Stephanie Soto, Florida Gulf Coast University
Academic coaching has gained widespread recognition on college campuses as an effective resource and additional support for student engagement and persistence. However, despite its popularity, there is no standardized practice across all universities. This article begins with definitions to establish a foundation of key concepts, then moves to explore the integration of positive psychology principles, particularly the PERMA model, into academic coaching practices to support students' academic and personal growth.
Academic Coaching
Academic coaching is defined as a collaborative relationship centered on the student's personal and professional objectives; fostering self-awareness; strength building; devising academic strategies; and clarifying the student's purpose, interests, and values to facilitate degree completion (Robinson, 2015). It largely emerged due to Vincent Tinto’s research on the correlation of student engagement and connection to the campus, and their persistence in college. The higher education community has seen positive outcomes from academic coaching such as substantial enhancements in student well-being, resilience, goal-striving, and mindset. Universities have introduced academic coaching either as distinct support roles or by integrating coaching responsibilities into the job descriptions of existing academic advisors.
Positive Psychology
Positive psychology, introduced by Dr. Martin Seligman in 1998 during his term as president of the American Psychological Association, is the scientific study of the factors that contribute to an individual's optimal functioning and well-being. Unlike traditional psychology, which primarily focuses on mental health disorders, positive psychology broadens its scope to encompass the positive aspects of the human experience. Its objective is not to disregard the challenges that happen in life, but to emphasize the positive aspects and celebrate personal growth (Gable & Haidt, 2005). Given that academic coaching aims to support and empower students to perform their best, positive psychology principles are woven throughout coaching best practices. Terms such as "growth mindset" and "grit" have become common lingo among staff in academic support roles, reflecting the significant influence of positive psychology principles into coaching approaches.
PERMA Model
The PERMA model, developed by Seligman in 2011, is a well-established framework in positive psychology that outlines five core elements of psychological well-being: Positive Emotions (P), Engagement (E), Relationships (R), Meaning (M), and Accomplishment (A). Academic success coaching can integrate the PERMA model to enhance students' well-being and academic performance by focusing on these elements.
Positive Emotion
The positive emotions domain emphasizes the intentional effort to participate and reflect on positive experiences. The positive emotions can be happiness, interest, excitement, love, amusement, contentment, and so much more. Fredrickson’s Broaden and Build Theory (Wood et al., 2010) explores the connection between positive emotions and broadening a person’s mindset. These emotions can aid in problem-solving and foster cognitive and behavioral traits such as creativity, curiosity, and the ability to cultivate social connections. Consequently, this generates actions and behaviors that foster resilience (Wood et al., 2010).
Academic coaches consistently encourage students to reflect on the experiences and interests that bring them joy. Some students need guidance in challenging negative thought patterns; academic coaches can play a role in promoting positive self-talk, introspection, and developing needed affirmations. Gratitude interventions can serve as tangible tools in coaching sessions. These include any type of activity that nurtures a sense of appreciation. A common gratitude intervention academic coaches can encourage students to engage in is the daily gratitude journal. Students can reflect on positive interactions and experiences, and despite requiring minimal time and effort, this exercise can significantly alleviate perceived stress and create a better overall mindset. By adopting a positive reinterpretation of situations and seeking opportunities for growth, individuals can effectively approach and address challenges with resilience and optimism.
Engagement
Engagement, as defined within the PERMA model of positive psychology, is a critical element that encapsulates the concept of flow or being absorbed in activities that are both challenging and intrinsically rewarding, particularly those that draw upon a student's strengths and interests. Engagement can be a significant predictor of academic success, motivation, and overall well-being. According to Astin’s Involvement Theory (1999), the level and nature of a student's involvement within the campus community has a direct impact on the amount of learning and personal growth that the student experiences. Academic engagement is not just about attending classes and completing assignments; it involves a broader spectrum of behaviors that contribute to a student's involvement in academic life.
During academic coaching, discussions of engagement should focus on two key areas: academics and personal interests. For some students these align perfectly, while others may find their primary engagement lies outside the classroom. Research indicates a strong link between perceived academic engagement and activities such as study groups, peer assistance, and class projects (Kovich et al., 2022). Additionally, connections with upper-class student mentors, experiential learning, and relationships with peers can enhance self-confidence, intrinsic motivation, and overall well-being. Coaches play a vital role in encouraging dynamic learning experiences and helping students prioritize meaningful activities (Kovich et al., 2022). Engagement in enjoyable activities outside of the classroom is also a critical component of engagement. With the transition to college, students are balancing all of these new and stressful academic responsibilities, and often the fun activities that are unrelated to their academic priorities will be neglected. Academic coaches should challenge students to reflect if there is an activity they do where they become so absorbed that they completely lose sense of time. This level of engagement is so important to nurturing personal happiness. Creating a weekly schedule that includes such activities is essential, as purposeful engagement fosters a sense of belonging, self-efficacy, and overall well-being in college students.
Relationships
Relationships are essential for well-being, and a supportive social network can provide students with the encouragement and resources needed to succeed academically. Relationships can be defined as feeling connected to, supporting, and being supported by others. The relationship dimension emphasizes the cultivation of social and emotional competencies individuals can develop when they foster new connections or engage in more meaningful interactions with others. Fostering connections among students, faculty, and staff is essential for student success in college as well as their overall well-being. As academic coaches, we have a unique opportunity to support students in this endeavor. By providing guidance, resources, and encouragement, we can empower students to build meaningful relationships that will support their academic, social, and professional growth.
In most cases when students transition to college, they need to rebuild their social network. This task can be overwhelming for new students, so academic coaches can provide guidance on how to initiate and nurture relationships with faculty, staff, and peers. Navigating communication with faculty can be daunting; there is a new series of rules and etiquette needed. Discussing the best practices with emailing faculty, visiting during office hours, and the benefits associated with forming those relationships is great practice for any academic coach. Coaches should be well-versed in campus resources to effectively direct students in need. Common resources include career development, mental health counseling, campus life, service-learning, and tutoring; having a staff contact in each of these offices to refer students to is a great best practice. Additionally, fostering interpersonal relationships among peers cultivates a sense of community, which can significantly enhance students' motivation, engagement, and achievement. Developing effective communication, collaboration, and interpersonal skills is vital for success in their future careers and personal lives.
Meaning
Meaning involves having a sense of purpose and fulfillment when an individual’s efforts are part of something greater. This intrinsic feeling derives from the opportunity to apply strengths and values with a sense of purpose that contributes to society. It provides a guiding purpose that imbues our actions with significance and direction (Falecki, et. al., 2018) . When students feel a sense of meaning and a connection of current responsibilities with future aspirations, they often experience greater satisfaction and fulfillment in their lives (Kern, et. al., 2014). This sense of purpose can act as a source of motivation during challenging times, helping individuals persevere through adversity and setbacks.
Academic coaches can help students connect their academic pursuits to their personal values and long-term goals. Creating a core values list is a great practice to help students identify the things that are meaningful and worthwhile to them. It provides a tangible task that encourages reflection so students can move ahead within their academics and extracurriculars with a purpose. Through understanding values and strengths, students are able to better visualize their future and accept current difficulties. Another task academic coaches can encourage students to do is creating a vision board. Students can imagine where they will be 10 years from now, which can help them understand the connections between current priorities and their definition of success and fulfillment.
Accomplishment
The accomplishment dimension of the PERMA method, refers to the pursuit and attainment of goals, achievements, and successes in life (Seligman, 2018). Accomplishment is often defined in terms of objective achievement, such as an award or winning a competition, but subjective achievement that includes an individual’s personal evaluation or perception of their accomplishments is really what defines success. The accomplishment domain encompasses a few key aspects: setting meaningful goals, gaining mastery or competence in an area, navigating setbacks, fostering mental resilience, and embodying a growth-oriented mindset. Establishing clear goals and devising practical strategies to attain them are fundamental to the student’s academic journey.
At its core, accomplishment is about setting and achieving goals while maintaining the perseverance needed to overcome obstacles. Academic coaches can support students in setting realistic and challenging academic goals; two of the more popular goal-setting strategies are SMART goals and the chunking method. The acronym of SMART goal setting stands for specific, measurable, attainable, realistic, and timely. The chunking method is simply to break down the goal into smaller, more manageable actions or steps (Nowack, 2017). Academic coaches can additionally help students develop a growth mindset by helping students recognize their progress and small achievements. Dweck's (2007) research on fixed versus growth mindsets, conducted at Stanford University, refers to the belief that abilities, intelligence, and talents can be developed and improved over time through dedication, effort, and perseverance. Individuals with a growth mindset embrace challenges, view failures as opportunities for learning, and actively seek out opportunities to expand their knowledge and skills. They understand that success is not solely determined by innate abilities, but is also influenced by hard work, practice, and resilience.
Conclusion
The integration of positive psychology principles into academic coaching practices offers a holistic approach to supporting students in their educational journey. By incorporating elements from the PERMA model—positive emotions, engagement, relationships, meaning, and accomplishment— academic coaches can enhance students' well-being, resilience, and academic performance. Through fostering positive emotions, encouraging engagement in challenging and rewarding activities, nurturing meaningful relationships, facilitating a sense of purpose and fulfillment, and promoting goal-setting and growth mindset, academic coaches empower students to thrive academically and personally. As students navigate the complexities of college life, academic coaches serve as guides, mentors, and champions, helping students unlock their full potential and achieve success in both their academic endeavors and their broader life goals. By embracing the principles of positive psychology, academic coaching becomes not just a support service, but a transformative experience that equips students with the skills, mindset, and resilience needed to flourish in college and beyond.
References
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Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466
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