In a single lifetime, a person can spend over 12,000 hours in school. With that much commitment, it should be a sure statement that education is worthwhile; however, students can feel several repercussions because of it. A large required amount of effort may call for additional motivation. This has the ability to eventuate in psychological albatross and affliction, which can hinder the worth of their efforts. Daniel H. Pink, writer of the book Drive: the Surprising Truth about What Motivates Us, stated that “...controlling extrinsic motivation is detrimental to creativity.” This act does not assist people in doing things to best of their abilities. Adding extrinsic consequences to certain tasks can reduce the quality of performance, especially
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Though this can be the case, there are many occasions in which their attempts to guide are the opposite of their intentions. Children may feel that their parents hold academics to them personally and do not want to see them act in a way that might suggest they are ashamed or disappointed. Christie Blazer, a research analyst in education for public schools in Florida, collected data from a study done by KidsHealth. Students reported “family pressure” as a stress-factor similar to as much stress acquired from their actual schoolwork. Students may feel like their family tends to put extensive pressure on them. This reflects that most anxiety caused was a result of the student’s personal worries about how their parents would think of them. In addition to this, parents can often be unclear about what they want for their child. An example of this can be seen when described by Madeline Levine, a Californian psychologist, in Matt Richtel’s article for The New York Times: “They say, ‘All I care about is that you’re happy,’ and then the kid walks in the door and the first question is, ‘How did you do on the math test?”. Similar situations often cause students to feel pressured to do more for their parents to appear more accepting because they want certainty, writes Richtel, a 2010 Pulitzer Prize winner. Such high expectations can cause a student to think their parents do not care about their feelings but the results of their academics. A contradiction in voiced statements from parents results in students feeling misguided: it causes confusion. This type of psychological burden is what causes students to perform worse in school. Harvard psychologist specializing in children and family Richard Weissbourd has completed extensive studies on the relationship between parents and their children regarding education. He quotes Alice Miller, a fellow psychologist and author of the book Drama of the Gifted Child: “Children may...
Though this can be the case, there are many occasions in which their attempts to guide are the opposite of their intentions. Children may feel that their parents hold academics to them personally and do not want to see them act in a way that might suggest they are ashamed or disappointed. Christie Blazer, a research analyst in education for public schools in Florida, collected data from a study done by KidsHealth. Students reported “family pressure” as a stress-factor similar to as much stress acquired from their actual schoolwork. Students may feel like their family tends to put extensive pressure on them. This reflects that most anxiety caused was a result of the student’s personal worries about how their parents would think of them. In addition to this, parents can often be unclear about what they want for their child. An example of this can be seen when described by Madeline Levine, a Californian psychologist, in Matt Richtel’s article for The New York Times: “They say, ‘All I care about is that you’re happy,’ and then the kid walks in the door and the first question is, ‘How did you do on the math test?”. Similar situations often cause students to feel pressured to do more for their parents to appear more accepting because they want certainty, writes Richtel, a 2010 Pulitzer Prize winner. Such high expectations can cause a student to think their parents do not care about their feelings but the results of their academics. A contradiction in voiced statements from parents results in students feeling misguided: it causes confusion. This type of psychological burden is what causes students to perform worse in school. Harvard psychologist specializing in children and family Richard Weissbourd has completed extensive studies on the relationship between parents and their children regarding education. He quotes Alice Miller, a fellow psychologist and author of the book Drama of the Gifted Child: “Children may...