Afrodete Neofotistos
English Argument
December 8, 1995The Lack of Motivation: Early Adolescents in the Transition Years
"Until recently, most scholars believed that the early and especially preschool years of life were the most important period in the life course. Research on the biological and social factors influencing early adolescents was stimulated by results demonstrating that for many attitudes, behaviors, and accomplishments development in early years was not highly predictive of later developments" (Linn 374)Early adolescence is a period of transition between elementary school and high school, which includes a heightened awareness of emerging responsibilities and adulthood. Behavioral characteristics valued by young adolescents change and conform to new relations among peers, family, and teachers within and outside the school. Early adolescence is characterized by entry into the "junior high" or "middle school". The years ten to fourteen form a critical period for growth and maturation as children enter pubertal years and their roles in school and society change. It is a pivotal point were students experience intense growth, as well as new ideas of identity and individualism. Many students in middle school experience confusion and little motivation towards school, which is a result of new physical and mental changes, along with the confusing environment of middle schools. Why is so little emphasis placed on motivating students in early adolescent years, who are in their most critical and influential part of their lives?
Maintaining a stable learning environment, which keeps students motivated, is essential in establishing well-rounded and educated students. "Issues of motivation have a degree of uniqueness and certainly a special sense of urgency about them during middle years" (Anderman 287). These students are entering a new period in their lives where achievements in school and society run parallel. As they grow older, they are given independence from the home and are easily influenced by activities happening outside the home. New social relations with teachers, peers, and parents can cause tension, and discouragement that can have "serious long-lasting effects in school." (Anderman 287)
Early adolescence is a time for students to establish a sense of autonomy. They tend to reject old views and beliefs and turn to new approaches that will develop new emotional, physical, and intellectual views on society and school as a whole. They tend to do this because the middle school environment is not fulfilling their needs. They then turn to outside influences to fill their curiosity and to spend their time.
"Early adolescence may more aptly be characterized as a period during which we seek a sense of competence and achievement in activities to which we commit ourselves for short periods of time" (Lipsitz 15). Early adolescents tend to shift what they think more frequently than older adolescents. They also tend to be more influenced by the views of their peers. Many students don't effectively make the transition from elementary to middle school, which causes lack of motivation and dissatisfaction with the school system. Also, many middle schools don't offer an adequate transitional environment for students. This can lead to little motivation or desire to attend school.
"Many studies support that classroom environmental changes have a negative impact on motivation" (Anderman 288). An increase in teacher control, and a decease in teacher efficacy and the quantity of teacher-student relationships can also discourage students. Most early adolescents are used to the personal attention and positive reinforcement of their elementary school teachers. The sudden shift from a supportive environment to a more negative one may leave students feeling incapable of a given task. Developmental changes that occur are attributable to grade-related changes in the nature of school and their new role as a student. "Negative attitudes and behavioral patterns, which defeat any major investment in schooling, are very common" (Anderman 288).
The unwillingness to learn and the lack of motivation can decrease the level of achievement of students. This gives early adolescents reason to believe that they simply do not possess what it takes for a high level of learning. Many students find this reason enough to give up, causing a decline in self-esteem. Self-esteem has a powerful influence on motivational behaviors, such as, the choices the student makes and the strategies they use in school.
Self-esteem, or self-worth, "has been the central focus of research on school transitions because it is the key to understanding the emotional life of the self" (Seidman 508). As students begin to experience new pressures of schoolwork and peers, they begin to look down on themselves if they fail. Also, students must adjust to dramatic increases in discipline, rules, and regulations. Often, this leaves students feeling lost and helpless. The amount of self-esteem an early adolescent has affects the changes in their role in school, during which a child fits in well, or they become dissatisfied with the system.
Developmentally, early adolescence is an inopportune time to leave the familiarity of elementary school for a new one. It is also an inappropriate time to leave the supportive teacher figure for a less supportive teacher-student relationship common in middle schools. For many early adolescents changing teachers periodically leads to even more confusion, making it difficult for the student to form a supportive relationship with the teacher. Also, it is more difficult at this time because they are establishing a new identity and trying to pull away from dependence on parents. Students can easily get discouraged by all the new changes occurring in their lives. The student then finds difficulty in focusing on schoolwork or motivating himself, or herself, to even try. "Classroom and school environments stress certain factors that contribute to many of the motivational problems which occur during adolescence" (Parkhurst 237)
"Many argue that there is a developmental mismatch between the psychological needs of adolescents and the types of environment that most schools provide" (Anderman 293). This occurs because many middle and junior high schools have few opportunities for creativity and diversity among the students. In elementary school children are encouraged to express themselves and are motivated towards new ideas. As they enter middle school they conform to new roles and a more homogeneous environment. Many students find it difficult to adjust to the changes, leaving them unmotivated and uninterested.
Finding an answer to the problems of early adolescents and how they adjust to middle schools is not an easy one. Returning them to elementary school can not solve the problem. What most be done is to change the nature of the learning environment so that it reflects the need of the students. Changes must first be made in the organizational structure so that a more giving environment is established. Early adolescence is a very influential period in a child's life, therefore if good learning techniques become a part of daily life then the student can have a more productive academic career. Motivation is the first step in establishing a good attitude towards school. Motivation, though, is not only contributed by the student, but it also must be a part of the school system, teachers, and parents.
Therefore, for an increase in school productivity, more emphasis most be placed on motivating early adolescents to learn. "An effective transitional school should contain a fluid, structural environment, but should be sufficiently elastic to permit students to explore learning and socialization in a manner consistent with their needs" (Lipsitz 12). Fulfilling the needs of the students will keep them motivated and interested in learning, as they make their transition from elementary school to high school.
Afrodete Noeofotistos is a freshman at Carnegie Mellon University, in the school of Humanities and Social Sciences. She can be reached at; avn+@andrew.cmu.edu>.