Pressure and its Effects on Unmotivated Students

Pressure and its Effects on Unmotivated Students

Matters demanding attention cause stress. That is the core of intellectual and emotional pressure. Pressure can be direct and obvious (I have an assignment that needs to be done now!) but it is often a vague feeling which results from unresolved concerns. Pressure can be a mix of emotions. It may include a commitment to responsibility, an unwillingness to commit to responsibility, feeling overwhelmed, feeling imposed upon, feeling rushed to action, feeling constrained by circumstances. Pressure is relative to one’s history of effectively coping and can be magnified or minimized by how capable and confident we feel at the moment. Pressure is part of life and can not be totally avoided, but how we handle pressure and adjust to it is often within our control - even if we are not consciously aware that we have choices.

Developmentally we are not able initially to effectively handle much pressure in our lives. Our very early years are full of pressures that we just avoid and ignore, usually by not being fully aware of them and having others (Mom and Dad) take care of our needs. This is normal, but as we move further into our childhood, other pressures begin to emerge and there is evolving parental expectation that we begin to recognize pressure, acknowledge it, accept responsibility for it and act responsibly to eliminate it (such as, we attend school, have homework, do the work, learn, and are pleased with the results). There is a gradual progression through our developmental years in which pressure comes ever more directly on us and we are expected to responsibly react to it.

At any given moment we may have a variety of pressures on us. Each of these situations presents a unique combination of circumstances, but they are not acting alone. Pressures have a way of working together that create hybrid combinations in addition to the original pressuring circumstances. With pressure, the total is often more than the sum of the parts. In this way, many "little" pressures can be more consuming that a few "big" pressures. Because everyone is unique, everyone reacts differently to circumstances. Understanding pressure is as difficult as it is complex.

If we are reasonably mature, in most instances when pressure becomes apparent we acknowledge it (even if subconsciously). We experience a variety of feelings associated with the pressure, such as anxiety, apprehension, discomfort, bewilderment, or maybe obligation to the task or exhilaration at the challenge. Whatever our emotions, whether "positive" or "negative," pressure then becomes a cue to action. We analyze the situation and react to alleviate the pressure in a responsible manner (figure 1). Through constructive action, pressure is released and it is replaced by pride in accomplishment, relief, confidence and personal certainty.

Figure 1 - Action Taken

When unmotivated students feel pressure, their response is usually an over-reliance on defense mechanisms (procrastination, detachment, magical thinking, intellectualization, minimization, projection, denial, repression, manipulation, avoidance, and so forth). Rather than acting to change their circumstances through mature, responsible action, they avoid progressing toward an effective outcome.

Figure 2 - Deny or Repress Pressure

For these unmotivated students, their defenses work overtime trying to protect themselves from the perceived discomforts of pressure. They do this because they are developmentally immature, they have low self-esteem, low self-confidence, excessive fear of failure, fear of the unknown, and a plethora of other fears that keep them from reacting appropriately. When pressure arrives, their response is "I must escape" rather than the more productive "I must engage and take charge." They use defenses well, so the perceived, surface pressure is lessened. They adjust to possible negative consequences which in turn yields a posture of nonchalance as the unmotivated student acts unperturbed. However, in reality, the situation has not improved, the pressure continues to climb and the resulting stress takes it toll in a number of indirect ways (figure 2).

If defenses are "ineffective" for the unmotivated student, the individual feels exaggerated and growing pressure, but still, because of the lack of motivation, does nothing to resolve the pressure. It continues to grow, but in a more obvious and direct manner, making itself known to all around (figure 3).

Figure 3 - No Resolution

Helping unmotivated students toward the mature view and mature response to handling pressure is a slow process. It takes time, effort and commitment, but the rewards can be dramatic changes in their behavior. A primary strategy is to model your appropriate behavior in a pressured situation, while at the same time explaining to the individual, in a non-threatening manner, the emotions you are experiencing and the steps you are taking to resolve the pressure. Doing so at the time of the situation, or in retrospect, will help these individuals see that your eventual behavior is to move beyond any negative feelings through productive action. It is important to clearly and unemotionally describe alternative responses for dealing with the pressure. Discuss the pros and cons of each, what will happen if the desired results are not reached. Let your student know that changing tactics is a viable alternative (and, depending on the situation, taking a conscious "wait and see" approach can also be a good response). The resulting emotions which occur after the pressure is resolved should be fully explored. These emotions may include such feelings as relief, pride in accomplishment, reduction of negative feelings, joy in a job well-done, feeling of productivity and control, and so forth.

In addition to modeling, it is helpful to engage pressured individuals in a discussion of their emotions during the event sequence. This may be more difficult than explaining your emotions. When individuals are not reacting constructively to pressure they may be defensive, detached, or they may feign indifference to your prompts. Persist even in the face of eye-rolling, protest, or apparent absence of interest. If your student is especially unreceptive, revive the sequence at a later time (up to several days after). Explore what happened, the emotions and any actions that were taken. Pose how you or others might have felt in similar situations. Discuss contrasts and similarities as well as scenarios for action. Be non-threatening. Sometimes an out-of-the-blue "You know, I had a strange thing happen to me . . ." can do wonders to open conversation. Remember, this is a process. Change won’t happen overnight. Persistence is important. As an aside, remember that many people have a very limited "feelings" vocabulary. Without the breadth, depth, magnitude and array of words to express emotions, understanding them is difficult. Make an effort to expand the "feelings" words vocabulary of those around you. A broad vocabulary facilitates communication and understanding as well as decreases frustration.

Pressure effects everyone in unique ways, but unmotivated students are particularly at risk for unproductive methods for handling pressure. Understanding how one reacts to pressure is important to helping that person constructively cope. Anecdotal discussions and modeling of behavior are important tools to assist in productive development. Even if your efforts may not seem to provide immediate change, take consolation in that you are planting the seeds of change. You are moving your student, even if subtly, towards a more productive and happier life in which pressure will be a positive cue to action that leads to an increased sense of personal effectiveness.

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