Academic Performance and Standardized Testing: A Personal Reflection on GPA and LSAT Challenges
Overview
This is a personal addendum addressing the applicant's undergraduate GPA of 3.74 and LSAT performance, explaining the impact of parental divorce on academic performance during the first two years and subsequent recovery in the third year. The author reflects on poor performance in statistics and mathematics courses, test anxiety during LSAT preparation, and frames these challenges as learning opportunities that developed resilience and self-management skills relevant to a legal career.
What this reflection paper covers
- GPA overview and transcript improvement trajectory from first to third year
- Impact of parental divorce on emotional distress and academic performance in statistics and mathematics
- LSAT anxiety and test performance concerns with reflection on expectations and time pressure
- Lessons learned regarding self-care, mental resilience, and managing academic and personal pressures
Preview
GPA Addendum
The average of all my semester GPAs is 3.74. My transcripts indicate a tremendous improvement in my academic performance, particularly in my third year when I started recording better grades in all the courses. The first two years of college were hectic, and my grades were affected by my parent's divorce, which caused emotional distress and affected my comprehension abilities. However, the finalization of my parent's divorce helped me adapt to the change and get back on track. I was less distracted than before and improved my mental health and aptitude-solving capabilities. I was determined to recover from the low first- and second-year college GPA and spent more time studying and attending office hours to better understand course content and professors' expectations. However, adjusting my psyche and reestablishing my firm commitment to becoming a lawyer was difficult. One of the most salient impacts of the emotional turmoil caused by my parent's divorce was my poor performance in two courses. I dwell on the two courses because I was determined that my low grades were not a fair representation of my abilities as a student.
At the start of my undergraduate studies, I took statistics and mathematics because I had a strong belief on my abilities and knowledge. My academic advisor cautioned me that the two courses were relatively difficult and required a lot of study, practice, and commitment.