essay on students success

Success Essay for Students and Children

500+ Words Essay on Success

Success Essay- In today’s world everyone wants to be successful but what is a success. The perspective of success varies from person to person. For the record, the people before us have a different view on success and the person after us will have a different view on success.

Moreover, people compare different people performance to evaluate their success. But success is not something that you can copy from others. You have to make your own path to achieving success. In modern-day, people are obsessed with success because of the glamour and lifestyle of successful people .

What formulates a person successful?

There are many ways in the world to be successful. But most people think of celebrities, artist, politicians, and businessmen whenever they heard the word success.

Moreover, they think doing what they will make you successful but that not the case. They forget the most basic thing that makes a person successful that is their hard work, dedication, and the desire to achieve their dream. More importantly, they what they like to do not what that others told them to do. Successful people do what they like to do also they do what they feel correct for their business.

If you look in the dictionary for the meaning of the word success then you will find that it means the achievement of one’s goal or aim . So, basically, anyone can achieve success by simply achieving their aim or goal.

What is the harm of success?

We all knew that we can’t achieve something without sacrificing something. Success also demands various things from you. But these sacrifices will not go in vain if you achieve your goal.

Certainly, many people achieve professional success but in doing so they fail in achieving mental, social and physical success. The tension of lacking behind in other things pulls them apart.

Also, there are cases where people became so obsessed with success that the people around them start to feel uncomfortable around them. In some cases, they have gone mad. Apart from that, people also get depressed if they can’t achieve success like others. So, we can say that there is much harm to success.

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Success and hard work

It may sound unfit to some peoples but success depends a lot of hard work. Without it, you can’t become successful. Hard work does not mean that you do laborious work or the work that make you sweat. Hard work means having a healthy body, strong mind, willpower and positive attitude towards things. And for all those things you need energy. So, be attentive to your body and soul.

Besides, do not just work on your program, push your limit, take charge of other things, improve your skills and most importantly keep learning. Apart from that, be with positive peoples, develop positive habits, and do exercise not only for the body but also for your mind.

To sum it up, we can say that success is like a seed that needs a balanced proportion of all the elements of life. And no one can achieve success in a day they have to go through and face different conditions in life for being successful. Above all, success is the feeling of fulfillment that you feel when you achieve your goal.

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• Success Essay

Success is “The accomplishment of aim or purpose”, but is this definition universal? Can it be applied to each and everyone living on this planet? In this success essay, we are going to discuss the various perspectives on success. Success is a very unique concept and a powerful word. We live in a society where people compare and compete with each other’s success or we could say that we live in a success-driven society. A person is judged on his or her success but what does this word imply? Let us try to delve deeper into its meaning via this article.

Long Essay on Success for Students and Children

Success could be considered as the fuel on which the whole world functions efficiently. The perspective of success is different for every individual. For example, for one person success could be to get his or her dream job whereas for others it could be to spend a couple of hours with the family. In this essay on success important points such as how time management leads to success and how hard work and failure are related to success are discussed. This Success essay for students and children explains all the factors that determine success.

One of the most important factors that lead to success is time management. Time is considered to be the most precious asset of our lives. Time is everything and it’s an invaluable entity and once spent it never comes back. So it is important to learn how to manage your time. Time management refers to the process of planning and executing the task and goals to get the maximum. If done properly would lead a person to be successful in his or her life. The amount of time a person invests in improving himself will directly improve the chance of success.

Success and Failure  

“Success is not final; failure is not fatal: It is the courage to continue that counts.”

Success and failure are inversely proportional to each other. If a person is successful he or she will directly drift away from failure. Achieving success is not easy, if it was easy everyone would have done it, but it’s not impossible. It’s important to know that the road to success is filled with failures and through those failures one becomes successful. It should be understood that failure acts as a stepping stone for success and gives the will to work harder towards his/her goals.

Success and Hard Work 

Success is directly proportional to hard work. The harder one works towards his or her goals the easier it is to achieve success. Hard work doesn’t mean to do laborious work or work that will make you sweat. Hard work means not only working on your goals but also being optimistic towards life and believing in yourself that even if the journey is difficult it can be achieved.

Everyone should keep in mind that the road to success is not easy and it’s difficult but it’s not impossible. Besides working on your goals that would lead a person towards success it is very important to push your limit every day, take charge of your life, and keep learning. 

It is very important to take care of your mind which could be done by eliminating negative thoughts and negative people from your life. Staying positive is a key to success.

How Can You Attain Success?

We have discussed what being successful depends on. Now, let us take a look at what we can do actively to attain that position in our lives. 

Be a risk-taker: Good things come to those who are unafraid of taking risks. You must venture out of your comfort zone and try new things if you ever wish to experience new things and fulfill your goals.

Surround yourself with people who uplift you: Having the right kind of peers and friends is very important if you want to achieve success in life. These people will motivate you and help you strive to do better when you are struggling.

Learn from your mistakes: Failures act as stepping stones. If you do not learn from the mistakes you have made, you will never be able to grow and prosper. Do not be disheartened if you do not succeed in doing everything the first time itself. 

Believe in yourself and keep working hard: There is no shortcut to success. You have to work hard and never give up. 

Learn soft skills: Nowadays, you need to enhance your communication and your time management skills to be able to handle everything life throws at you. Work on bettering your soft skills too.

Remain dedicated: You cannot give in to distractions if you aspire to do well. Take short breaks but never let your mind wander away from the task at hand. Complete your work on time and stay dedicated to your goals.

Short Essay on Success for Students and Children

Success is achieved by those people who work harder every day and manage their time properly. Students should understand the importance of time management. Managing time properly is the key to success. Loss of time is considered to be a loss of opportunities. Time management is what most successful people like Sundar Pichai and Elon Musk do. It is important for students to know what they want to achieve in life and should have a clear vision of their dreams. If a person has a vision in the life of what they want to become, they don’t drift around and will not end up in the wrong place. After having a vision or dream one should invest his or her time in making that dream a reality. That could be done by putting in constant hard work. Sometimes even if one is not talented one can achieve success through hard work and determination. The road to success is not easy it is filled with failures and it is important to understand that through those failures one leads to success. In conclusion, it could be said that managing the time every day and working on your dream even if there are failures in your journey is considered to be the ideal formulae for success.

How Can Success Harm You?

We are all chasing the idea of success but it is important to understand that too much of anything can become toxic or harmful in the long run. You might become so obsessed with being successful that you start disrupting your emotional and physical well-being. This can have rather negative long-term consequences. Moreover, failures are a part of life. If you do not stumble even once, you might become boastful and arrogant. This will drive away even your closest family members and friends. 

There is another side to this debate. If you chase success too much, you will not be able to handle failure. This can lead to depression and the development of several severe mental-health issues. To avoid this, you must focus on all the aspects of success and not run after materialistic accomplishments.

FAQs on Success Essay

1. How can Students be Successful in Academics?  

For students, success in academics could be getting good marks and exceeding everyone’s expectations. Students could achieve success in academics by planning everything accordingly. The first step for excelling in any exam is to know your syllabus completely. The second step is to make a timetable to differentiate what to study. when to study? and to know how much of a particular topic studied is important for the exam. The third step after completing the syllabus is to practice effectively. It is very important to be positive and believe in yourself.

2. What Can be the Impact of Success on People?

Success can have both negative and positive impacts on people. You must know how to navigate the ups alongside the downs in life. It is foolish to presume that success can be attained without sacrifices. People achieve professional success but they fail in achieving mental, physical, and social success. This might cause major mental issues like depression and loneliness. We must learn how to cope up with both our personal and professional lives without giving in to undue stress and anxiety.

3. Why should Young Students be taught the Importance of Hard Work?

As we have discussed in this article, there are no shortcuts to success. You have to keep persevering to be good at what you do. Success cannot be attained overnight. However, inculcating discipline can go a long way in teaching students how to handle whatever life throws at them. Hard work and discipline go hand in hand. You must be disciplined and work hard to achieve your goals. If young students are made to understand this from a tender age, they can go on to achieve great things in life.

4. Why can Success Sometimes Prove to be Harmful?

A famous quote states that you always pass failure on your way to success. We can never learn if we do not make any mistakes. One must learn to take failure in their stride and not let it affect them too much. Success can prove to be harmful when you put too much unnecessary pressure on yourself to do well. This can lead to a decline in your emotional well-being and affect you mentally. Everyone has to face ups and downs in life but you must try to learn something from every experience and grow.

5. How should Students Gain Inspiration to be Successful in Life?

Inspiration can be found anywhere if you try hard enough to look for it. People like Steve Jobs and Sundar Pichai did not become successful in one day. They kept trying out new things and did not shy away from taking risks. Ultimately, their hard work and dedication paved the way to their success. Students should take inspiration from such men and women who have overcome a lot of hurdles in life to reach the position they are in now. This will motivate them to do better too.

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Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

• Maryrose Weatherton
• Elisabeth E. Schussler

*Address correspondence to: Maryrose Weatherton ( E-mail Address: [email protected] ).

† Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996

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A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups defining the definitions and measures of success may exert “soft power” over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in CBE—Life Sciences Education to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting “everyone knows” its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When students defined success, they focused on different aspects, such as gaining leadership skills and building career networks, suggesting a need to integrate student voice into current success definitions. Using these results, we provide suggestions for research, policy, and practice regarding student success. We urge self-reflection and institutional change in our definitions of success, via consideration of a diversity of student voices.

INTRODUCTION

Within the United States, there has been a substantial increase in minority populations over the last 10 years, with the United States projected to be “majority minority” by 2045 ( Vespa et al. , 2018 ). However, this demographic shift has not been mirrored within the scientific disciplines in higher education; while more than 30% of the U.S. population identifies as Black, Indigenous, or other person of color (BIPOC), those groups represent only 21% of science, technology, engineering, and mathematics (STEM) bachelor’s recipients. Furthermore, BIPOC only represent 13% of STEM doctoral recipients, 11% of the STEM workforce, and 4% of R1 faculty ( National Science Foundation [NSF], 2018 ). The trend is similar within the domain of biological sciences, where BIPOC students represent 12% of earned doctorates and 11% of postdoctoral fellows ( Meyers et al. , 2018 ). These differentials in degree acquisition and faculty representation can cascade down to undergraduate and secondary education students. For example, universities lacking diversity in their faculty ranks may see increased stereotype threat to BIPOC students ( Nouwen and Clycq, 2018 ; Park et al. , 2020 ). This can inhibit students’ development of a sense of belonging ( Good et al. , 2012 ; Hurtado et al. , 2015 ), and negatively affect students’ persistence, well-being, and academic achievement.

Differentials in student success have been discussed for at least a quarter century within education research ( Panos and Astin, 1968 ; Boland et al. , 1978 ; Leman, 1999 ), with countless interventions, theoretical models, and diversity initiatives proposed to increase the success of BIPOC students at all levels STEM education. However, the state of BIPOC representation and persistence would suggest that these initiatives have not succeeded within STEM domains broadly or the field of biological sciences specifically. We argue in this Essay that the assumed definition of “success” and its associated metrics may be one factor hindering the very success of the populations we seek to advance.

What Is Success?

To study and facilitate student success, we must first understand what we mean when we say “success.” As with other broad terms like “interest” ( Rowland et al. , 2019 ), the term “success” has a variety of meanings both within and outside the domain of biology education. Student success can be seen in terms of outcomes , like persistence, increase in self-efficacy, and publication rate. However, these concepts can just as easily be seen as components that facilitate success if it is defined as achieving a particular goal. Furthermore, there can be a stark difference in how faculty and students define success ( Dean, 1998 ; Thompson and Jensen-Ryan, 2018 ), as well as how minoritized students (which we use here to include BIPOC, first-generation, low-socioeconomic status, or other underrepresented groups of students) and their majority counterparts define the term ( Tierney, 1992 ; Goyette and Xie, 1999 ; Oh and Kim, 2016 ; O’Shea and Delahunty, 2018 ). For example, in a study at a public California university, Oh and Kim (2016) found that Korean-American undergraduate students most often defined success as reaching the highest levels of academic achievement, while Mexican-American students most often defined success as going to a 4-year university, surpassing the success of their parents, and helping future students find success ( Oh and Kim, 2016 ). These definitions were further aligned with different support needs and levels of student satisfaction. Thus, the meaning of student success depends on the context as well as who you ask, making a singular, unifying definition largely impossible.

Within biology education, we believe that our current definitions of success may lack the requisite diversity to fully capture the contexts of all students. These definitions inform the metrics used in, and conclusions drawn from, empirical research in the field. These, in turn, inform the policies and practices we advocate for, which ultimately affect student outcomes ( Figure 1 ). These definitions are most often created and maintained by those who hold power in the field (e.g., researchers, faculty members, deans, and other university staff), and rarely include meaningful student input, especially from minoritized populations. If these definitions are not created by and for a diverse population, then there will be cascading impacts on outcomes for those left out of the conversation.

FIGURE 1. How success is defined impacts almost every facet of the research process, as well as policies and practices, and ultimately affects student outcomes. Researchers’ definitions of success will impact how they choose to measure the construct, which in turn will impact how data are interpreted and thus what recommendations are proposed. These recommendations often have real-world impacts on student outcomes in higher education in the form of changes in policy or practices such as pedagogies or departmental requirements.

We argue that our current limited discourse around the meaning of student success is maintained, in part, by social hierarchies that can be examined through the lens of hegemony and critical race theory, which are described in the next section. These forces unwittingly reinforce and reproduce social hierarchies within our education system that may hinder the success of certain student populations who may not define success in the same way the majority does. Thus, we argue that a critical evaluation of success within higher education is imperative. In this Essay , we hope to start a conversation surrounding what success means, who should define it, and how an expansion of our definitions may help to facilitate the success of all students.

Why Social Hierarchies Are Relevant to the Definition of Success

The ideas presented in this Essay assume an institutional reproduction of social hierarchies and are framed by cultural hegemony and critical race theory. Gramscian hegemony is used to explain the power relations between dominant and minority groups. Specifically, it explains the ways in which dominant groups exert “soft power” over nondominant groups to secure and maintain control within society ( Gramsci, 2000 ; Borg et al. , 2002 ). This is accomplished via manipulation of cultural beliefs, language, values, and norms to establish the dominant group’s worldviews as universal, natural, or common sense. These understood rules of society are often invisible, yet powerful. Alternative perspectives, norms, and values are actively discredited by making them seem counterintuitive or unnecessary ( Grimm, 2015 ). However, these counterhegemonic ideas are often the values and perspectives held by nondominant members of society. Hegemony is thus maintained, because one cannot hold dissenting ideologies and also achieve social mobility, reinforcing existing social hierarches and forcing minority groups to conform to these dominant structures ( Dawson, 1982 ; Gramsci, 2000 ).

We can examine the hegemonic forces underlying student success using ideas from critical race theory (CRT). CRT challenges dominant narratives around race and racism in education and identifies how these narratives are often used to subordinate minoritized groups and maintain white supremacy in the United States ( Solorzano 1997 ; Yosso, 2005 ; Ladson-Billings and Tate, 2006 ). Solorzano and Yosso (2001) point out that racial stereotypes form the basis for the dominant “deficit notions” of BIPOC. For example, a common narrative in the United States is the idea of meritocracy, or “pulling yourself up by the bootstraps,” whereby minoritized groups can find success if they work hard enough ( Collins, 2018 ; McGee, 2020 ). This narrative shifts blame for unequal outcomes (e.g., wage gaps, lowered academic persistence and achievement) to minoritized groups who “don’t work hard enough” or are deficit in some other way, instead of recognizing the structures and institutions that center power with the majority. Within academia, these stereotypes establish a cultural norm that is upheld through differences in expectations, school funding, and punishment between BIPOC and white students (i.e., the school-to-prison pipeline; Solorzano, 1997 ; Barnes and Motz, 2018 ). While seemingly inert, these dominant frameworks translate into policies and structures that harm minoritized students ( Solorzano and Yosso, 2001 ). For example, school tracking systems ( Rosenbaum, 1976 ; Southworth and Mickelson, 2007 ), intelligence testing ( Rose, 1976 ; Solorzano and Yosso, 2001 ), and disparate resource availability ( Tate, 2008 ; Green et al. , 2017 ) have historically been used to maintain social hierarchies by advancing the education of white students while justifying modern-day segregation and deficit notions of BIPOC students ( Solorzano and Yosso, 2001 ; Yosso, 2005 ; McGee, 2020 ). Using a CRT lens allows us to explore how our current definitions and metrics of success do not come from neutral, unbiased, or meritocratic ideals, as is often assumed; instead they have been founded on racist principles. We believe that acknowledging this is an important first step to counter these hegemonic forces and begin to redress the harm that they have done to our students.

Linking hegemony and CRT to the concept of student success, we see that majority power can be maintained in higher education by normalizing a restrictive view of student success (e.g., success as having a high grade point average [GPA]). By focusing on outcomes like productivity and employability, these dominant definitions of success ignore large parts of students’ well-being (e.g., social, cultural, or personal outcomes). This can be harmful to students who hold “alternative” definitions of success by making them feel as if they do not belong within academia ( Hurtado and Carter, 1997 ; Hurtado et al. , 2015 ; Goyette and Xie, 1999 ; Tibbetts et al. , 2016 ). For example, in a study of Latinx undergraduates, Hurtado and Carter (1997) found that students’ GPAs were not significantly associated with their sense of belonging. For these students, participation in nonacademic activities like membership in religious or community organizations was significantly related to students’ sense of belonging ( Hurtado and Carter, 1997 ). This example suggests that a focus on academic metrics versus other measures, such as social participation, may impede the retention of some minoritized students. Many CRT scholars have noted that within the United States education system, BIPOC students are forced to “assimilate” into dominant, Eurocentric paradigms, including those surrounding work ethic, educational values, and definitions of achievement ( Carter and Segura, 1979 ; Solorzano and Yosso, 2001 ; McGee, 2020 ). Minoritized students in academia are thus faced with two choices: integrate into an environment that is misaligned with their identities and actively discredits their beliefs or leave the system ( McGee, 2020 ). When they choose to leave, this attrition of minoritized students from academia not only prevents the field of biology from achieving diversity and equity goals, but it also limits minoritized students’ social mobility and therefore reinforces existing social hierarchies.

Certainly, we do not think that institutions or educators who promote individual, quantitative definitions of success do so as an active choice to suppress minoritized students. Because hegemonic power flourishes when cultural norms are taken for granted, ideas of what makes a student successful are often built into our academic systems and assumed to be universally true. Even when educators and researchers may wish to reimagine how success is defined and evaluated, institutional structures like yearly evaluations based on pass/fail rates or GPA requirements for degree progression may leave little room for them to introduce “alternative” definitions of success, such as positive mental health, internal development, or community-based outcomes. Education researchers, as intellectual leaders in the field, have an opportunity to examine and resist dominant social hierarchies by refusing to support hegemonic structures while voicing counter-hegemonic structures and narratives. Foucault (1997) suggests that the “reproductive power” of cultural hegemony can be resisted and fought against through critical discourse and inviting new voices into the conversation. It is indisputable that academic definitions of success are both relevant and useful within higher education; however, we argue that alternative views of success must be normalized to advance institutional and societal goals. Thus, by listening to new voices (e.g., amplifying minoritized students’ views of success) and considering new definitions of student success, education researchers can take the first step toward changing the system that is preventing students from achieving success equally.

How Biology Education Researchers Define Success

One window into the discourse around student success can be found in the empirical literature investigating student success in higher education. We believe that current definitions of student success are limited, and that this is true across STEM domains. However, we have chosen to support our argument by sampling the literature within the domain in which the authors have the most knowledge—biology education. To sample how success is discussed and defined in the literature specific to this domain, we explored education research articles that discussed student success in CBE—Life Sciences Education ( LSE ) over the past 5 years. We examined 1) whether and how success was explicitly defined within research articles and 2) how success was measured. We also noted what theoretical frameworks seemed to be shaping research on student success. This literature examination was restricted to biology education and not intended to be comprehensive. Instead, this examination is used as an example of how probing the term “success” can reveal a need for researchers to re-examine their assumptions as well as consider how different metrics and a diversity of student voices may lead to a more complete definition of what it means for students to be successful.

We used a standard literature review methodology to collect these data ( Creswell and Creswell, 2017 ). We searched the online database of LSE on June 14, 2020, using the term “success,” and limited our search to articles published within the last 5 years (2015–2020). This primary search returned 311 articles, which we further narrowed by selecting only research articles (i.e., not reviews, meeting reports, or editorials). After applying this filter, we were left with 248 results.

As we were specifically interested in how success was defined in higher education, we excluded articles that examined student success in K–12 educational settings. Furthermore, we excluded articles that evaluated the success of specific curricular programs (e.g., research examining the success of an intervention aimed at reducing gender bias) as opposed to research on student success, as well as research papers about instructors and faculty, as they did not explicitly study student success. We did not have any exclusion criteria related to subject domain (e.g., math success, physics success, etc.) though most articles published in LSE are related to life sciences education. We also did not exclude any articles on the basis of study time frame or analysis approaches. This left 52 articles related specifically to research on student success in higher education over the last 5 years (see the Supplemental Material for the list of these articles).

The Majority of Articles Discussing Student Success Did Not Explicitly Define the Term

Of the 52 articles, 21 (40%) gave explicit definitions of student success. The other 31 defined student success implicitly through the variables they measured, often equating student success with quantitative student outcomes, such as exam scores and GPA. Of the papers that explicitly defined success, there were four broad categories for how the concept was defined: academic, persistence, career, and social (see definitions in Table 1 ). Academic definitions (e.g., grades, GPA) were the most prevalent in the literature (80%), followed by persistence (e.g., remaining in major) definitions (47%). Career definitions included obtaining a job in STEM (15%). The least common category was social definitions (4%), with only one paper explicitly defining success as it was related to students becoming leaders in their communities. Each article with an explicit definition could be placed in one or more of these four categories.

There Were Many Different Ways to Measure Success, and Most Were Quantitative

Overall, there were 30 distinct measurements of student success in the articles, 13 of which were mentioned more than once. The majority of papers (88%) measured at least one quantitative outcome related to student success; only six papers captured solely qualitative metrics. Of the papers that measured quantitative outcomes, the most common measure of student success was a suite of persistence measurements, followed by exam scores and course grades ( Table 2 ).

Persistence as a measure of student success came up often and in many different variations in the articles. In total, 20 articles (38%) measured student success as some aspect of persistence, attrition, or retention ( Table 2 ). We separated these into five subcategories based on the authors’ description of the outcome variable. Articles that reported “retention” and “persistence” generally were sorted into the first subcategory: “persistence/retention general.” Most often, papers in this subcategory measured persistence or retention in a degree program. Further, “persistence/retention in major” and “persistence/retention in a STEM field” were two different subcategories, with the former being explicitly about changes in students’ declared major, while the latter included postgraduation outcomes, like attaining a career in a STEM field or continuation to a STEM graduate degree. The outcome “intention to persist/remain” was based on student expectations versus actual retention or persistence from a major or course. Finally, there was only one article within the subcategory of “attrition” ( Wilson et al. , 2018 ); this article measured the percent of graduate students that left their programs without an MS or PhD degree over a period of 8 years.

Theories of Student Success Have Changed over Time

As part of the framing for their student success studies, many of the articles cited one or more theories or theoretical frameworks that guided their work. Across the articles we examined, 23 theories were cited, and five were mentioned within multiple papers: self-efficacy, identity, sense of belonging, social cognitive career theory, and social interdependence theory. Theoretical frameworks can influence almost every aspect of a study, from how the research questions are framed, to how concepts are understood and defined, what data are collected, and how the results are interpreted and situated within the broader field ( Anfara and Metz, 2014 ; Creswell and Creswell, 2017 ; Rowland et al. , 2019 ). In studies of student success, the theoretical frameworks that researchers chose likely influenced how they defined success or the success outcomes they hoped to measure. These theoretical frameworks, then, can be vehicles of hegemonic influence that set the standard for how student success is measured and discussed and are thus integral to consider. We will discuss the evolution of the discourse around student success in order to add context to these frameworks and inform our discussion about how to expand our definitions of success.

Although the term “student success” has been discussed in the education literature for more than a century ( Carmichael, 1913 ; Alexander and Woodruff, 1940 ; Brogden and Taylor, 1950 ), most of the theories or frameworks mentioned in the articles we examined were more recent in origin. The five most commonly cited theories in the articles originated within the biology education literature over the past 30 years. However, this empirical research was built on work done in the past, meaning that even these newer conceptions can have old ideas embedded in them that perpetuate racist stereotypes and ideals.

Popularized in the 1950s and 1960s, universal quantitative measures (e.g., ACT, Scholastic Aptitude Test, Graduate Record Examination scores) were some of the first measures of student success ( Capps and Decosta, 1957 ; Kunhart and Olsen, 1959 ). Early theories of student success proposed success as an outcome based on inherent qualities, like personality ( Robertson and Hall, 1964 ). In the 1970s and 1980s, work on student socialization and integration popularized one of the most commonly used metrics of success, persistence ( Table 2 ). Theories during this time built upon previous work by examining how students’ personal characteristics impacted their interactions with their environments, like Tinto’s (1975) theory of student attrition. As the “positive psychology” movement gained traction in the 1990s and 2000s, more modern theories layered “internal development” factors, like motivation and self-regulation, on top of the interactions among personal characteristics and proximal environmental influences to explain student success. For example, social cognitive career theory claims that increasing students’ feelings of self-efficacy and providing them with relevant learning experiences can mediate background and proximal environmental influences on their career decisions and goal attainment ( Lent et al. , 2002 ). This layering introduces new ideas but retains core older ideas about student success.

While new ideas of success push the field forward, much of the discussion is still framed by antiquated, racist notions that undermine these theories’ ability to reflect the experiences of BIPOC students. For example, Binet’s IQ test has been used to justify “genetic determinism” models of minority education equality ( Rose, 1976 ; Solorzano and Yosso, 2001 ). And although the field’s most influential theories are assumed to be broadly applicable, many of them were developed solely on the basis of majority students. For example, Tinto’s influential institutional departure model ( 1975 ) has been critiqued for its exclusive study of “traditional” students (i.e., white, upper-class students) at “traditional” universities (i.e., primarily white, residential, 4-year institutions; Astin, 1985 ; Attinasi, 1989 ; Tierney, 1992 ; Tinto, 1993 ). These limited populations bounded the results drawn from the theory. This has led, for example, to the problematic conclusion that students must detach from their previous communities in order to find success in higher education. Indeed, the opposite has been found for minority and first-generation students, many of whom draw strengths from their connection to their home communities and cultures ( Muñoz and Maldonado, 2012 ; Yao, 2015 ; Burt et al. , 2019 ).

The use of majority students as the foundation for the theories central to the ideas underlying student success is not only problematic, but harmful to minoritized students. When historically underrepresented students do not meet the standards of success established by the theories (e.g., higher attrition rates, lower course grades, etc.) it is assumed that the deficiencies are on the part of the students, and not the theory. As previously mentioned, this “deficit notion” of BIPOC students prevents equitable outcomes between BIPOC and white students. It also forces minoritized students to choose whether to conform to the majority standards of success or live within a system that does not value what they consider to be successful.

Despite the expansion of our theoretical understanding of student success over the past century, many of our definitions and metrics of success have been stubbornly unchanging. We acknowledge that the practicality and ease of quantitative metrics may be one reason why they are so prominent when measuring student success. It takes much less time to gather the course grades of each student in an introductory biology class than it does to collect interview data about their perspectives on success in the course, for example. Furthermore, latent constructs like student well-being or identity are more difficult to measure compared with academic metrics like GPA, as the former are made up of multiple, diverging indicators, and alternative ways to measure these constructs may not yet have been developed and validated for wider usage. Of course, quantitative metrics can have predictive value and can be excellent tools to answer many research questions. However, we argue that measuring quantitative outcomes is not a panacea for understanding how students achieve success in academia. Thus, we argue that, without addressing the ideas that underlie our notions of success, the field will continue to struggle to address the needs and facilitate the success of all of our students.

Who Gets to Define Student Success?

Of the 52 articles in LSE that discussed student success over the past five years, only one article captured students’ own definitions of success, suggesting a paucity of research in this area. This presents an issue if students have different definitions of success than those who determine the field’s definitions, like researchers and institutional decision makers. Indeed, Thompson and Jensen-Ryan (2018) found that undergraduate students expressed definitions of success that included academic outcomes like graduation as well as emotional outcomes, such as not getting discouraged and increasing their self-efficacy and self-confidence. Many students from historically underrepresented backgrounds (e.g., BIPOC, low-socioeconomic status, first-generation students) reject traditional definitions of success. For example, O’Shea and Delahunty (2018) found three themes of success that emerged from interviews with first-generation undergraduates: success as a form of validation, success as defying the odds, and success as positive feelings about one’s trajectory. Interestingly, many of the students interviewed had very clear ideas of what success was not , including obtaining high grades or passing exams ( O’Shea and Delahunty, 2018 ).

Considering these examples of how students’ and researchers’ perspectives on success can differ, we ask why student voices are so rare in the literature on student success. One explanation goes back to the idea of hegemonic power, wherein members of the majority impose their worldview as cultural “common sense” ( Boggs, 1976 , p. 39). Within academia, hegemonically imposed worldviews can present themselves via the belief that definitions of certain terms are homogeneous and that explicitly defining terms like “success,” “persistence,” and “interest” is not necessary. Indeed, our examination of the literature on student success found that success was only explicitly defined in 40% of the articles we examined. Even when success is defined, researchers and other institutional stakeholders may experience difficulty thinking beyond traditional definitions, as they often realized their positions via traditional success measures (e.g., academic success). Thus, the problem becomes apparent—if most researchers define success in similar ways, and these definitions are validated by achieving intended career outcomes, then these definitions are taken for granted and seen as common sense. Therefore, researchers may not see the need to gather student perceptions of any concept whose definition seem so inherent.

In this way, hegemonic influence is hidden within everyday facets of academia, like the language we use to describe and define concepts. However, a critical examination of the discourse surrounding these concepts can reveal a startling lack of ideological diversity. We argue that the hegemonic framing of embedded discourse prevents the field from moving forward toward more inclusive definitions and metrics. To resist this framing, we must collectively examine and make concrete changes to many of the aspects we have discussed here: how success is defined and measured and whose success we are concerned with. As a community of researchers, we have the collective power to expand our own and our institutions’ discourse in order to validate and facilitate all students’ definitions of success. To that end, we present recommendations in the realms of research, policy, and practice that aim to amplify minoritized student voices, encourage deep self-reflection, and bring about equitable institutional change.

RECOMMENDATIONS

The purpose of this Essay was to examine success through a hegemonic and CRT lens to inform a collective discussion about how our current perspectives on student success may be contributing to unequal attainment of success. Despite a concentrated effort over the past 25 years to increase BIPOC “success” in STEM domains, gaps between BIPOC students and their majority counterparts still exist at all levels of STEM education and beyond ( NSF, 2018 ; Meyers et al. , 2018 ). Although the field’s ideas and theories of student success have evolved and gained more nuance over the past 70 years, our definitions and measures still fall short of being fully inclusive. Our limited examination suggests that current definitions and metrics of student success are mostly academic and quantitative and are most often defined by institutional-level stakeholders, such as researchers. Although these theories were developed via research directed at students, there is a paucity of literature that directly asks students their views on success in higher education. Here, we propose recommendations for individual researchers to more explicitly consider success and center student voice in their empirical work. We then provide recommendations for the community as a whole within the areas of research, policy, and practice.

Recommendations for Individual Researchers

To encourage researchers to more critically examine their potential role in the reproduction of social hierarchies in academia, we recommend that they consider their own definitions of student success and how these definitions influence their empirical work. Furthermore, we encourage researchers to consider what definitions of success are highlighted within their research and how they can amplify diverse perspectives and voices within that research. Explicitly considering what perspectives of success they intend to use before beginning their projects will allow researchers to clearly ground their work and accurately describe what they intend to study, which in turn will lead to clarity in definitions, proposed metrics, and interpretation of results.

Before beginning their research, researchers must self-reflect on the biases, hegemonic frames, and societal norms that they have internalized simply as members of society. Much like the qualitative practice of bracketing, this process will not rid researchers of any biases, but makes them visible, so researchers can reflect on how these biases may shape their interpretations ( Creswell and Miller, 2000 ). For resources to guide self-reflection and examination of internal biases, see Gullo et al. (2018) , Killpack and Melón (2016) , Project Implicit (2011) , and Racial Equity Tools (2020) .

i. Does my funding source require institutionally relevant data, like student retention or GPA? If so, does my definition align with these metrics? Do I need to add a second definition if I am collecting other metrics?

ii. How diverse is my intended study population? Are there definitions of success that may more closely align with the views of my intended population?*

iii. How might my study accurately capture the perspectives of minoritized students, as opposed to invoking “safe multiculturalism” (i.e., an unchallenging, stereotypical, or tokenized view of a culture)? For more information on safe multiculturalism, see May and Sleeter (2010) and Yancy (2016) .

iv. Do my intended research questions and theoretical frameworks align with the definition(s) of student success I am considering?

i. Based on my definition, how many measures of success do I need to use?

ii. Should the definition of success be captured using quantitative or qualitative metrics? If I can use both, is one more appropriate given my intended population,* study context, and time constraints?

iii. Am I sure that students define success in the way I am intending to measure it?*

i. Have I chosen this definition of success over others simply because its associated metrics are easy to measure?

ii. Have I explicitly defined success in any communications about my project?

iii. Have I sufficiently articulated a rationale for my definition and measures?

iv. How might the definition of success used in my project be a potential limitation of the study? Have I acknowledged that as part of the study?

*If the answers to some of these questions are unknown, researchers may want to consider a pilot study or a qualitative inquiry into these students’ definitions of success.

We hope the use of these guidelines and associated questions will help researchers appropriately conceptualize success in each study they undertake and encourage researchers to consider how to capture diverse voices and perspectives within their research.

Recommendations for Research, Policy, and Practice

The following section focuses on actions the community can take to disrupt the current thinking about student success in order to reframe it for all students. To reflect the full diversity within STEM, and in consideration of the lack of student voice in the current literature, we suggest a need to truly listen to student perspectives on success at all levels. Lack of student voice is widespread across many domains; indeed, this issue has garnered the attention of the United Nations, which in 2009 proposed “General Comment No. 12—The Right of the Child to be Heard” ( UN, 2009 ). In 2002, the UN Committee on the Rights of the Child (UNCRC) documented its concern that “in education, schoolchildren are not systematically consulted in matters that affect them” ( UN, 2002 ). We suggest that similar issues are present in higher education, even though the majority of our students are considered adults.

In 2007, Lundy proposed a model to conceptualize article 12 of the UNCRC, and we are adapting it here to guide discussions about how to highlight student voice in research on student success and bring meaningful change within the realms of policy and practice ( Figure 2 ). Article 12 delineates two key rights: 1) the right to be heard and 2) the right to have one’s views given due weight ( Lundy, 2007 ). To successfully implement article 12, Lundy proposed that four elements must be considered: space, voice, audience, and influence. The first two elements, space and voice, relate to students’ rights to be heard. The next two elements, audience and influence, relate to students’ rights to have their views given due weight. We propose that the first two elements of Lundy’s model can be used to inform recommendations for research, and the latter two elements can be used to inform recommendations for research, policy, and practice.

FIGURE 2. This figure highlights four key elements from Lundy’s model, two relating to one’s right to express a view—space and voice—and two relating to one’s right to have their views given due weight—audience and influence. These rights are highly interrelated, and when examined in an academic context, lead to an iterative process for working with students to bring equity to the domains of policy, practice, and research.

Students’ Rights to Be Heard—Recommendations for Research.

A prerequisite for meaningful engagement with students requires the recognition that their opinions are necessary and valid. In regard to discussions of student success, this means we must create space in our discourse where alternative definitions of success are not only allowed but are honored as equally valuable. We believe that the process of making this space can start with this Essay and subsequent conversations. This space will allow the field to begin the process of examining the current hegemonic structures that dominate academia and work to dismantle them.

Student voice is critical to this process. This can be accomplished either informally, through conversations between students and mentors; or formally, through qualitative research regarding how students define success. Involving students in the research process is an empowering way to amplify student voice in our discussion of student success. When applicable, we suggest that researchers employ a community-based participatory research approach, a research strategy that equitably involves community members and researchers in a way that seeks to validate community members’ expertise and empowers non-researchers by sharing the decision-making process (see Minkler and Wallerstein, 2011 ). We also point out that the need to listen to students includes both undergraduate and graduate students. Research on graduate student success is even more limited than for undergraduates, and given the high attrition of graduate students from STEM degree programs ( Chen, 2013 ; Sowell et al. , 2015 ), it is important to also capture their unique perspectives. These conversations can add critical, new perspectives needed by researchers and institutional stakeholders to steer the field in a new direction.

Students’ Rights to Have Their Views Given Due Weight—Recommendations for Research and Policy.

Lundy (2007) recognized that making space and gathering student voice do not necessarily mean that student perspectives will be appropriately heard or acted upon. Indeed, ensuring students maintain their rights is often difficult, especially when their views challenge the dominant thinking, are expensive to enact, or cause controversy ( Lundy, 2007 ). It is important that we are attentive to the latter two elements in Lundy’s model—audience and influence—as merely gathering student perspectives without enacting change (i.e., tokenizing student voice) will not combat systemic issues and may, in fact, be counterproductive ( Alderson, 2000 ).

Students’ perspectives must be presented to the appropriate audiences in order for them to have any influence over research, policy, or practice. Thus, stakeholders at all levels of academic institutions must be exposed to these voices. This can be accomplished broadly through publication and presentation of work that foregrounds student voice and locally through initiatives that present students’ opinions to provosts, deans, department heads, faculty, and other university leadership staff to inform new policies. The UNCRC has warned that “appearing to ‘listen’ to children is relatively unchallenging; giving due weight to their views requires real change” ( UN, 2003 , para. 12).

Individuals (e.g., researchers, students, and staff members) must be engaged in the process of amplifying student voices and expanding our understanding of student success. However, for these recommendations to have lasting effects, the need to expand how success is defined and measured must be understood and enacted by academic institutions and organizations in the field (e.g., NSF, Association of American Universities, American Academy for the Advancement of Science [AAAS]). We discuss this more in the following section. Further, while we present two broad policy suggestions, we urge policymakers to see students not just as respondents or data points, but as partners and cocreators in establishing appropriate policy that serves their unique student populations. For a more in-depth guide to including students in this process, see Lygo-Baker et al. (2019) .

First, we suggest that universities have a policy to incorporate nonacademic measures of success into components of course work or within graduate student evaluations. Many studies have revealed that student mental health and persistence, among other outcomes, are highly impacted by nonacademic factors (i.e., not related to course or grade outcomes) such as creation of a professional network ( Sweitzer, 2009 ), development of metacognitive regulatory strategies ( Green and Macauley, 2007 ; Efklides et al. , 2018 ; O’Shea and Delahunty, 2018 ), and establishment of students’ academic identities ( McAlpine and Amundsen, 2009 ; Oh and Kim, 2016 ; Schnoes et al. , 2018 ). Depending on students’ definitions of success, these factors may be as important, if not more important, than traditionally evaluated outcomes, like GPA, exam scores, or time to degree. This policy would work to honor alternative definitions of success and thus increase sense of belonging for all students in academia. Moreover, incorporating a larger diversity of success metrics will grant advisors, departments, and institutions a more holistic picture of student development and progress.

Second, we suggest that universities add or amplify nonacademic support for students that honors alternative definitions of success. The current hegemonic framing of student success encourages a large amount of institutional support to go toward facilitating academic definitions of success (e.g., tutoring centers, peer coaches, academic advising). While these supports are useful and integral to many students, support structures for nonacademic definitions of success can be equally important to students. Thus, we suggest directing more funding to services such as career centers, which support career-based definitions of success ( Gallup, 2016 ); multicultural student centers and groups, which support community-based definitions of success ( Bell, 2016 ; Tachine et al. , 2017 ); and mental health support, which can work to support definitions of success that include personal growth and development ( Biasi et al. , 2017 ; Vescovelli et al. , 2017 ). By truly listening to, and acting on, the unique voices of students, university leaders can enact changes in institutional policy and structure that may be more likely than current initiatives to facilitate success for all students.

Rethink, Reframe, Start a Conversation—Recommendations for Practice

Our goals to increase representation of minoritized students in STEM, to improve student well-being, and to facilitate student success will only be met once all definitions of success are represented and supported in higher education. However, faculty play a role in everyday interactions with students that can be powerful influencers of success as well. Our perspectives, our biases, our words matter, and we need to carefully reflect on our individual influence. Do we think that graduate students are more successful if they become R1 faculty after graduation than if they become science journalists? Do we have a problem if undergraduates entering our classrooms see success as a “C” as opposed to an “A”? These biases, which come from our own backgrounds as students and researchers, are seemingly innocuous; however, they impact how we interact with students in one-on-one meetings, during office hours, and in the classroom, and therefore impact how supported students feel. Noncontent talk, or the things instructors say that are unrelated to the course material ( Seidel et al. , 2015 ), could be an important way to expose students to multiple, diverse definitions of success or it may reinforce a hegemonic view of student success in university settings. Attention to our own thinking and words and how they impact our discussions with students may be key to breaking down the cycle of hegemonic reproduction in academia. Finally, it is important to acknowledge the difficult work involved in beginning to unpack and examine the facets of internalized racism that underlie the “simple” idea of student success. This work is necessary to move the field forward and build a more equitable environment with diverse conceptions of success.

ENACTING CHANGE

We recognize that raising awareness, encouraging self-reflection, and including student voice may not in and of itself change how success is framed. These steps may be critical to changing the perspectives of individual researchers and adding new definitions and metrics of success but may not be enough to change institutional structures that are deeply embedded in racist social hierarchies. Indeed, a central component of our critical race framework is the notion that racism is not an individual issue, but a deeply ingrained systemic condition ( Ladson-Billings and Tate, 2006; Solorzano and Yosso, 2001 ; Vaught, 2011 ). Thus, in the following section, we highlight some ideas for institutions and organizations to enact lasting structural change as it relates to student success.

First, to properly enact change, we must acknowledge the concept of “empathetic fallacy,” or the incorrect idea that changes will be instituted simply because they are the right thing to do ( Delgado and Stefancic, 2000 ). While making the field’s definitions and metrics of success more diverse and equitable is the right thing to do, this fact is not enough to shift hegemonic structures. Instead, we have provided a table of the benefits of and risks for not expanding our definitions and metrics of success, which we encourage the community to build on ( Table 3 ). These benefits range from positive impacts on student well-being and retention, to more equitable institutional policies and practices and scientific problem solving. Indeed, Freeman and Huang (2015) found that greater author homophily was associated with publication in lower-impact journals and fewer citations, while the opposite was true with more ethnically diverse groups of authors. More diverse teams and institutions solve problems faster ( Reynolds and Lewis, 2017 ), generate more creative solutions ( Dezsö and Ross, 2012 ), and are more resilient in the face of change ( Duchek et al. , 2020 ). Beyond the moral imperative for our field to become more equitable, we argue that combating the current hegemonic structures is essential for future innovation, advancement, and evolution of STEM fields. The risks of not applying these recommendations mirror the current issues with the field that we have discussed previously, including maintenance of social hierarchies, poor student mental health, and continued difficulties meeting diversity and equity goals at academic institutions and within society broadly ( Table 3 ). However, we also must acknowledge that there are costs to these recommendations that also must be taken into account: institutions and individuals must invest time, resources, and emotional energy into enacting these changes.

Changing definitions of success will also require transformative change at the institutional level and beyond. This type of “deep change” or “second-order change” employs multiple change approaches to impact the attitudes, culture, and structure of organizations (Kezar, 2018) and dislodge the current hegemonic cultures, values, and beliefs that currently exist. Although individuals must change as part of this process (first-order change), second-order change involves explicit questioning of the operational frameworks and assumptions under which an organization functions, thus changing not just practices, but ideologies within an institution ( Argyris and Schön, 1997 ; Kezar, 2018).

In the field of STEM education, the efforts to replace lecturing with active learning is one example of second-order change. The benefits of active learning have been known for many years. Early efforts centered on getting individual faculty to change their practices, assuming that diffusion of these innovations would spread active-learning approaches, which is not what happened ( Miller et al. , 2000 ; Bennett and Bennett, 2003 ; Brownell and Tanner, 2012 ). To foster broader change, the Vision and Change initiative was started by individuals who realized that the influence of national organizations such the NSF, AAAS, and disciplinary societies could be used to amplify change ( AAAS, 2011 ). A series of forums and conversations with colleges and universities were organized, exemplifying the second-order change principle of providing opportunities for ongoing collaborative reflection within an institution. National conferences brought together leaders in the field and produced two influential conference reports with data, ideas, and exemplars that individuals and organizations used as levers for change. This highlights another principle of second-order change, using data to illustrate the need for change. NSF actively encouraged research on Vision and Change principles, incentivizing individuals and institutions to prioritize these ideas. While efforts related to Vision and Change have not employed all of the recommendations we suggest in this paper (e.g., including student voice in reforms), we believe it is an illustrative example of institutional change that has made great strides in normalizing active learning as beneficial and lecturing as a potentially harmful to students ( Freeman et al. , 2014 , but see England et al. , 2019 ).

Within our discussion of changing definitions and metrics of success, we believe that similar expansive, enduring initiatives are needed. As seen in the case of Vision and Change , institutional efforts can be amplified by disciplinary societies, foundations, and government agencies. These external influencers can also provide broad policy suggestions and funding initiatives to support systemic change. These efforts are time-consuming, but they represent some of the approaches that would be necessary to change the values, beliefs, and institutional culture surrounding the concept of success.

Student success is a central focus of education, particularly uncovering ways in which minoritized students can achieve representation in STEM at levels equivalent to their representation in U.S. populations. We posit that the lack of diversity in definitions and measures of success is an example of hegemonic influence within academia. Hegemonic power may be unknowingly upheld by researchers, faculty, and other institutional-level stakeholders who consider these dominant ideas of success to be “common sense” or standard. These dominant ideas of success, often stemming from racist structures and theories, reinforce social hierarchies within academia, making it more difficult for minoritized students to achieve social mobility ( Giroux, 1984 ). Movements of counter-hegemony are the only way to subsume dominant cultural norms ( Pratt, 2004 ). Thus, we call on researchers to carefully consider their definitions of success and associated metrics, to fully acknowledge how their conceptualization of success impacts their research, and to make space for and solicit student voice in discussions of student success. We further call on institutions and faculty to consider a more holistic view of student success, and when presented with student voice, to not merely listen, but to give their perspectives “due weight.” And we call on disciplinary societies, government agencies, and other organizations in positions of power and influence to consider how they may play a role in fostering new definitions of success. Finally, we hope that this Essay sparks collective reflection that leads each of us to consider how we participate in hegemonic reproduction, what biases we operate under, and how we can work in our classrooms, with our advisees, and as advocates, to facilitate student success that is as inclusive as we strive to be.

ACKNOWLEDGMENTS

We are grateful for the feedback on this article by Miranda Chen Musgrove, Elizabeth Derryberry, Courtney Faber, Nina Fefferman, Joshua Rosenberg, Caroline Wienhold, and Hope Ferguson. We thank the reviewers and editor for their incredibly thoughtful and useful comments on an earlier version of this Essay .

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• Joel K. Abraham , and
• Rebecca M. Price
• Starlette Sharp, Monitoring Editor
• Erika Offerdahl, Monitoring Editor
• Meaghan I. Pearson ,
• Sarah D. Castle ,
• Rebecca L. Matz ,
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• W. Carson Byrd
• Elisabeth Schussler, Monitoring Editor

Submitted: 29 September 2020 Revised: 17 December 2020 Accepted: 30 December 2020

© 2021 M. Weatherton and E. E. Schussler. CBE—Life Sciences Education © 2021 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We are grateful for the feedback on this article by Miranda Chen Musgrove, Elizabeth Derryberry, Courtney Faber, Nina Fefferman, Joshua Rosenberg, Caroline Wienhold, and Hope Ferguson. We thank the reviewers and editor for their incredibly thoughtful and useful comments on an earlier version of this Essay.

Academic Success for Student Essay

Academic success for any student is what each and every student in learning institutions strive to get. Although every student wants to achieve academic success not each and every one of them manages to achieve academic success. This is because there are certain things that one as a student should follow to achieve academic success. Some of the most important factors that one should put into consideration and practice to achieve academic success include the following.

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People smart learning style involves many factors or components and affects all round life of an individual. In order to achieve smart learning style as a student you should strive to ensure that you understand concepts and skills in different academic fields. This style means that one should strive in all fields to achieve good performance. You can not be smart in one area while the rest you are poor and say that you are smart, at least in every area you should be smart. (Littlefield, 2009)

Adopting smart learning style is not that easy it calls for balancing of the entire academic fields. This is because if there is no balance in one area you will be smart while the rest you will fail. Strive to have a balance in all academic as well as social areas in life to achieve smart learning style. (Littlefield, 2009)

Critical thinking is one of the major factors that one should put into consideration as a student in order to achieve academic success. Critical thinking means is a situation or a practice whereby as a student you do not just take the literal meaning of something but you think of that particular situation under all dimensions. Critical thinking involves taking into account all the concepts that are related to that particular situation, after taking note of the concepts then analysis of the concepts follows in order to gain deeper understanding of the situation or the concept.

Taking note and understanding all the concepts related to the situation or area of study one is analyzing is very important. This is because through understanding of the concepts it becomes easier to tackle different fields of study that one is involved in. also the skills that one has can play great role in success of the given student academically. For instance, if you have excellent writing skills you can utilize them to gain high achievements academically. There are also other personal strategies that one may have; these strategies can be used positively to achieve high grades academically. For instance in a situation whereby you do not perform well in certain filed you can involve yourself in research on certain concepts that are challenging and at the end of it you find that you have succeeded academically in that field.

Creativeness is another important factor in gaining academic success, being creative means that out of a small and minor thing you can come up with a big idea. Creativeness can work best for a student when combined together with skills and strategies that one as a student has. In order for a student to gain academic success one has to be creative on how to utilize different opportunities to gain success at the end.

However there is more of being a student than achievement of academic success though is the major goal for every student. One should strive to achieve success in all areas of life and it calls for one to have a balanced life. However gaining balanced life to many people is a challenge and it calls for commitment in all areas of life. As much as one is committed to academics he or she should be committed in other areas of life like social activities since they help in building not only the academic part of life but also building ones character. Also through social activities the mind relaxes such that one can understand different academic fields that are being learned.

In order to have a balanced life as a student there are certain changes that one has to make in life. For instance there are certain routines that one is used to that do not help in building balanced life, in order to achieve balanced life and prosper academically some of the routines should be changed. Change of routines calls for commitment and persistence, this is because routine is something that one is used to so changing from those routines is not an easier thing hence call for commitment and persistence. Through this it will be possible to overcome some of the major academic challenges that one goes through.

The last factor that one as a student should put into consideration is adoption of good habits. Practice of good habits is essential in academic success of a student, this is because practice of a certain habit in ones life results to formation of a relevant character in that person. However changing of habits is not an easy thing it calls for commitment and persistence in practice of the habits.

Learning of good habits or changing one’s habit is not easy, at one point I decided to change my study habit which was not very good and to adopt a good study habit. This is one of the things that I found to be very challenging in my life; this is because it was a must for me to through many different changes in life that I was not used to before. I was one of the students who were known for wasting time and not being very serious in my academics and changing from this kind of a lifestyle was a challenge. Though it has been challenging I am happy that today have managed to adapt good study habits and am still pursuing it.

List of reference

Littlefield J. (2009) Smart study strategies. Web.

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Essay on Success (200 & 500 Words)

Success can mean different things to different people. For some, success may be measured by wealth and status. For others, it may be personal growth, fulfilling relationships, or making a difference in the world. However, true success encompasses more than just material possessions or career achievements. Success often requires hard work, patience, persistence, and compassion. It means utilizing one’s talents and abilities to the fullest. Success involves overcoming obstacles, learning from failures, and always striving to grow as a human being. It means being adaptable in an ever-changing world while staying true to one’s values. For many, success is about the journey more than the destination – finding meaning, contentment and joy in the small moments of life. Success involves contributing to one’s community, living purposefully, and leaving the world a little better. It’s about having the integrity to live by one’s principles and having a positive impact on others. True success comes from within and often goes beyond societal definitions and expectations.

Essay on Success (200 Words)

Success means achieving your goals and dreams. For students, success in school leads to success in life. To be successful in school, you need to work hard and study. Pay attention in class, do your homework, and ask questions if you need help. Don’t give up when school seems hard. Keep trying your best.

Part of success is having good habits. Eat healthy foods, exercise, and get enough sleep so your mind and body are ready to learn. Be organized and use a planner to keep track of assignments and tests. Make sure to give yourself enough time to complete projects and study for exams.

Having a positive attitude is important too. Believe in yourself and your abilities. Stay motivated and surround yourself with other positive people. Don’t compare yourself to other students. Focus on being the best you can be. Celebrate your accomplishments, both big and small. Learning from your mistakes will help you improve.

Success comes from working diligently over time. Don’t expect it to happen overnight. Set goals and take small steps each day to reach them. With dedication and effort, you can achieve success in school and beyond. Keep your eyes on your dreams and don’t let obstacles stop you from being your best. If you stay focused and determined, you will find success.

Essay on Success (500 Words)

Introduction to success.

What does it mean to be successful? Success means accomplishing your goals, realizing your potential, and making your dreams come true. For students, success in school is important for success in life. Doing well in school requires hard work, determination, and good habits. Staying focused on your studies, having a positive attitude, and persevering through challenges will help you achieve success.

Working Hard and Studying

To succeed in school, the most important thing is to work hard. Attend all your classes, pay close attention to the lessons, and participate actively. Make sure to take good notes so you can review them later when studying. Get all your assignments done on time and don’t wait until the last minute to study for a test. Make school your top priority.

Studying effectively is also key. Set aside time each day to review your notes, read chapters, and study for upcoming quizzes and exams. Find a quiet place to study where you won’t be interrupted or distracted. Study the most important concepts first before moving on to details. Make flashcards for key terms and definitions. Complete all your homework assignments. Studying consistently over time leads to better understanding and retention.

Developing Good Habits

In addition to working hard, developing good habits sets students up for success. Eat nutritious foods like fruits, vegetables, and whole grains to fuel your body and mind. Get at least eight hours of sleep each night so you wake up feeling rested and ready to learn. Exercise for at least an hour a day to relieve stress and boost brain power. Stay organized by using a planner to track homework, tests, and activities. Being organized helps avoid last-minute cramming.

Having a Positive Attitude

Your attitude also affects your potential for success. Believe in yourself and your abilities, even when faced with challenges. Stay motivated by setting short-term goals on your path to bigger dreams. Surround yourself with supportive friends and mentors. Look for inspiration from successful people. Avoid comparing yourself to others and focus on being your personal best. Reflect on your accomplishments – even small wins – to boost confidence. Learn from your mistakes without beating yourself up. Maintaining a positive mindset gives you the power to succeed.

Persevering Through Challenges

Reaching success takes time and effort. Don’t get discouraged when faced with struggles. Obstacles and setbacks are part of the process. The key is to persevere through the challenges. When schoolwork seems overwhelming, break big projects into smaller, more manageable tasks. Seek help from your teacher or classmates when you need it. Reflect on what study strategies worked versus what didn’t and make adjustments. Celebrate incremental successes to stay motivated on your path to bigger achievements. With grit and resilience, you can overcome any challenge on your way to success.

Conclusion on Achieving Success

With dedication and hard work, students can achieve success in academics and beyond. Make learning your priority by studying hard and developing organized habits. Stay positive when faced with struggles and keep your eyes on your goals. The path to success takes time, effort, and perseverance. Keep believing in yourself and your potential. Follow your dreams with passion and purpose. You hold the power to make your goals and aspirations come true through diligence, determination, and desire.

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Essay on Success

List of essays on success in english, short essay on success – essay 1 (100 words), essay on success: definition and how to achieve success – essay 2 (250 words), essay on success: parameters, qualities for achieving success and conclusion – essay 3 (300 words), essay on success: what is real success – essay 4 (500 words), essay on success: success and hard work – essay 5 (500 words), essay on success: education is the road to success – essay 6 (650 words), long essay on success – essay 7 (1000 words), essay on success: intro, success in life and success for students  – essay 8 (2500 words).

The students should be able to distinguish between true success and success of ill deeds. The short essays for students shall enlighten them with the true meaning of success. The essays written in simple language are very informative and shall prove to be beneficial for students of all classes.

Success is much more than riches, power or fame. Success is simply the feeling of satisfaction and happiness one gets from leading a particular way of life or carrying out a particular activity. Success in any field or aspect of life can only be achieved through serious hard work and a little bit of opportunity. One of the most important recipes of success is determination and it might as well be the most important secret of success. To become successful, it is necessary to never give up until the aim of happiness and satisfaction in life is fully met. The happiness and satisfaction can be found in very different things in different people.

‘Success’ is a very powerful word. Many of us run behind it; most of us want to conquer it. So, what is success all about? Does this mean acquiring money or fame? Success means different things to different people.

Definition of Success

The Oxford dictionary defines success as “ The accomplishment of an aim or purpose ”.

This is the definition of success in theory, but in reality it differs according to people’s interests and goals.

It is very important for every individual to define their own concept of success rather than following someone else’s footsteps. We must analyze what makes us happy, what gives us contentment, and what motivates us . No one can list out our needs better than us.

True success means understanding our dreams and working joyfully to make those dreams come true.

How to Achieve Success

Many great people have suggested various ways to achieve success. But the real secret ingredient to nail success is to believe that we are already successful . With this strong affirmative thought, success can be easily achieved if we follow these three success factors:-

• We should follow our passion because that is where our heart and soul is. When we follow our passion there is no need for us to put any extra effort.
• The path to success is always challenging. We should build confidence to face any challenging situations.
• The third and most important success factor is discipline . When we work in a disciplined manner, things will automatically fall in place.

If we stick to these three factors, nothing can stop us from tasting success. Success is a journey which continues even after the goal is achieved.

Success is perhaps the most desired feeling that all of us want to experience in the pursuit of our goals and also in day to day life. Apparently, every individual has his or her own definition of success.

Parameters of Success

None can deny that the world blindly respects and trusts wealthy people. Money is the prime dynamic force that drives this world. The sooner we acknowledge and appreciate this fact the better. Academic success is a prime concern for all in the initial part of life, especially in the school days. For those who continue perusing studies, academic success is the epitome of everything. It is mostly observed that success in personal life becomes a tough task for those who have all the riches. Here is where the common people feel successful to have a happy personal life.

Qualities for Achieving Success

One should not regret their decisions taken in the past and must refrain dwelling in the past. We must give deep thought before taking any decisions and uttering words from the mouth. For making a successful decision one must ask questions to oneself like: What Do I Need To Do? What Will Be The Outcome? Will It Be Worth Doing? One must keep the emotions for success and failures intact and should not showcase it to others. Successful people never wait for applause or acknowledgement of their work as they eventually get it. To become successful one must keep friends close and enemies closer. A successful person never demeans the weak and never underestimates anyone.

To become successful one has to understand what is important in that instant, recognize and work on the weaknesses, take criticism and hold on to the strengths. From a broader perspective Success defines the contentment, peace of mind and sheer happiness that is achieved. One should remember that only perseverance can lead the path to success.

Introduction

Real success is something we should all strive to attain. Real success can simply be said to be achieving a higher position or very high position in our chosen field or area; it can be politics or business or even education. In the world we live in today, we have equated success to riches, prosperity, fortunes, cars, houses and so many mundane things. We believe that once a person has enough money to be able to afford what he or she wants, the person is successful. This is a total and complete misconception that will be discussed here.

Money isn’t a measure of success?

While it is important to note that having money is a part of being successful and you can classify as rich person as being successful, money is not all that success is about and we have a lot of people around us that are seemingly rich but still count themselves as not successful. In fact, sometimes we see wealthy people and conclude that they aren’t successful. If this is true then we can safely conclude that success is deeper that money or other superficial and physical things can we might acquire or own. Money is very important to success in life but it is not a necessity and neither is it the only key to success in life.

What is real success?

Real success is way beyond the physical things we can see, real success is all about the feeling of satisfaction we get when we accomplish a task or do something, it is the happiness we get just by remembering what we have achieved and how we did it, real success has to do with a lot of positive feelings about ourselves and pride in what we have been able to do. As we can see, real success can only be achieved within one’s self and that is why a lot of people who we think are successful still believe they aren’t just because they aren’t happy with what they are doing or they feel they can get so much more out of life. From this, we can see that it is very important to attain true success in life.

How one can attain real success

For one to be successful, the first and most important thing one needs to do is to set goals and objectives. Only through the setting of goals can one really have something to pursue and claim success when we got those things or meet the set goals and target. A very important ingredient in achieving real success is determination. If one is going to get real success, one has to be determined to never give up no matter what the situation might be. Another very important ingredient is hard work as we can’t expect to be successful if we don’t work hard and do all it takes to meet all of our set goals. It is important that we get all the skills that are required for us to be successful in our chosen field.

The yardstick of success varies from people to people. The success story of an individual begins from the moment of his/her birth. A human child begins the winning streak by challenging every obstacle from the moment of conception to delivery. So no human is ever a failure, and hence confidently we can say that the very existence of every human in this word bear an element of success.

At the primary level, success lies within the parameters of cracking competitive exams and identifying one’s aptitude as to which profession the individual can flourish. On broader terms, a successful life is indeed a happy life reflecting upon how far one has reached. Success is not just related to material success.

How to become successful in life?

Nobody has ever become successful within a split of a moment. It is not an arduous task either. Strong determination coupled with hard work is the key to success. The first step to any attempt is to set the goal. There can be short-term goals, and long-term goals and both play a significant role on your road to success. Once the target set, then you have to do strategic planning. It is advisable to set a time frame as well. It will enable you to evaluate yourself on a regular basis. Fixing a time frame can also check into our procrastinating nature.

The next most important factor to become successful in life is hard work. It is the key to success. The adage rightly says that ‘no pain, no gain.’ You need to keep in mind that nobody else is going to do what we ought to do. If we put little effort and saw the seeds of hard work and perseverance, then we are sure to reap success and bounty. If you have strong willpower and the fire to ignite your dreams, then nothing can pull you back.

Stay focused on your objectives rather than hoping:

You can inspire yourself by being a self-motivator and critic. It opens room for self-improvement and appreciation. As it is said that ‘well begun is half done,’ do not hesitate to sparkle a start. Once we get a push, the rest will fall right in place. Even if we stumble down a couple of times, do not let go of our dreams. Failures are part and parcel of any successful entity. Mistakes are quite common and what needs to do is that we acknowledge them, and bear them in our mind. It ensures that we learn from the mistakes and in turn do not repeat them.

Nobody has ever been successful overnight. Patience is yet another golden rule. Just convince your mind that you are strong enough to be successful, though not today, at least some day. Never be disappointed if you lose. Trust in yourself and believe that you will reach there and you deserve to reach there. Your strength and weakness define the person you are, and the realization of it is rather important. Selfless dedication and hard work will definitely get you there.

Once you achieve your goals, you can be a strong inspiration to others. There is a warrior in you and never shut it down. You are capable of climbing higher and boom into a fantastic personality. Whatsoever, live a humble life, spread positivity and bear the torch to others’ road to success.

Saying education is the road to success is just another way of saying education is very important for all of us in life, without education there would not be a lot of progression in both our individual and collective lives as human. It is very important that we get education in order to get success in life. Most times, people generally limit education to the four walls of a classroom or a school.

Education has roots in every area of our existence; education can be said to begin from the home, parents and family members educate and train the children on good characters that they should imbibe and teach them to remove some habits and characters. All of these good characters imbibed by the child through education at home can help the child become very successful in future.

We all know that without good characters and morals, it is extremely hard to become successful or make it in life as people would not want to be associated with such person. We are also educated on good communication and interpersonal skills that are very necessary for us to make it and become successful in life.

Importance of education to success

We need to know the true value and worth of education. Education helps to facilitate our skill, knowledge and learning; it gives us a different view of the world and refines our personality, helping us to build very positive attitudes. Education is a totally essential tool in ensuring a bright future.

Education can serve as a tool in achieving anything and everything good about life. When we get a high level and degree of education, we earn respect and recognition from our family and the society at large.

Education can go a very long way in changing our thoughts and level of reasoning; it broadens our worldview and provides us with the opportunity to get knowledge and technical skills that are highly needed in life. We can improve our knowledge level and skill by watching educational documentaries and programmes on the TV, reading the news and keeping up to date with all of the happenings all over the world, reading a lot of books that can educate us. Education can go a long way to make us into more rational and civilised people. Education guarantees our place among people in the society and can help us achieve all of our dreams and aspirations in life.

Education and success

Success is the goal of all of us and it is our mission. Life can sometimes be full of different opportunities and challenges. Success can only be attained if we have all of the required and needed tools.

The most important tool for success is education because without education, we wouldn’t be able to have a wide view of the world and be able to innovate and develop. A lot of youths and children today cite the examples of the successful people that didn’t graduate from school and still went ahead to be successful in life. Mark Zuckerberg, the founder of Facebook famously did not graduate from Harvard university but still went ahead to become very successful. The truth is even though Mark didn’t graduate, he was well educated and wouldn’t have been able to start Facebook if he had no knowledge of coding and wasn’t enrolled in Harvard at all. From him, we can learn that education isn’t limited and can basically be any way of widening our knowledge and improving ourselves. We should never confuse education with getting a diploma or a degree. Only education in or out of school can make us be successful in life and give us the true career we want.

Without education, life would be totally meaningless without education. The only path to true success in life is education, every one that has been, is and would be successful in life needs education to do that.

The modern world has a way of doing things, that is, modern man has his own particular view on how things should look. That view is completely different from the perspectives upheld by those who came before us, so to say. Like the ancient Greeks were obsessed with performing heroic deeds, or medieval European Christians with martyrdom and upholding saintly principles, we can argue that modern man has an obsession with success. Or more precisely, one aspect of that new worldview is to compare people between each other through the notion of success.

In a way, the beginning of the 21 st century is preoccupied with the concept of success more than ever before, both individual and collective. That fact can is seen in many aspects of our daily lives, people are not just oppressed with celebrities and successful people they want to live that lifestyle or achieve some sort of greatness. Looking at the current state of things one is encouraged to analyze the situation further and to find the reason behind these phenomena, or at least to offer a new perspective on worldwide trend.

What Makes a Person Successful?

There are many ways a person can be successful. Most people will think of celebrities, politicians, artists, entrepreneurs, etc. They will think of someone who is known the world over because of the thing they do, the thing they are good at. That’s all fine, but there are successful people who do not like to be celebrities and there are, most definitely, celebrities who cannot count as successful people.

What then makes a successful person? Is it how they do things? Is it what they get in return? Is it in the number of things they can amass in their life? Most of those things can count as some part of our overall image of such a person. But, how can we define it? What is it actually?

What I like is simple answers, they are usually correct and the most practical at the same time. Even though not all answers can be simple, this one is. When you look up the word success in any dictionary you will find that it is considered an accomplishment of an aim or a purpose.

Surely people were able to accomplish an aim or a pulpous in their lifetimes, even several, before the 21 st century. Why is it that this noun has such relevance for the classification of people in this age?

History of Success

If we take a look at history, as I mentioned before, we can see that every age has a different occupation. When we talk about the ancient Egyptians, we do not talk about single individuals who made this country so great we talk about the collective in general. But also, we do not know the names of the people who actually accomplished the construction of the pyramid we remember the person who ordered it and did nothing to build it.

Sometimes when I think about all the great artists whose names I do not know, that built humanity in the name of kings, it seems as if it was forbidden for individuals to be famous if they were not born into some sort of noble family.

That drastically changed with the return of democracy to Europe and the liberation from the old-world view that separated people into casts, genders, and races. The new perspective born from revolutions gave every man the right to control their destiny and therefore the right to become successful, to achieve one’s dreams and ideals. Celebrating success can be seen as a collective celebration of the boundless human potential to do incredible things. Is it always so shiny? Or is there a dark side to the story?

Can Success Harm us?

We all know that being successful has its price and the people on the top can often be alone, because of the many sacrifices they had to make to get there. There are also countless examples of people who have achieved success professionally but their health and social lives fail because they cannot handle the strain that comes with maintaining that image of perfection that is expected of them.

Then there is also the psychological pressure any person can experience when they become obsessed with succeeding in the things they do. This emotion can cause such discomfort for people that they can freeze in key moments when they should be at the top of their game. Not to mention the depression some people experience when they come in contact with the images of people that exist on social media. There is a lot in being successful that we put under the carpet, or we just consider it as part of the game, something that we should bear. It does not have to be that way.

Sharing Success

People are made to be in a group and therefore everything they do they should do for each other; however, this fact of human existence has also been a breeding ground for nationalism and other group-oriented ideologies that made the 20 th century so dark. The striving to be successful, the best, the most dominant will make people perform incredible and inspiring things but it will also make them give legitimacy to the worst monstrosities. How do we draw the line between the good and bad aspect of wanting individual and collective success?

Maybe we should stop looking at success as part of domination and make it part of what makes us authentic as human beings. What do I mean? If we start celebrating everyday people when they express themselves or make something that is fulfilling for them and makes other people grow we will support others to develop this aspect of their humanity and not concentrate on domination and subordination. We should support the celebration of collective endeavors that strive to enhance the human race as a whole and not adore individual examples as if they were the meaning of life.

The secret to success is not in money and fame, but in reaching that feeling of fulfillment when you know you have accomplished something that truly matters to you and other people around you. Dreaming big and then having it, it’s not impossible.

If you’ve been feeling a little low lately, this essay on success is sure to boost your motivation levels and set the goals right for you! We hear about so many successful people from all the areas. Some of them may be our favorite singers, actors, scientists, writers, social workers, politicians, and what not. Their achievements inspire the hearts of many and urge them to do better.

While we tend to focus on the sensation of the final outcome, the journey toward the goal is what matters the most. Sadly, human nature forces us to look at everything through the eyes of instant gratification. But the stories of success are not created overnight. In real life, any small big achievement demands tons of efforts and sacrifices.

If success is a building, consider each effort to be a brick, that has to be put in day and night tirelessly. Dreaming about achieving a goal in life is a lovely idea. Nonetheless, working on it every day is more than just a fantasy. You have to make it happen.

Do you pray or meditate? What happens at that moment? You sit quietly and focus all your attention and energy into the prayer or in watching those thoughts. Prayer commands sincerity. True worshipping is when the heart is pure and honest.

In the same way, success is a conscientious phenomenon. It asks for dedication and ethical diligence. For a real success, there are no shortcuts and there is no quitting too! Yes, we all get tired and hopeless. That doesn’t mean we have to give in to those feelings and quit. Keep working no matter what!

At times, when you feel that you can’t go on anymore, take a break. Rejuvenate yourself, talk to your loved ones, rest a lot, create a fresh perspective. And come back again with a greater force and zeal. You never know when the efforts will turn into the sweet fruits of success. One thing common in all the great personalities was that they never quit!

Personal Definition of Success

There is no fixed definition of success. You see, success is quite a relative term and its meaning changes from one person to another. However, it is sure to say that being able to feel content with your life and achieve what you dreamed of, is what makes you a successful person!

A prosperous life is not strictly about having all the materialistic comforts around. To some extent, this may be true. But, all in all, it’s only a microscopic way to measure someone’s success.

Let us introduce you to some of the most powerful quotes on success given by the different eminent personalities.

Everybody’s favorite, the great feminist and poetess, Maya Angelou says, “Success is liking yourself, liking what you do, and liking how you do it.”

Winston Churchill quotes it as, “Success is stumbling from failure to failure with no loss of enthusiasm.”

Not to mention, America’s former first lady, Michelle Obama who expresses her own views on success. According to her, “Success isn’t about how much money you make. It’s about the difference you make in people’s lives.”

In the words of Albert Einstein, “Strive not to be a success, but rather to be of value.”

Anne Sweeney, who remained the president of the Disney Channel from 1996 to 2014. In her words, “Define success on your own terms, achieve it by your own rules, and build a life you’re proud to live.”

It is evident enough how these miraculous and charismatic visionaries have described success in various terms and that there is no particular way to define it. The only authentic parameter should be your own satisfaction and happiness.

What is Success

We have understood that success is an abstract notion. Now, it is time to get to the bottom and explore some basic questions about it. Have you ever tried to inquire into what success means to you? What are the things that would make you convinced that you are a successful person now? Does your heart yearn for fame, money, peace, joy, love, or something else?

These questions are crucial. They make your mind clear and set your priorities more effectively. Always remember that a virtue that appeals to you may not mean the same to another person. Everybody has their own preferences and goals in life.

The bottom line is regardless of what the goal is, we can each be successful in our lives as long as the achievement makes us happy and content. It could be your education, a well-paying job, having a loving family, social security, or freedom to live the way you want to.

Anything, no matter how small or big, that fills us with a sense of purpose and gratifies the heart leads to success. If you are a happy person and love your life, then success is yours! For a long time, our minds have been trained to believe that money is the greatest source of joy. However, it’s not true!

Undoubtedly, wealth is a strong means to create comfort and security for us. But if it was the only thing needed for success, why do the richest people still deal with depression, anxiety, fears, and failures? Have you ever thought about it?

Physical wealth does not guarantee an insusceptibility to dissatisfaction and failure. Thinking otherwise would only create a bottomless void within you. People madly run after money and career. And yet when they are well-established, they still may not feel the joy and peace within. What is the missing piece in their lives?

Success in Life

Life is a rollercoaster, isn’t it! We all have our own strengths and weaknesses. Overcoming your flaws and frailty is a victory in itself. If you are thinking of coming out as a winner in life, don’t confine yourself to monetary values. With money, you may feel “technically” rich and yet have no access to the truest joy.

There are many dimensions to success. But everything depends upon our ability to recognize them. What are these dimensions, by the way! Let us explore a few of them.

You must have heard the famous quote, “Health is Wealth”. We need to understand the hidden value of this quote today more than ever. Ask yourself, if you would be able to enjoy anything in the same way if you were suffering from an acute or chronic illness? No, but such physical ailments are a bitter truth to many. To these people, achieving a partial or full recovery, having a long and respectful life is a success.

For the emotional souls, having their loved ones around, giving them a quality life, and taking care of them is what counts as the real victory. A person who cares about the whole society, for him/ her the true meaning of succeeding would be providing the basic amenities to the underprivileged, fighting for human rights, or creating awareness.

And yes, the biggest of the aims could be as simple and meaningful as leading a peaceful life. It could be about not having regrets and ill feelings toward others. They could also be as big as winning a gold medal in the Olympics, breaking the stereotypes, getting out of a toxic relationship and having a stable life.

The point is, success cannot be put into a singular category. And comparing one’s goal with the other person would be like comparing apple to an orange, or fruits to vegetables. Each person is unique. Their journey of life is different and so are their goals and parameters of success.

Success for Students

The keys to successful academic life are open secrets. As a student, your progress depends on the level of self-discipline, dedication, and hard work. If you are able to pull off these habits in long-term success would never leave you. Right? Nonetheless, the matter is not so simple.

In today’s time, students are looking for “success” more desperately than ever! Considering the cut-throat competitions, it is quite understandable also. The pressure of family’s expectations makes things even more complicated. The students have no option except to excel in their studies, but at what costs?

First of all, academic success is dependent on a limited number of subjects. The true potential of a child or a young one cannot be fairly measured based on such a narrow line. Moreover, somehow we have come to believe that excellent grades are a must for a student’s survival in this world. Fortunately, that’s not completely correct.

The practical life is much more than a few subjects. Most of the things we learn at school and colleges are plain theories. The bookish knowledge hardly proves to be of any help in the real world. What makes you rich is the experiences you gain on a daily basis.

Of course, this doesn’t mean that grades and books shouldn’t be taken seriously at all. You need to understand that these things play a partial role in forming the ladder of success. The better word to focus on would be ‘growth’.

If winning the race and grabbing a seat in some reputed college takes a toll on your mental, physical, and psychological health, then, we are seriously doing something wrong here. After all, these are the same factors leading to the rising number of suicides among the youths.

Not getting good marks doesn’t mean that you are not good enough for anything. It just means that you haven’t explored everything yet. There are many great personalities like Einstein, Leonardo da Vinci, J.K. Rowling, who were a failure on the scales of conventional methods. But they proved everyone wrong.

All you need to remember is that never lose faith in yourself. If you really love what you do and consistently pour all of your energy into that task, then, definitely success is waiting for you! Make a routine of your choice and follow it religiously. Stay punctual. Fix your eyes on the goal and keep working.

Success and Hard Work

You can only work hard when you are fit overall. A good health is not just about having a strong body but also a strong mind and willpower. For all these things, you need energy. So, pay attention to things that you are feeding to your sensory organs. This includes from the proper diet to releasing stress, stay positive, working out, having those around who believe in you.

Don’t just work hard on your curriculum only. Take charge of other aspects too. As much as possible, include healthy foods in the diet. Staying positive induces good hormones in the body and the effect clearly shows in your performance. To strengthen your mental health, meditate every day.

Sitting around greenery, talking to your loved ones, reading positive books, are some of the other ways to replenish your energy levels. Make sure to work out every day, or at least go for a 30-minutes walk. Keep yourself hydrated. Drink plenty of water and other fluids.

Apart from focusing on the positive steps, be careful of the negative factors too. For instance, any negative conversation or toxic people in your life may suck away all your energy and charm. Try your best to avoid these triggers. Not only that, distractions like television, online chats, social media, parties, etc. should not be underestimated.

Keep your body and mind clean like a temple. It will help you work harder and with more effectiveness. There are no shortcuts to success. However, prefer to work smart rather than work hard. Never ever neglect the amount of sleep you get. There is no substitute for proper sleep.

Lack of sleep makes you cranky. Your concentration and memory become poorer. The learning becomes slower. So, a million dollar advice would be to get sufficient sleep, that means up to 8-10 hours. A few hours may be up and down depending on the person’s body requirements.

It is okay if the hard work makes you tired. However, the whole idea of hard work should not suffocate you. They say that if you love what you do, you don’t have to work a day in your life! If the set goals don’t well-align with your heart, explore something that does. Your goals should be set by you and not anyone else.

Success and Failure

Do you fear failure? What is the definition of failure according to you? How important is a failure for success? Let us find some answers to these amazing questions and doubts that we all face within us. To make things easier, here are a few great quotes for you!

“Only those who dare to fail greatly can ever achieve greatly.” – Robert F. Kennedy

“Giving up is the only sure way to fail.” – Gena Showalter

“I have not failed. I’ve just found 10,000 ways that won’t work.” – Thomas A. Edison

Must have changed your perspective a bit! Well, it won’t be wrong to say that failure is a part of success. It is an inevitable part of that process. Like two sides of a coin. You cannot expect to taste success until you have learned to embrace the failures.

There is an interesting story about it with a strong message. There used to live a guy who owned a grand and luxurious car. That car always stayed inside the house. The man never drove it. One day, one of his friends visited him and asked the reason for not taking the car out on the road.

Do you know what the man replied? He said that he would take the car out when all the traffic lights are green. He was waiting for an impossible thing to happen! Can you believe that? It’s ironic but yes, we all do the same metaphorically.

When we don’t take steps due to the fear of failure, subconsciously, we are waiting for everything to be perfect. So perfect that there would be no tiny scope for failing. That means there would be no red lights at all. How is that even possible!

Leave the fear of failure behind. The only thing you should be scared of is not making efforts. Because that kills even the slightest chance of success. Be humble and embrace failure. Learn from your mistakes. These lessons are valuable. No book would teach you the way your experiences will.

Success is a cumulative and relative term. Without peace and love, money and fame don’t count as success. True success would satiate your soul. It would fill your life with joy. Shrug off the idea of comparing your life with someone else’s. Every person follows a different path and journey. That is why the meaning of success also varies from one individual to another.

No matter how difficult or impossible seems the goal, never quit. Keep working and one day you would succeed. Don’t confine your ambitions to just making money. Listen to your heart and follow it. The voices within us are our guiding lights!

Try to be a good person before becoming a successful person. Only an individual who has earned the love and respect of all has achieved the truest success.

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Student Success Statement, Essay Example

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I have not chosen San Jacinto College just for the quality of in-class education but also for tremendous opportunities to learn outside classroom. I am excited at the prospects of interacting with the college’s diverse student body. Interaction with students from different cultural and ethnic backgrounds is important to me because geographical and cultural barriers are becoming less relevant due to globalization and it will be very difficult, if not impossible to success in the 21 st century without truly global perspective. In addition, I also plan to actively engage with on-campus student organizations that will help me develop a variety of valuable skills that are essential for success in both college and in the real world. These skills include communication, leadership, teamwork, cross-cultural skills, and organization.

I also plan to acquire work experience while simultaneously pursuing my college education. Managing both academic and work responsibilities will enable me to develop strong work ethics. In addition, work experiences like internships will help me better understand the course material learnt in the class. There is, arguably, no more effective way to understand concepts than by putting them into action.

I also hope to be a source of education to students and other members of San Jacinto Community. I have extensively travelled within the U.S. as well as abroad. In addition, I have served with a number of non-profit organizations such as Red Cross and Habitat for Humanity which has helped me gain valuable insights about life and the world we live in. I look forward to have a great time at San Jacinto and hope the formal and informal education at San Jacinto will enable me to develop strong foundation for future career.

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Success Essay in English for Students

Table of Contents

Success Essay: In life, everyone aspires to find success, yet the definition of success differs from person to person. Success, at its core, means reaching your life goals. To accomplish this, dedication and hard work are key. Without persistent effort and diligent work, reaching your goals and finding success becomes nearly impossible.

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Success Essay in 100 Words

Success isn’t solely about wealth. It’s about reaching your goals and finding immense satisfaction in doing so. While some associate success with riches, it’s a deeper and more personal accomplishment. To succeed in any area of life, dedication and hard work are essential. Opportunities may come and go, but you must chart your course to success. Along the way, you’ll face challenges. It’s crucial to tackle these obstacles with confidence and never lose your determination. If you give up, all your efforts go to waste. Success is about persevering through difficulties and achieving what you set out to do.

Success Essay in 200 Words

A person’s life gains true meaning through dreams. To reach success and your life’s purpose, you must put in the effort. Your achievements reflect the kind of person you are and the lifestyle you lead. Merely having dreams, without working towards them, leads to emptiness and failure. Success blossoms when you possess dedication to your goals and the bravery to face challenges.

For some, success equals wealth, but real success is attaining your dreams and objectives. If someone aspires to be a doctor, they must work diligently on that path. Success doesn’t have shortcuts; it demands honesty, truthfulness, and hard work. The road to success is challenging, with no alternatives. You’ll encounter hurdles, yet you must persevere. Quitting equals failure. Finding solutions may take time and effort, but they exist; we just need to seek them in the right places.

In summary, dreams infuse life with purpose. True success stems from unwavering dedication, honest effort, and resilience in the face of challenges. Pursue your dreams diligently, and remember, success has no shortcuts; it’s a path illuminated by hard work and determination.

Success Essay in 300 Words

Achievement is defined as fulfilling a goal or purpose, but is this true for everyone? This essay explores different views on success, a complex and influential word. We reside in a society where people measure and vie for success. People are evaluated based on their success, but what does this word truly mean? Let’s explore its meaning in this article.

Success and Failure

Success and failure are like two sides of a coin. Success isn’t permanent, and failure isn’t the end of the road; what truly matters is the courage to keep going.

Success and Hard Work

Success and hard work go hand in hand. The more effort you put into your goals, the closer you get to success. It’s not just about physical toil; it’s also about staying positive, believing in yourself, and learning from failures.

Remember, the path to success is tough but not impossible. Keep pushing your limits, take control of your life, and never stop learning. Protect your mind by banishing negative thoughts and people. Staying positive is the key to unlocking your success.

How Can You Gain Success

We’ve talked about what it takes to be successful. Now, let’s explore what we can actively do to reach that point in our lives.

• Take Some Risks: Success often favors those who aren’t afraid to take chances. Stepping out of your comfort zone and trying new things is key to experiencing new opportunities and achieving your goals.
• Surround Yourself with Supportive People: Having the right friends and peers is crucial for success. These people can motivate and inspire you, especially during tough times.
• Learn from Mistakes: Mistakes are like stepping stones to success. They teach us valuable lessons. Don’t get discouraged if you don’t succeed at everything on your first try.
• Believe in Yourself and Work Hard: Success doesn’t come easily. It requires hard work and determination. Keep pushing forward, and don’t look for shortcuts.
• Develop Soft Skills: Today, good communication and time management skills are essential for handling life’s challenges. Work on improving these skills along with your other talents.
• Stay Focused: Avoid distractions if you want to do well. Take short breaks when needed, but always keep your mind on your tasks. Complete your work on time and stay dedicated to your goals.

Essay on Success FAQs

What is success in essay.

Success in an essay means effectively communicating your ideas or information in a well-organized and clear manner to convey your message.

What is success in 100 words?

Success is achieving goals or finding fulfillment in what you do, whether in your career, personal life, or any endeavor. It's about reaching a sense of accomplishment and happiness through your efforts.

Why is success important in life?

Success is crucial in life as it brings satisfaction, purpose, and opportunities for growth. It helps you lead a fulfilling and meaningful life.

What is success essay in English?

A success essay in English is a written piece that discusses the concept of success, what it means, and how it can be achieved.

What is the full meaning of success?

The full meaning of success is the achievement of goals, contentment, and a sense of accomplishment in various aspects of life.

What best defines success?

Success is best defined as the achievement of one's goals, aspirations, or desires, leading to personal satisfaction and happiness.

What is success as a student?

Success as a student involves performing well in academics, developing skills, and acquiring knowledge to prepare for a successful future.

How do students get success?

Students achieve success by staying focused, setting goals, managing their time effectively, seeking help when needed, and staying persistent in their studies.

Why is success important for students?

Success is essential for students as it opens doors to better opportunities, builds self-confidence, and lays the foundation for a promising future.

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Essay On Success – 10 Lines, Short & Long Essay For Kids

Key Points To Note: Essay On Success For Lower Primary Classes

10 lines on success for kids, a paragraph on success for children, short essay on success for kids, long essay on success for children, what will your child learn from this essay.

Success means different things to different people. Success for your kid could mean excelling at school, or completing a jigsaw puzzle! Success is vague, and it could be as different as for any other being, but look deep into yourself, and you could find yourself in a success story. It isn’t easy to understand or measure success, but we could plan a path and what it could look like for your kid. This article could help you write an essay on success in English, which will guide your kid.

While writing an essay on success for your kid, you should be aware of a few things. We have listed a few key points to remember when writing an essay on success for lower primary classes –

• It is vital to make your kid understand the structure of an essay while writing a composition on the topic of success.
• Kids are great with imagination. You could make a story to describe what success could look like for him.
• Kids have good visuals; show them a movie or a documentary that you think could motivate them.

As we know, the definition of success does not have an agreed consensus, and it depends on one’s choice of life. However, you can plan a success story for your kids that could shape their ideas. Here are a   few lines on success that will help kids craft an essay for classes 1 and 2.

• Success requires hard work; you need to make some extra effort than others to achieve it.
• You need to have plans for your success and what it will look like when you achieve it.
• Try to make your passion your success, and you will never feel like you are pushing yourself to achieve it.
• Your plan for success is not an easy path, ask for or involve a bit of help from others along the way.
• Don’t choose a selfish path as your success; instead, add value to humanity through your work.
• Open yourself to others’ ideas and welcome critical feedback from near and dear ones.
• Try to make a list of things you plan to do daily and celebrate if you achieve any milestones.
• Make ways for yourself and involve others for help. You can develop leadership skills that you can use to step on the path to success.
• Always open to constructive criticism for your work; this way, you could open your venue to a large audience.
• A healthy body means a sound mind! Both are required to navigate the path to success.

Success is the flip side of failure. Given below a paragraph on success.

As per the Cambridge University dictionary, success is defined as achieving the results you wanted or hoped for; such a result is the outcome of your hard work and determination over the years. However, throughout your life, you pass through different phases of life and experience a distinct sense of accomplishment; all this could be termed a definition of success. There are many ways to be successful in the world, but most of us associate it with being celebrities, artists, or some form of famous media person. However, your path to success could go through hard work, dedication, and the desire to make a difference in this world. Successful people have a strong will; failures do not deter them.

We all desire to be successful. But through constant determination and focus, one can achieve success. Here is an essay on success for class 1, 2 and 3 kids:

Kids at an early age have experienced some sense of accomplishment, like learning to speak and write. Success for many people comes from failure, and that person can understand the true meaning of success. Just like a kid who finds it hard to stand on his feet and make a move, he usually fails at first, and then he fails multiple times, but eventually, he does not give up, and one day he stands on his feet to walk to his parents. Numerous failures to accomplish a milestone make you strong and courageous enough to face challenges in your life. In this ever-evolving world, you could be successful in multiple forms like a politician, musician, actor, celebrity, media person, etc. However, success could mean adding value to humanity and making a step forward in human civilisation; the discovery of the internet marks a new era of the information age.

Everyone wants to be successful in this modern world. The prospect for success varies from person to person. Here is an essay for class 3 students:

It is difficult to achieve something without hard work. Success also demands substantial time and attention, and there may be chances where you could miss a few critical parts of life that were equally important. It may happen that your success comes with a cost of mental unrest since you may be so busy with your professional commitments. Also, there may be circumstances where people become so obsessed with their success that people around them start to feel unwanted. In extreme cases, they may call you selfish and leave you in your way. Success goes beyond being rich, powerful, and famous; it is simply a feeling of satisfaction and happiness one gets from his life course and actions. Success in any field or a particular aspect of life can be achieved through your commitment to the work, and it is necessary never to give up until you achieve what you always dreamt for.

What Is Succes And Why It Is Important In Our Life?

As per the Oxford dictionary, success means “The good or bad outcome of an undertaking”. Thus, your sense of achieving something that you always wanted to be or become is what success means. Here are a few reasons why success is important in our life:

• Success provides a sense of confidence and a sense of well-being.
• Success may give a purpose for life and a sense to achieve something.
• A successful person feels secure and complete in his life.
• Your dreams and desires may arise from success.

What Are The Factors Required To Achieve Success?

There are a lot of factors that guide a person to become successful. However, here are a few points from which you can draw inspiration –

• Educating yourself in any field is the first step toward success.
• The first thing you can do to have a successful life is to have everything planned out.
• Always prioritise your goals and make plans that aline with your carved path.
• Cultivate good habits and have a positive outlook towards life.
• Learn from your mistake and explore new ideas.

What Is The Difference Between Success And Failure?

Success is a favourable outcome where a person feels more secure and purposeful in his or her life. A successful person has an ongoing personality and can easily collaborate with his or her peers at work. Such a person assumes confidence in their co-workers and is usually committed to work. A lack of success could be termed a failure, and failure may cause insecurities and a lack of confidence in the failed person. Such a person is usually demotivated to collaborate and could have trust issues with their peers.

How Can Students Achieve Success In Exams?

Success in exams is not a simple mantra, but it depends on the student’s self-motivation and determination. Of course, the preparation plays a huge role. Here are a few tips to achieve success in the exams –

• Prepare early and make summary notes of your study
• Make study schedules and stick to them
• Keep your study space organised and clean
• Take care of yourself during exam time and sleep well
• Break up your plan into small daily goals

A sense of success is vital for kids early, as understanding its importance allows them to plan their goals and work towards them. So far, we have understood success, its importance in a kid’s life, how it differs from failure, and a few tips for success in exams.

To sum up, we can conclude that success is part of life, not life itself. No one can achieve success in the blink of a second, but you must go through hard work and determination to succeed. It is just a feeling; you may feel it only when you achieve it.

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Essay on Success

Read an essay on success for class 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12. Know more about success essay in English for students in 300 words. Write a short essay on success for students.

Essay on Success 300 Words

Success determines what kind of person you want to become in life and how many efforts you are doing to become successful. Everyone has a different viewpoint of success as for some it is to live a good lifestyle, for others, it may be to earn money for daily living or to become some famous celebrity in life. Well, success depends upon the perspective of a person, however, the main objective of success is to achieve a certain goal in life.

It is important to understand that success can never be copied from anyone as nowadays people usually admire celebrities or singers and want to become the one without thinking about their own talent and personality. So, one must understand that it is their own unique attribute that helps them become successful in life.

To become successful requires three things in life that are hard work, determination and aspiration to accomplish the main objective of life. Successful people do things in their own way and do not copy other’s methodologies to become successful. Obviously, it is good to learn from the experience of others but it would be wise to use your own way and methods to achieve something in life.

Well, everything is achieved by sacrificing something in life so one must be ready to face challenges in the path of success. These challenges demand your time and efforts so if you want to become successful you must be ready to give up certain things in life.

Hard work is something that will definitely help you reap benefits and success comes when you do hard work with complete determination to achieve your overarching goal. Success can be achieved when you polish your skills and continuously learn and develop your personality in a particular domain. It is not achieved in a day so you need to keep patience while you are walking on the path of your journey. The goal may seem to be very difficult sometimes but the one who never loses hope and never gives up is the one who emerges as a successful person in life.

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