Friendships that deliver academic glory

I got an A. She had a B. And, you? A common thread of discussion on examinations at school and university.

Academic excellence gets you noticed, no doubt. Indeed, C and D grades leave a frown in many people’s faces. However, academic glory goes beyond class-work and books; you need to interact and do so with finesse. These encounters with fellow learners, teachers, and other workers in school influence behaviour and help to build character that keeps a student to the straight and narrow of good passes.

Through interactions, friendships are established, and behaviour change occurs. When a leaner is satisfied, they easily become a model of acceptable influence and other learners searching for satisfaction tend to replicate. Birds of the same feather flock together, it has been said, while success is a natural attraction.

Authors Lyubomirsky, King, and Deiner have argued that relationship satisfaction may translate into influence, because it is rewarding to be in the company of someone satisfied.

When there is a tangible influence, persuasion becomes easy and achievable. Friendships thrive when there is a common goal between or among the parties involved, and that is why an academically motivated learner easily connects with like-minded people.

To help build working relationships, learners need to be observant and curious about fellow learners, so as to gauge their suitability. Academic motivation does not mean one has achieved, but that one is focused on success. This works in the interest of the non-academically gifted learners who have a desire and motivation to excel. They will, therefore, emulate what they see in the academically gifted learners.

Social comparison plays a role in helping learners to build useful friendships for excellence. In observing the teacher-learner relationships, it is obvious that academically excelling students are more at ease with the teachers more than the rest.

Teachers or tutors are a higher authority in school, and being in a cordial and respectable relationship with them will come with a sense of pride, satisfaction and motivation to do well. Building friendships and replicating behaviour, thus, delivers excellence.

Self-confidence, decision making and life skills also determine establishing long lasting and meaningful friendships at school or university.

For instance, at university, learners are less restricted and as long as the choices they make do not violate the institution rules and regulations, they are good to go. This is why building meaningful friendships will make one accountable for their actions and behaviour. Wise decisions and applied social skills, with efforts, are avenues to academic excellence.