Academically challenged students can benefit from future thinking.
Key points
- A new study demonstrated that future-directed therapy notably improved academic resilience in students.
- The benefits were independent of social support, offering a unique way to improve academic performance.
- Using this therapy into educational curricula could help schools with academically frustrated underperformers.
Education is often hailed as the cornerstone of a prosperous future, but for many students, particularly those in challenging environments, academic success remains elusive. In Osogbo, Nigeria, academically frustrated students face significant hurdles in their pursuit of education, manifesting in poor performance and low resilience. A recent study by Adetola O. Adeyemi, Ph.D., and Oluwaferanmi A. Adufe examines the impact of future-directed therapy (FDT) on enhancing academic resilience among these students.
Understanding Academic Frustration
Academic frustration among students is a pervasive issue that affects their ability to succeed. This frustration stems from multiple sources, including stress from examinations, poor time management, and lack of support from teachers and peers. These students often exhibit behaviors such as absenteeism, poor performance, and a general lack of engagement in academic activities.
In Osogbo, the problem is particularly acute. Reports show a consistent decline in students’ performance in the West African Examination Council (WAEC) exams over the past nine years, with scores frequently below 50 percent. This decline highlights a pressing need for effective interventions to bolster students’ resilience and academic performance.
The Role of Academic Resilience
Academic resilience refers to the capacity to cope with academic challenges and bounce back from setbacks. It involves traits such as self-efficacy, perseverance, and a positive outlook, which are essential for academic success. Resilient students are typically more engaged, motivated, and capable of overcoming obstacles.
However, building resilience in academically frustrated students requires targeted interventions. Traditional approaches focusing on identifying the causes of academic struggles have proven insufficient. Instead, there is a growing need for strategies that empower students to take control of their academic journeys and build the resilience necessary to succeed.
Future-Directed Therapy: A Novel Approach
FDT offers a promising solution. Developed with the understanding that the brain operates primarily through anticipatory, future-focused processes, FDT emphasizes strategic thinking and goal setting. Rather than dwelling on past failures, FDT encourages students to envision a positive future and develop practical steps to achieve their goals.
In the study conducted by Adeyemi and Adufe, 90 students from two extramural centers in Osogbo were selected to participate in an eight-week FDT program. These students, aged 15 to 25, were identified as academically frustrated using the Basic Psychological Need Satisfaction and Frustration Scale. The intervention aimed to enhance their academic resilience and overall outlook on education.
Key Findings
The study’s results were compelling. Participants who underwent FDT showed a significant improvement in academic resilience compared to those who did not. The main effects of the treatment were notable, with a marked increase in resilience scores post-intervention. Additionally, perceived social support also played a crucial role in enhancing resilience, underscoring the importance of a supportive learning environment.
Interestingly, while both FDT and social support positively impacted academic resilience, there was no significant interaction effect between the two. This suggests that while both elements are crucial, they operate independently to foster resilience.
Implications for Educators and Policymakers
The findings from this study have profound implications for educators, counselors, and policymakers. Integrating FDT into the curriculum and support services for academically frustrated students could be a game-changer. By focusing on future-oriented thinking and goal-setting, educators can help students develop the skills and mindset needed to overcome academic challenges.
The study by Adeyemi and Adufe provides valuable insights into the potential of FDT to enhance academic resilience among frustrated students. As education systems worldwide grapple with similar challenges, the lessons from Osogbo, Nigeria, offer a blueprint for effective interventions. By equipping students with the tools to envision and work toward a positive future, we can pave the way for a more resilient and successful generation of learners.
Jennice Vilhauer is the creator of Future Directed Therapy. She has no relationship with the researchers who conducted this independent research study evaluating the effects of FDT on students from academically adverse environments.
References
Adeyemi, A. O., & Adufe, O. A.( 2024) Future-Directed Therapy on Academic Resilience Among Academically Frustrated Students in Extramural Centres in Osogbo, Nigeria. International Journal of Management Studies and Social Science Research, May-June, Volume 6 (3). https://doi.org/10.56293/IJMSSSR.2024.5042