Self-discipline is one of the key factors that helps students succeed in their academic life. While intelligence and talent are important, they are not always enough to achieve good results. Students who can control their time always achieve their goals with self-discipline. This article discusses how self-discipline affects students’ academic performance. The article also explains that self-discipline can be developed through daily routines, goal setting, and good time management.
Introduction:
Many people think that success in education depends only on intelligence or talent. However, it is clear that self-discipline can also be the main factor in learning something new. Self-discipline means the ability to stay focused, work regularly, and continue studying even when it is hard. This paper asks: how does self-discipline help students achieve better academic results?
Literature Review:
Many researchers agree that self-discipline is a strong factor in education. For example, Brian Tracy, a well-known writer, explained that passion and perseverance are often more important than intelligence. According to his book named “No Excuses”, we are what we repeatedly do; excellence then is not an act but a habit. Other studies show that students with high self-discipline usually finish their tasks on time and get better grades. Self-discipline helps them build habits like daily studying, avoiding social media distractions, and preparing early for exams. These habits are key to success in education.
Methodologies to Learn Self-Discipline:
It is obvious that self-discipline is an ability that can be learned step by step. Actually, there are many effective ways to study with self-discipline. First of all, students should define their own goals and make a plan for their daily activities. Then, they must do them without any excuses. Of course, it will not be easy in the first week, but if they do not give up, self-discipline will become a simple and powerful habit.
The Result:
The results show that students with good self-discipline usually have higher grades. They spend less time on distractions and more time on useful activities like reading or preparing for exams. These students also reported that they felt more motivated and less stressed. On the other hand, students with low self-discipline often postponed their tasks, felt anxious, and achieved lower results.
Discussion:
The findings suggest that self-discipline is very important for academic success. While intelligence and talent help students, they are not enough without discipline. Self-discipline allows students to use their time wisely, stay organized, and keep going even when they face difficulties. However, many students struggle with self-discipline because of distractions, especially phones and social media. Teachers and parents can help students by encouraging time management, creating study schedules, and supporting their goals.
Conclusion:
In conclusion, self-discipline is a key factor in students’ success. It helps them control their time, build positive study habits, and achieve better results. The good news is that self-discipline is not something we are simply born with — it can be learned and improved. Therefore, schools and families should help students to develop this skill so that they can succeed not only in their academic life but also in their future life.
References
Tracy, B. (2010). No excuses: The power of self-discipline. Vanguard Press.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice.
Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1)
Dilshoda Jurayeva
Future linguist | Article writer
Debate Speaker
Dilshoda Jurayeva, born on January 30,2008 in Jondor, Bukhara region of Uzbekistan , is a diligent language learner .
She began her academic journey at school No 25 and this year she graduated with good grades. During her school years she made it to Cefr from English and national certifications from Mother Tongue and History. Then, she was accepted to the faculty of philology and teaching languages of Bukhara State University with the maximum score – 189
Also, she is an active member of the Ibrat debate project right now. Besides that she participated various online/offline projects like SwapUp, Yk as a participant in her school years.
Grzegorz Wróblewski was born in 1962 in Gdańsk and grew up in Warsaw. Since 1985 he has been living in Copenhagen. English translations of his work are available in Our Flying Objects (trans. Joel Leonard Katz, Rod Mengham, Malcolm Sinclair, Adam Zdrodowski, Equipage, 2007), A Marzipan Factory (trans. Adam Zdrodowski, Otoliths, 2010), Kopenhaga (trans. Piotr Gwiazda, Zephyr Press, 2013), Let’s Go Back to the Mainland (trans. Agnieszka Pokojska, Červená Barva Press, 2014), Zero Visibility (trans. Piotr Gwiazda, Phoneme Media, 2017), Dear Beloved Humans (trans. Piotr Gwiazda, Lavender/Dialogos Books, 2023), I Really Like Lovers of Poetry (trans. Grzegorz Wróblewski & Marcus Silcock Slease, Červená Barva Press, 2024), Tatami in Kyoto (Literary Waves Publishing, 2024). Asemic writing book Shanty Town (Post-Asemic Press, 2022), asemic object Asemics (zimZalla, 2025).
J.J. Campbell (1976 – ?) is old enough to know better. He’s been widely published over the years, most recently at The Beatnik Cowboy, The Rye Whiskey Review, Disturb the Universe Magazine, Misfit Magazine and Mad Swirl. You can find him most days betting pennies on baseball and soccer, while taking care of his disabled mother. He still has a blog, but rarely has the time to write on it. (https://evildelights.blogspot.com)
The holy life of Prophet Muhammad (S) is the central theme of Sirah literature. It is preserved through historical records and Hadith transmissions. Within this tradition, the role of the earliest female companions (Sahabiyyat) was indispensable, as they transmitted many Hadith that have a vital role in Sirah literature. Their narrations ensure how the Prophet (S) performed his life as a public leader, as a spiritual leader, as a family member, and so on.
The foremost transmitter, Aishah (R), who narrated more than 2,000 Hadith, recognized by Companions and later scholars as an authentic source about the Prophet (S). Her knowledge preserved essential details of the Prophet’s worship, character, and family life. Without her contributions, a major portion of the Prophet’s life would not have been remained in Sirah literature. Similarly, Umm Salamah (R) transmitted valuable Hadith, including her narration of the Treaty of Hudaybiyyah, which highlighted the Prophet’s political wisdom, patience, and ability to maintain unity in difficult circumstances. Another important figure, Asma bint Abi Bakr (R), narrated the event of the Prophet’s migration (Hijrah) from Makkah to Madinah, a major event in Islamic history. Likewise, Fatimah bint Qays (R) preserved the narration of the event of Tamim al-Dari and the Dajjal, which revealed the Prophet’s method of validating reports and guiding his community.
The legacy of these Sahabiyyat was carried forward by the Tabi‘iyyat (women of the next generation). Amrah bint Abd al-Rahman, one of the most trustworthy transmitters of Hadith, was a student of Aishah. Similarly, Fatimah bint al-Mundhir, granddaughter of Asma bint Abi Bakr, a notable Hadith scholar in the 1st century Hijrah, studied from Asma bint Abi Bakr.
This indicates that how Sahabiyyat shaped the foundations of Sirah literature through their narrations. Their Hadith transmission not only preserved the Prophet’s personal, political, and spiritual legacy with authenticity but also illustrates how women, often marginalized in other societies and communities, were empowered by knowledge in the Muslim community, and it served as evidence of women’s intellectual authority in early Islam. The later expansion of Sirah studies is inseparably linked to their efforts.
