Self-esteem and motivation in high school settings

High School Student Motivation: Factors to Consider for Optimal Outcome

Self-esteem is a key issue in determining the arousal of a student's motivation, especially in a high school setting. The particular pressures facing young adults who are yet developing in terms of emotional maturity and social maturity require a disciplined examination of the school setting when asking 'what motivates a student?'. Three core areas that determine self-esteem and motivation are the school environment and physical needs of the student, teacher attitudes and approaches, and classroom methods. The conclusion of this analysis reveals that these three areas can be manipulated and enhanced for a positive outcome for the student, namely: motivation to succeed.

Introduction

Intelligence quotient is felt by some to be the measure by which a student's academic success can be scored (Rosenthal & Rubin, 1978). However, it has been otherwise found that a more reliable measure of success relates to the self-esteem and motivation of the student, especially during an age period (adolescence) in which the student is in high school. While educators can do little to change innate intelligence, they can do something to change self-esteem and motivation of the students (Davenport, 1992). In all likelihood, increasing the student's self-esteem will in turn motivate them to succeed. Self-esteem, therefore, is key to student motivation. Scholarly literature on the issue of self-esteem suggests that there are numerous instructive methods that are closely correlated with student self-esteem and motivation. The research can be grouped into three categories (1) school environment and the physical needs of the student (2) teacher attitudes and approaches, and 3) classroom methods. This paper will address those three target areas that build self-esteem, arouse motivation, and encourage success of the student in a high school setting.

School Environment and Student's Physical Needs

The school environment can enhance or detract from a student's self-esteem and motivation (Beane & Lipka, 1984). Self-esteem blossoms in schools where the general conception is one of a smaller educational setting. Here, students may feel that they are part of an important group, thereby being recognized and having a sense of pride and ownership of their educational experience (Fine, 1988).

Motivation relies on self-esteem. Motivation involves a feeling of wanting to act, self-esteem involves feeling. Both motivation and self-esteem cannot be termed skills; rather they can only be measured by the outcome of the behaviours of the student at hand.

Students with high self-esteem and motivation will:

Feel confident of influencing another's thoughts or conducts in an affirmative way.

Be competent to communicate feelings in a variety of situations.

Engage in novel situations in a confident and certain manner.

Practice a broad level of tolerance toward frustration.

Be accepting of obligation.

Look at situations appropriately, whether positive or negative.

Communicate affirmative feelings involving themselves.

Own an internal measure of control (they are responsible for their behaviours and the outcomes).

On the other hand, students with low self-esteem and little motivation may:

Consistently communicate negative statements about themselves.

Practice learned helplessness (Seligman, 1973)

Act selfishly (lack of volunteerism, non-team player).

Exhibit perfectionism.

Be excessively dependent upon others.

Exhibit an excessive need for acceptance.

Have difficulty making decisions.

Have a low tolerance for frustration.

Exhibit a defensive attitude

Have low faith in their judgment and be extremely vulnerable to peer pressures.

(Kong, 2009; Lockwood, 1989; Schmidt, 1988).

Schools are places where parents and caregivers send their charges to learn; to learn not only academic concepts needed for educational advancement, but also to learn how to interact with people, how to achieve goals and build confidence, how to advance their competency to progressive levels of success, and how to shepherd those skills into life after high school. Schools should be a place where violence is not tolerated, where the school environment is clean and accessible, and where serious study can actually happen (i.e. reduce noise pollution). Providing the foundation of basic needs for the student is essential to laying the groundwork for motivation. Without safety, with proper nutrition, without basic comforts being met (i.e. working, clean bathrooms), there will be very little room for the student to express much more than putting up with a bad situation (Fine, 1988).

Indeed, one can frame motivation in terms of Maslow's hierarchy of needs, which provides that basic needs must be met before higher order needs can be attended to. In short, motivation is a higher need, and basic needs must be met (i.e. physical needs) before anything involving self-actualization can occur (Kong, 2009).

Classroom Methods

Classroom methods that produce student self-esteem do so because they encourage student motivation and raise achievement levels (Schmidt, 1988; Lawrence, 1996; Barbra & Barbra, 1978). Student instruction is powerfully connected with a good individual relationship between pupil and instructor. Consequently, it seems that student achievement depends upon a nurturing teacher as well as the use of proven methods.

These entail methods such as individualized instruction based upon the student's level of development, identification and utilization of individual learning styles, as well as discrete learning exercises that produce success at almost each step (which limits failure and heightens motivation). Students are also completely included in their goal-setting. With guidance from their instructor, these goals are pragmatic and some goals are immediately obtainable to allow instant success and positive feedback (Lockwood, 1989).

Conclusion:

This paper has proffered the thought that self-esteem is closely linked to student motivation, and is dependent upon three main areas as found in the scholarly research literature. Namely, the school environment and physical needs of the student; teacher attitudes and approaches; and finally, classroom methods. This discourse has demonstrated the necessity of these three main areas in maximizing the path to student self-esteem, and hence, student motivation. While the particular psychologies of adolescence were not discussed in this paper, a closer examination in any one topic area that was offered could include the topic of adolescence as well as other social factors for a future research report. What this essay has chosen to attempt to elucidate, is the powerful effect that self-esteem has on student motivation in a high school setting.