The Psychology Of Being `good` In A Subject: Why No One Is Inherently `bad` At Learning

For generations, students have been labelled as "good" or "bad" in various subjects. Maths, science, literature, and languages often carry reputations as difficult or accessible subjects, and many students internalise these labels. However, research in educational psychology reveals that being "bad" at a subject is not an inherent quality but a result of environmental, psychological, and social factors. With the right support, guidance, and learning strategies, any student can excel in any subject.
Understanding the "I`m Just Not Good at This" Mindset
When students struggle with a subject, they often believe the difficulty stems from their own deficiencies: "I`m just not a maths person," or "I can`t write well." These beliefs are powerful and self-reinforcing. Psychologist Carol Dweck’s research on "fixed" versus "growth" mindsets reveals that students who believe their abilities are fixed tend to struggle more and achieve less than those who believe skills can be developed with effort. The reality is that academic success hinges not just on ability but on the learning environment, mental state, and instructional methods employed.
External Factors That Drive Perceived Inability
When thoroughly examined, the belief that one is inherently "bad" at a subject can often be traced to several external factors:
1. Lack of Successful Role Models
Students often identify with those they see succeeding. If a student doesn’t have family members, friends, or community figures who excel in a given subject, they may struggle to visualise their own success. For instance, girls are historically underrepresented in STEM fields; this lack of visible role models can discourage female students from pursuing maths or science because they subconsciously conclude, "This isn`t for me."
2. Family and Environmental Stress
The emotional state of a student significantly influences learning. Stress, anxiety, or instability at home can make it difficult to focus and absorb new information. A student struggling with family conflicts or economic hardship may mistakenly believe their academic struggles reflect their inherent ability rather than their circumstances.
3. Inadequate Teaching Methods
Every student has a unique way of learning. A teacher who uses a one-size-fits-all approach may inadvertently leave some students behind. For example, a visual learner may struggle in a heavily lecture-based maths class, not because they lack the ability but because the material isn’t presented in a way that suits their strengths. Effective teaching involves recognising individual learning styles and adapting methods accordingly.
4. Knowledge Gaps
Academic struggles often result from earlier gaps in understanding. A student who never fully grasped fractions will struggle with algebra. Without targeted intervention to fill in those gaps, students may mistakenly believe they are incapable of succeeding when, in reality, they simply missed foundational concepts.
Personalised Support as the Key to Success
Since external factors are often the root of academic struggles, personalised educational support can drastically improve outcomes. Here are key strategies that demonstrate how tailored support helps students excel:
1. Targeted Remediation
Identifying and addressing gaps in knowledge is crucial. For example, if a student struggles with advanced grammar concepts, the problem may stem from earlier misunderstandings of sentence structure or punctuation. By filling in those gaps directly, students develop a stronger foundation.
2. Flexible Teaching Approaches
Effective educators adapt their methods based on students` learning styles. Visual aids, interactive discussions, and hands-on activities can all improve understanding. When students are taught in a way that aligns with their strengths, they often discover they are far more capable than they once believed.
3. Mentorship and Role Models
Connecting students with mentors who have overcome similar challenges can be transformative. Seeing someone who once struggled but later excelled can inspire students to persevere. For instance, a student convinced they "aren`t a maths person" may gain confidence by connecting with a mentor who once held similar doubts but went on to succeed.
4. Emotional and Psychological Support
Addressing stress, anxiety, or self-doubt is equally important. Counselling, mindfulness programmes, and social-emotional learning (SEL) initiatives provide students with the resilience they need to persist through challenges. When students believe they are capable of learning, they are far more likely to engage in productive struggle and develop mastery.
Shifting the Narrative: "There’s Nothing Wrong with You"
One of the most powerful messages students can internalise is that academic struggles do not reflect personal inadequacy. Struggling to understand a concept is not evidence of inherent inability; it simply indicates that something is missing—be it a supportive teacher, a clearer explanation, or additional practice.
Educators, parents, and students themselves must embrace this mindset. When a student thinks, "I can`t do this," the response should be, "You can`t do this yet." Shifting from a mindset of failure to one of growth empowers students to persist, experiment, and ultimately succeed.
Practical Steps for Students
For students who feel "bad" at a subject, there are actionable strategies to regain confidence and improve performance:
1. Identify the Specific Struggle: Break down the challenge into smaller parts to identify what’s confusing. Understanding the root cause is key.
2. Seek Help: Whether through tutoring, peer support, or teacher guidance, targeted help can fill gaps and boost confidence.
3. Embrace Mistakes: Mistakes are essential to learning. Reframing errors as learning opportunities reduces anxiety and promotes growth.
4. Celebrate Small Wins: Progress often happens gradually. Recognising small achievements builds momentum and motivates continued effort.
5. Adopt a Growth Mindset: Remind yourself that intelligence is not fixed, and ability improves with practice and persistence.
Conclusion
Being "good" or "bad" at a subject is not an inherent trait but rather the result of environmental, instructional, and emotional factors. With the right educational support, personalised strategies, and mindset, every student has the potential to excel. The belief that "I`m just not good at this" is a misconception—one that can be replaced with a more empowering truth: "I haven`t mastered this yet, but I can." By embracing this perspective, students unlock their true potential and gain the confidence to thrive.