The “A+” Obsession: What Does “Deserving” Really Mean in School?
That moment. You refresh the online portal, your heart pounding against your ribs like a trapped bird. The page loads… there it is. The grade. Maybe it’s the crisp, beautiful “A+”. Maybe it’s something less. Regardless, the question flashes instantly through your mind: “Do I deserve this?” Especially when it’s that coveted top mark, the “A+”, the question carries a unique weight. It’s more than just curiosity; it’s a tangled knot of validation, self-doubt, effort, and the often-murky definition of “deserving” itself in the academic world.
We chase the “A+” like it’s the holy grail. It symbolizes mastery, intelligence, approval, and future opportunities. Parents beam, teachers nod approvingly, college applications shine brighter. But beneath the shiny surface, the question lingers: did my work, my understanding, my being in that class truly merit that ultimate symbol?
Unpacking the Word “Deserve”
The problem starts with the word itself. “Deserve” implies a direct, almost transactional link between input (our effort, intelligence) and output (the grade). It suggests a clear, objective measure of worthiness. But school, and learning, are rarely that simple.
Effort vs. Outcome: You might pour 20 hours into a challenging history paper, researching meticulously, crafting arguments, revising endlessly. Yet, the final product might still have flaws in analysis or structure, landing you an “A-” or even a “B+”. Does the sheer effort deserve an A+, even if the outcome wasn’t quite perfect? Conversely, a naturally gifted student might grasp calculus concepts intuitively, acing exams with minimal visible struggle. Does their lack of visible effort mean they deserve it less? Effort is admirable and crucial for growth, but it doesn’t always perfectly correlate with the mastery an “A+” signifies.
Mastery vs. Performance: An “A+” ideally represents near-perfect mastery of the subject material. But grades often measure performance on specific tasks (tests, papers, presentations) under specific conditions. You might deeply understand organic chemistry but freeze during a high-pressure exam. Did you deserve a lower grade because your performance faltered, even if your knowledge was A+ level? Or consider group work: did you deserve your A+ if you carried teammates, or did you get it undeservedly if others carried you? Performance is a snapshot, not always the whole picture of understanding.
The Subjectivity Factor: While math tests have clear right and wrong answers, subjects like literature, history, or art involve significant interpretation. What one teacher sees as brilliant, insightful analysis, another might see as adequate. Rubrics help, but judgment calls happen. Did you “deserve” the A+ based on an objective standard, or was it influenced by a teacher’s particular perspective, teaching style, or even their mood that day?
The System’s Imperfections: Grading systems themselves are human constructs. Is an 89.4% really fundamentally different from a 90% (an A- vs. an A)? Does a single missed multiple-choice question on a 100-point exam truly negate “A+” mastery? The rigid boundaries of grade scales often don’t reflect the nuanced continuum of learning. Curving grades adds another layer of complexity – your “deservedness” can become relative to your peers’ performance, not an absolute standard.
Beyond the Transaction: What An “A+” Should (Ideally) Represent
Moving beyond the transactional “effort = grade” mindset, an “A+” should ideally signal:
1. Deep Understanding: Not just memorization, but the ability to synthesize information, apply concepts in new situations, analyze critically, and see connections.
2. Exceptional Skill Application: Demonstrating proficiency in the core skills of the subject – writing compelling arguments, solving complex problems, conducting thorough research, creating insightful artwork.
3. Consistency: High performance wasn’t a fluke; it was sustained effort and engagement throughout the term.
4. Intellectual Curiosity: Going beyond the minimum requirements, asking probing questions, exploring topics independently.
So, “Do I Deserve My A+?” – Shifting the Question
Instead of getting stuck in the loop of doubt (“Do I deserve it?”) or seeking only external validation (“They gave it to me, so I must”), try shifting the focus to more productive questions:
1. “What does this A+ represent to me?” Does it mean you conquered a subject you found difficult? Does it reflect genuine passion and deep exploration? Or was it achieved through shortcuts or gaming the system? Your own internal assessment matters most.
2. “Did I achieve the learning I wanted?” Did you truly grasp the core concepts? Can you explain them to someone else? Did you develop valuable skills? Grades are one measure; your actual intellectual growth is the real prize.
3. “What feedback came with it?” Did the teacher provide specific comments highlighting your strengths and areas of true excellence? Or was the A+ given with little explanation? Meaningful feedback validates the grade far more than the letter alone.
4. “Am I proud of the work I did?” Separate the grade from the effort. Can you look at your notes, your essays, your project, and honestly say, “I gave that my best shot” or “I pushed myself significantly here”? Pride in your work process is independent of the final mark.
5. “Does this motivate me to keep learning, or just to chase the next A+?” Is the grade the endpoint, or is it fuel for further curiosity and challenge?
The Peril of the “A+” or Bust Mentality
Fixating solely on whether you “deserve” the A+ can be detrimental:
Paralyzing Perfectionism: Fear of not being “perfect enough” can prevent you from starting tasks or taking intellectual risks.
Anxiety and Burnout: The constant pressure to validate your worth through a single letter grade is exhausting and unsustainable.
Missing the Joy of Learning: When the grade becomes the sole focus, the intrinsic pleasure of discovery and understanding can fade.
Undermining True Growth: Avoiding challenging subjects or projects where an A+ might be out of reach limits your potential.
Finding Your Answer
Ultimately, the question “Do I deserve my A+?” might not have a single, easy answer. It’s deeply personal. Consider:
Your Honest Self-Assessment: Be brutally honest with yourself about your understanding, effort, and the quality of your output.
The Course Context: What were the stated objectives? How rigorous was the workload? What did excellence look like in that specific class?
The Teacher’s Expectations: Did you meet and exceed the clear criteria laid out in the syllabus and rubrics?
If, upon reflection, you feel the grade reflects genuine mastery, significant effort, and work you are proud of, then yes, you can own that A+ with confidence. It signifies an accomplishment worth celebrating.
If doubt lingers – perhaps you know you relied heavily on luck, minimal effort that somehow paid off, or unclear grading – use that feeling constructively. Let it fuel a deeper commitment to genuine understanding and effort next time, rather than just chasing the symbol. The most valuable “A+” is the one that truly reflects the learning journey you undertook. That’s the grade you’ll carry with you long after the transcript fades. The real question isn’t always “Did I deserve it?” but “Did I earn something far more valuable – genuine knowledge and growth?” Sometimes, that answer is worth more than any letter could convey.
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