High School Student Motivation: Factors

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).

Teacher Attitudes and Approaches

Teachers provide the means by which students can build relationships because they are given an opportunity for social interaction. Non-academic enrichment programs geared toward socialization help build relationships, and teachers can encourage that. Examples of such programs can include sporting activities, dance, music, swimming, art, and even home economics such as sewing and learning to cook. Lesson plans in the classroom can be modified to include group activities. Teacher-led measures that meet a student's needs for peer acceptance help build strong relationships between the student and the teacher (Kong, 2009).

When students are continually challenged to excel and are afforded the opportunity to enrich their learning, they will do better both academically and socially, as well as being motivated to progressively seek to build the foundation of their success. Classroom lessons taught by highly trained and creative teachers can be exciting for the students, such as using more lab-style, real-world lessons over didactic methods. Innovation, creativity, and the nurturing of curiosity are all positive methods to engage student motivation. Students must be empowered to make choices that have meaning; this will lead them to making the necessary moves to achieve tasks (Davenport, 1992).

Teachers, who accept the student as persons of value and worth, are likely to build a foundation where self-esteem and motivation can grow. Accepting a person as having dignity and worth respect regardless of their socio-economic status or family background, or even what clothes they where or what their parents do for a living, tells the student that it is what is inside of them, their potential, that is the real gem. Student's who believe in themselves, are motivated to perform better at tasks. Therefore, a teacher who approaches the educational experience of the student from a person-centered perspective, will achieve high levels of motivation from the student through positive handling of the student's need for being valued for who they are, not what they are (Beane and Lipka, 1984).

Indeed, the research states that the extended role of the teacher involves the teacher being in tune with the development of the student. The teacher's role changes according to the student's needs, which might mean the teacher revolves through roles of friend, mentor, counsellor, educator, or other appropriate role (Lockwood, 1989).