The Links Between Poor Well-Being and Impaired Academic Performance

Polar low Self Disclosure RIsks

Healthy Self Disclosure

Polar High Self Disclosure Risks

• Mask what really thinking and feeling in lessons

• Social isolation – perceived or intentional

• Passive in lessons, conversations, and activities

• Unlikely to reach out in lessons for challenge, clarity or support, limiting academic progress

• Hidden, limiting thoughts and opinions

Students who steer their self disclosure choose when to share their thoughts, feelings, ideas and opinions with others, and when to keep them private

• Learned helplessness when facing problems or confused in lessons, 
• reaching out too soon rather than persevering; may dominate group discussions preventing others from contributing; 
• may interrupt flow of learning in a lesson frustrating others; may not develop listening and collaborative skills that support teamwork and shared learning processes; 
• struggle to develop skills for focussed independent work. 
• Issues with impulsivity when answering questions orally or on paper.

Polar low Self Trust of Self Risks

Healthy Trust of Self

Polar High Trust of Self Risks

• Self-doubting and self-critical, dismissing learning strengths and successes

• Easily influenced by what others think, feel or do in class

• In-class behaviours to seek or avoid attention

• Overly sensitive to feedback

• Limited learner efficacy and resilience, easily defeated or overwhelmed

Students who steer their Trust of Self choose when to trust their thoughts, ideas, qualities, skills, and opinions and when to question them

• Self-assured, dismissing learning weaknesses and setbacks

• Indifferent to feedback, support or guidance

• Strong, fixed, opinions and ideas

• Critical or thoughtless in classroom interactions

• Overly competitive and driven, or overly optimistic and complacent

• Limited learner efficacy and resilience; avoiding failure or struggle

Polar Low Self Trust of Others Risks

Healthy Trust of Others

Polar High Trust of Others Risks

• Sceptical of or indifferent to  affirmation, guidance or support

• Suspicious or critical of others’ ideas, opinions and requests

• Territorial, protective, controlling of own ideas and plans

• Stubborn, inflexible, autonomous in collaborative tasks

• Highly alert to slight, injustice, peer ranking

Students who steer their Trust of Others  choose when to trust other peoples’  thoughts, ideas, qualities, skills, and opinions and when to question them

• Reliant / expectant of  others’ attention and approval

• Limited learner efficacy, leading to  learned helplessness

• Overly accepting and responsive  to others’ ideas and opinions, without due scrutiny

• Easily led,  carried along by others’ behaviour

• Highly  conscientious,  leading to work related stress

• Entitled and  complacent, assuming success without effort

Polar Low Seeking Change Risks

Healthy Seeking Change

Polar High Seeking Change Risks

• Perfectionism, unhealthy levels of control, focus, discipline

• Hyperfocus, rumination, over-checking and fixation

• Inflexible, fixed, ideas and opinions

• Stubborn, unwilling to compromise

• Anxious in unpredictable, unfamiliar learning contexts

• Risk aversion, inhibition, avoidance, refusal

Students who steer their Seeking Change choose when to change or explore new relationships, opportunities and ideas,  and when to limit change by making relationships, opportunities and ideas more secure and predictable.

• Limited perseverance, focus, and commitment to a task or process

• Impulsive  and careless  in approach to learning

• Inadequate  planning and preparation

• Poor self-management of time and resources, often without equipment

• Unsustainable pace and goal setting, risking burnout

• Unrealistic  plans and ideas