigate the research hypotheses. Thus, the questionnaire was built based on a thorough revision of related research studies. Consequently, the questionnaire includes four categories: self-management, perceived self-efficacy, academic achievement, and respondents’ profiles. First, self-management was measured by 10 items adapted from ( Öberg et al. 2019 ). Second, the perceived self-efficacy was measured by ten items retrieved from ( Sukmak et al. 2001 ). Third, twenty items adapted from Turner ( 2007 ) were used to measure the motivations of students for academic achievement. Finally, the fourth section contains the students’ demographics. Additionally, all of the items in the questionnaire were assessed using five-point Likert scales ranging from “strongly disagree = 1” to “strongly agree = 5. The questionnaire was translated from English to the Arabic language to fit all students and to guarantee a full understanding of the questionnaire statements. To confirm the context validity of the questionnaire items before disseminating, the Arabic version of the questionnaire was retranslated into English. We conducted a pilot study on one hundred students in both countries to check the validity and reliability of the questionnaire. The findings of the refined draft of the questionnaire showed slight modifications to some Arabic words.

3.3. Data Analysis and Hypotheses Testing

The SmartPLS-SEM software, version 3.2.8 (Oststeinbek, Germany), was run to analyze the research data and test the hypotheses. The PLS technique has been extensively operationalized in all research disciplines for several reasons ( Alsetoohy et al. 2019 , 2021 ; Alsetoohy and Ayoun 2018 ). PLS is more suitable for small sample sizes, predictions, and the development of theories in research studies. Additionally, PLS is non-sensitive to the normality of data distribution. Finally, the PLS technique works well with models that have a large number of indicators. A two-step process (i.e., the measurement model and the structural model) was deployed to test the research hypotheses using Smart PLS-SEM software, version 3.2.8 (Oststeinbek, Germany) ( Hair et al. 2012 ).

3.4. The Measurement Model

The validity and reliability of all latent variables of the study were assessed and checked to validate the research model relationships. To verify the internal reliability of the constructs, the Composite Reliability (CR) and Cronbach’s alpha were checked. The convergent validity of the model was assessed by the item loadings of the indicators, CR, and the average variance extracted (AVE). Furthermore, the Heterotrait–Monotrait (HTMT) ratio of correlation and the AVE were utilized to establish the discriminant validity. Finally, the variance inflation factor (VIF) was calculated to assess the collinearity of the constructions.

Table 2 illustrates that the Composite Reliability (CR) and Cronbach’s alpha values for all latent variables in the models were above the floor of .7 ( Hair et al. 2012 ). Thus, the internal consistency of the research models was achieved. Additionally, the item loadings were above .60 ( Hair et al. 2010 ). Two indicators (AA9 and AA10) were removed as their loadings were less than .60. The CR values were greater than .7 ( Hair et al. 2012 ), and the AVE values were above the value of .5 ( Fornell and Larcker 1981 ), which establishes the convergent validity. Likewise, the HTMT values ranged from .736 to .858, less than the floor of −.90 ( Hair et al. 2012 ) (see Table 3 ). Therefore, discriminant validity was established for all models. Finally, the highest value of VIF is 4.331, which is lower than 5, confirming that there are no multicollinearity issues between the models’ constructs ( Ringle et al. 2015 ).

Assessment results of the measurement model.

Construct/Item	Item Loadings			Cronbach’s Alpha			CR			AVE
	All	Egyptians	Saudis	All	Egyptians	Saudis	All	Egyptians	Saudis	All	Egyptians	Saudis

SM1: I have enough knowledge about my condition
SM2: I have good social support, which makes it easier for me
SM3: I have those who support me to make self-management.
SM4: I find joy in everyday life despite my stress
SM5: I know how to handle the stress in daily life
SM6: I have found good daily life
SM7: I have received a sufficient amount of information
SM8: I feel satisfied with my study.
SM9: I have a plan for how to deal with my illness
SM10: I have concrete plans for my future self-management

SE1: I can always manage to solve different problems if I try hard enough
SE2: If someone opposes me, I can find the ways and means to get what I want.
SE3: It is easy for me to stick to my aims and accomplish my goals.
SE4: I am confident that I could deal efficiently with unexpected events.
SE5: Thank you for my resourcefulness how to handle unforeseen situations
SE6: I can solve most problems if I invest the necessary effort.
SE7: I can remain calm when facing difficulties because I can rely on my coping abilities
SE8: When I am confronted with a problem, I can usually find several solutions.
SE9: If I am in trouble, I can usually think of a solution.
SE10: I can usually handle whatever comes my way

I try to understand the course material rather than simply memorize it.
I want to make my family happy by succeeding in school
Getting good grades are important to me.
I am interested and pay attention during lectures.
Doing well in school is one of my main goals.
I am capable of getting a GPA of 3.5 or better.
I am persistent in the pursuit of my academic goals.
My grades are a higher priority than my social life is.


I complete my assignments well in advance
I take the time I need to prepare for exams
I would like to be seen as someone successful in school.
I want to show everyone what I can accomplish in school
I enjoy getting my marks back after an assignment or test
I enjoy writing tests
Others might consider me to be a “keener” in school.
I completed all the assignments, even the optional ones
I feel driven to achieve success in university.
I tend to be a perfectionist when it comes to my assignments.

NB. AA9 and AA10 in italic were dropped.

Heterotrait–Monotrait Ratio (HTMT).

ALL Students ( = 889)			Egyptians ( = 470)			Saudis ( = 419)
1	2	3	1	2	3	1	2	3

3.5. Multigroup Analysis

After all the research models passed the robustness check using the measurement models’ assessment, we applied a non-parametric structural equation-modeling approach to analyze the differences between the Egyptian and Saudi students using Henseler’s MGA and the permutation test ( Garson 2016 ; Henseler et al. 2016 ). Thus, the MICOM technique was run before the final step of the data analysis to test the invariance assessment to ensure the heterogeneity of the groups ( Henseler et al. 2016 ). This technique was used to confirm that the same indicators were used for each measurement model and an acceptable reliability of each construct was obtained for both groups. Hence, two groups of students were created: Egyptians ( n = 470) and Saudis ( n = 419). Table 1 displays the assessment results of the measurement model between the two datasets of Egyptians ( n = 470) and Saudis ( n = 419) along with the total students’ model ( n = 889). In step one, the assessment of configural invariance was achieved. Table 4 shows the results of the measurement invariance testing. The results of the compositional invariance assessment for Step two were established as none of the correlation (c) values are significantly different from 1. In Step 3, the composites’ equality of mean values and variances across the group was assessed. The results indicate that the confidence intervals of differences in mean values and variances partially include zero, which means the composite mean values and variances are partially equal. As such, achieving the establishment of the three steps of the MICOM procedure supports the partial measurement invariance of the two groups ( Garson 2016 ; Henseler et al. 2016 ). This indicates that the pooled data for each group meets the requirement for comparing and interpreting any differences in structural relationships. Thus, further analysis for comparing and interpreting the MGA group-specific differences of PLS-SEM can be performed.

3.6. Testing the Research Hypotheses and Results

To assess the structural model of the current research study, we checked the R 2 values, the p values, and the significance of the path coefficient (β) see Figure 2 , Figure 3 and Figure 4 . The results show that the R 2 values achieved ranged between 56.8% to 67% for the dependent variable, which represents the substantial explanatory power of the current models ( Chin 2010 ). The p values and the path coefficients refer to the statistical significances between the research variables. In general, the results of the research study show that perceived self-management has the strongest positive influence on the academic self-efficacy (β all = .804, β eg = .818, β sa = .794; p = .000) of all students. This supports hypothesis 1 (H1). Moreover, the findings of the current study reveal that perceived self-management has positive effects on students’ academic achievement (β all = .294, β eg = .279, β sa = .286; p = .000) in both countries. Thus, hypothesis 2 (H2) is supported. In the same context, the results of this study indicate that perceived self-efficacy is positively correlated with students’ academic achievement (β all = .516, β eg = .507, β sa = .286; p = .000). Thus, hypothesis 3 (H3) is further supported.

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Results of the structural model with data from all students.

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Results of the structural model with data from the Egyptian students.

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Results of the structural model with data from the Saudi students.

To assess the significance/insignificance of the indirect effects of the current research model, bootstrapping tests with 5000 samples in SmartPLS-SEM were conducted to calculate the Bias-Corrected-Confidence Interval (BCCI), T-statistics, component weights, and observed significance values in the path coefficients to check the mediating effects of self-efficacy on the students’ academic achievement. The findings of the current study revealed a positive indirect significant relationship between perceived self-management (IV) and students’ academic achievement (DV) through perceived self-efficacy. Moreover, BBCI does not straddle zero between identified significant mediations, as shown in Table 5 . The results report that perceived self-efficacy (β all = .415, β eg = .415, β sa = .455; p = .000) positively mediates the relationship between self-management and students’ academic achievement, which supports hypothesis 4 (H4).

Results of hypotheses.

Path Coefficients (β)			Confidence Intervals Corrected Bias (2.5–97.5%)			MGA	Results
All	Egyptians	Saudis	All	Egyptians	Saudis	β	Full Model	MGA Model
.804 ***	.818 ***	.794 ***	(.759, .846)	(.750, .862)	(.721, .859)	.025	Yes	No
.294 ***	.279 **	.286 ***	(.187, .408)	(.113, .423)	(.140, .455)	−.007	Yes	No
.516 ***	.507 ***	.561 ***	(.393, .626)	(.332, .668)	(.390, .708)	−.053	Yes	No
.415 ***	.415 ***	.445 ***	(.320, .508)	(.271, .552)	(.312, .566)	−.030	Yes	No

** p < 0.01; *** p < 0.001.

Results of invariance measurement testing using permutation.

Step 1	Step 2			Step 3
Configural Invariance	Original Correlation	5.0%	Compositional Invariance (Partial Measurement Invariance)	Mean Original Difference (Egypt–KSA)	Confidence Interval (2.5–97.5%)	Equality of Means	Variance Original Difference (Egypt–KSA)	Confidence Interval (2.5−97.5%)	Equality of Variance	Full Measurement Invariance
	1.000	1.000		−.033	(−.176, .180)		−.271	(−.298, .297)
	1.000	1.000		.221	(−.178, .185)		−.109	(−.266, .289)
	.999	.999		.089	(−.176, .180)		−.245	(−.235, .247)

As a prior step, the MGA was conducted using the Egyptian and Saudis datasets after completing the MICOM tests. In general, the MGA results showed non-significant differences between Egyptian and Saudis students for both direct relationships and indirect relationships of the research model, see Table 4 . This supports hypothesis 5 (H5). Thus, the results of the total participant students in the current study (Egyptian and Saudi students) can be generalized.

4. Discussion

The current research sought to measure the relative impact of the self-management concept on modeling students’ academic achievement via self-efficacy.

On the one hand, for students of developed countries, there is a clear path from academic self-management, self-efficacy, student dedication, patience, and goal setting to ultimate academic performance ( Bandura et al. 2001 ; Honicke and Broadbent 2016 ). Thus, the current research study examines the influence of self-management and self-efficacy on student academic achievement among students in two different developing countries. We attempted to overcome the shortcomings of previous studies in this area by (1) considering several theoretical and empirically distinct foundations of student achievement, (2) students’ self-management and self-efficacy, and (3) investigating predictors in two different domains, namely Egypt and the Kingdom of Saudi Arabia.

However, although the MGA results did not show significant differences between the Egyptian students (see Figure 2 ) and the Saudi students (see Figure 3 ), the results of Figure 1 (i.e., the total model) can be used to generalize this research results. The interpretation of the non-significant differences between the Saudi and Egyptian students may be due to both countries being in different regions and students speaking the same language (Arabic) and sharing the same traditions and customs. Additionally, a large number of Egyptian faculty members teach in Saudi universities, which in turn may lead to similar influences on students’ academic consciousnesses, knowledge, and academic accomplishments. These factors may contribute to diminishing the differences between students in both countries in terms of self-management, self-efficacy, and academic achievement. This finding is contrary to previous research studies ( Oettingen 1997 ; Scholz et al. 2002 ), which confirmed that there was a cultural variation in how people felt about their abilities.

Among the predictor factors, students’ self-efficacy explained the most variance in academic achievement. It is considered that students’ self-efficacy assessments have a significant impact on their learning-process success. Students’ self-efficacy contributed significantly to the variation in the criteria in our study. It was revealed that students who are self-assured and more confident are more likely to achieve higher academic achievements, confirming that self-efficacy beliefs play an essential role in explaining academic achievement. The relative superiority of students’ self-efficacy in this investigation is consistent with the literature on the subject (e.g., Affuso et al. 2017 ; Honicke and Broadbent 2016 ; Köseoğlu 2015 ; Meral et al. 2012 ; Travis et al. 2020 ) and with several studies that have looked at the antecedents that influence academic accomplishment (e.g., Ashwin 2006 ; Hennig-Thurau et al. 2001 ). Crain ( 2005 ) claims that, when students have doubts about their abilities, they are less active and more likely to have no problems.

Students develop academic self-efficacy by evaluating and interpreting their task performance, which represents a self-judgment of competence ( Bandura et al. 2001 ; Usher and Pajares 2009 ). Additionally, Ansong et al. ( 2019 ) argued that students’ self-efficacy is more likely to increase when students believe their academic abilities and efforts are successful and, conversely, are likely to diminish when they feel their efforts are insufficient. As a result, students with a high level of self-efficacy mastered their objectives, which included challenges and new information; performance quality, which included good grades; and outperforming peers. When they feel they are good at something, they work hard at it and stick with it despite failures ( Crain 2005 ).

Moreover, self-management was also found to have a key impact on self-efficacy. According to our findings, the degree of self-efficacy determines a high percentage of the variation in the self-efficacy criteria, which is consistent with other studies (e.g., Di Fabio and Palazzeschi 2009 ; Stan 2021 ). Self-management is a broad concept that encompasses qualities such as self-efficacy. Self-management is widely recognized as one of the required abilities that drive students toward becoming more self-determined youths who can responsibly and proactively manage the elements of their lives, both in and out of educational contexts, according to King-Sears ( 2006 ). As a result, our study’s perspective is that students who can create objectives and employ various self-management tactics have better self-efficacy.

Furthermore, this study demonstrates that self-efficacy is a mediating factor in the relationship between self-management and academic achievement. Although analyses of the specialized literature confirm that self-management predicts student success (because the relationship with self-management is stronger than any other component of self-efficacy) ( Stan 2021 ), our research results indicate that, without self-efficacy (mastery of skills and activities), academic achievement is relative. It might be claimed that academic self-efficacy is frequently used to prepare and carry out the procedures required to accomplish certain goals. Perceived self-efficacy, according to Bandura ( 1997 ), relates to students’ beliefs in their capacity to attain specified goals. So, the role of self-efficacy in explaining variation in academic achievement across students is a central theme in our study.

Furthermore, our research shows that students’ self-management has a modest influence on academic achievement. This outcome is consistent with the arguments of Kadiyono and Hafiar ( 2017 ), who believe that academic self-management may be utilized to motivate students to enhance their academic achievement, so that they can build a solid foundation to go forward and construct their futures. Nonetheless, given a well-established research background supporting self-management as an intervention, it appears that its usage among students must be encouraged by their instructors’ actions. Thus, when students are confident in their academic ability, they can set educational goals that drive them to academic excellence. On the other hand, students with little or no confidence in their abilities and capacities may be less likely to pursue higher levels of academic performance that require a higher level of effort, abilities, and skills; this confirms the findings of Ansong et al. ( 2019 ). In this regard, King-Sears ( 2006 ) argued that teachers play a critical role in enhancing students’ abilities to practice self-management.

5. Conclusions

The conclusions of this study have a variety of ramifications for educators, counselors, and students. This study attempted to investigate whether students’ self-management and self-efficacy produce excellent academic achievement when adopted by students working around a range of academic variables. The current study confirmed the significant relationships between self-management, self-efficacy, and academic achievement in two different domains (i.e., Egypt and KSA) through three models with identical significant results. Thus, academia and practitioners can use this research framework to guide their students to effective academic accomplishments. Additionally, our results did not show differences between students in terms of self-management, self-efficacy, and academic achievement according to country. This supports a fundamental conceptualization that students with different skills and motives can direct these positively toward their academic achievement regardless of their geographical domain and culture. Thus, the current study is considered a pioneer study that investigates the relationships between self-management, self-efficacy, and academic achievement among university students all in one model. This could be a guide for both students and educators who are seeking to optimize their (students’) academic achievements through self-management and efficacy. Additionally, this model was tested twice in two different countries which, in turn, helps generalize the results among all university students.

Due to the lack of orientation, self-management provides a fair to good degree of academic accomplishment, highlighting the need for treatments aimed at assisting students in developing a meaningful understanding of their self-management about their current views. The findings of this study confirm that self-management helps students control their impulses, set goals, organize themselves, and become strong self-motivators. Hence, students who can coordinate emotions and control and manage impulsivity stress are more likely to recognize goals and achieve them consistently. Additionally, students need to be aware of the purpose, the breadth, and the depth of self-management research and how expanding this skill can alleviate current problems. As a result, the current study elicits the role of educators, mentors, and counselors to empower and direct students’ motives, skills, and abilities to achieve both academic and life goals through facing and overcoming daily problems. Moreover, these findings affirmed that self-management is a powerful indicator of academic success, decision-making abilities, and competence in the behavior modification among students. This helps educators and students to modify students’ behaviors in a positive manner to establish academic achievement in both the short and long term. Nonetheless, the foundation of self-management plays a significant part in attaining students’ self-efficacy, due to its critical function in organizing all sorts of learning, including materials and academic courses. Such a finding is very noticeable in the overall evaluation of university students’ achievements. The results reveal that self-efficacy is a positive predictor of students’ academic achievement. Self-efficacy and academic achievement are reciprocally associated and mutually reinforcing, according to the mutual-effects model used in this study. Educators and university educators must create and use treatments that target self-management, self-efficacy, and academic achievement to put the model into effect. Finally, the positive relationship between the triangle-connection modeling could be used as a base for policymakers when establishing new curricula targeting efficient outcomes for students, educators, and the community.

Some limitations must be considered when evaluating the current study’s conclusions. Two distinct students’ behaviors were evaluated in this study, with different instructors adopting different teaching strategies. Future studies should aim to evaluate the triangle-connection modeling individually to obtain benchmark findings in each situation. The current study does not allow for a thorough conclusion about the underlying causes of the reciprocal impact of self-management, self-efficacy, and academic achievement. Further research should put to the test theoretically relevant antecedent models that might explain the relationships between self-management, self-efficacy, and academic achievement in greater depth. For example, engagement in supportive institutional–student connections in terms of teaching staff, teaching style, etc., can impact self-management, self-efficacy, and academic achievement all at the same time.

Acknowledgments

The authors would like to thank the University of Prince Sattam bin Abdulaziz for supporting the research.

Funding Statement

This project was supported by the Deanship of Scientific Research at the Prince Sattam bin Abdulaziz University under the research project 18820/02/2021.

Author Contributions

Conceptualization, M.H.A.A.-A. and H.A.H.A.A.; methodology, M.H.A.A.-A. and H.A.H.A.A.; software, M.H.A.A.-A. and H.A.H.A.A.; validation, M.H.A.A.-A. and H.A.H.A.A.; formal analysis, M.H.A.A.-A.; investigation, M.H.A.A.-A. and H.A.H.A.A.; resources, M.H.A.A.-A. and H.A.H.A.A.; data curation, M.H.A.A.-A.; writing—original draft preparation, M.H.A.A.-A. and H.A.H.A.A.; writing—review and editing, M.H.A.A.-A. and H.A.H.A.A.; visualization, M.H.A.A.-A. and H.A.H.A.A.; supervision, M.H.A.A.-A. and H.A.H.A.A.; project administration, M.H.A.A.-A. and H.A.H.A.A.; funding acquisition, M.H.A.A.-A. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and Ethics Committee) of both the university of Prince Sattam bin Abdulaziz, KSA and the Higher Institute of Administrative Sciences, Janaklis, Al Buhayrah, Egypt.

Informed Consent Statement

Written informed consent was obtained from the participant(s) to publish this paper.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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