{"id":65013,"date":"2022-09-29T00:18:46","date_gmt":"2022-09-29T04:18:46","guid":{"rendered":"https:\/\/world.edu\/?p=65013"},"modified":"2022-09-29T00:18:46","modified_gmt":"2022-09-29T04:18:46","slug":"preparing-for-exam-season-10-practical-insights-from-psychology-to-help-teens-get-through","status":"publish","type":"post","link":"https:\/\/world.edu\/preparing-for-exam-season-10-practical-insights-from-psychology-to-help-teens-get-through\/","title":{"rendered":"Preparing for exam season: 10 practical insights from psychology to help teens get through"},"content":{"rendered":"

\"\"<\/p>\n

Exam season is fast approaching for many senior students in New Zealand and Australia. At the best of times, adolescents may struggle with ambition and drive, let alone after two-and-a-half years of\u00a0COVID-induced disruption<\/a>\u00a0and uncertainty.<\/p>\n

But parents can still nurture their teens\u2019 motivation to do what they need to do.<\/p>\n

Behind the scenes, the adolescent period is one of huge developmental change, and\u00a0not only physically<\/a>. Teens are developing their sense of identity and refining their own values. Their autonomy and individuation is emerging while they still remain somewhat dependent on the family system.<\/p>\n

Parents may expect their young people to be intrinsically motivated when it comes to exams. The importance of studying is obvious to many adults. But even the most diligent among us can easily identify behaviours we know we should be doing, but aren\u2019t.<\/p>\n

Clearly, knowing that something is important may not be enough to generate the desired behaviour.<\/p>\n

Understanding human behaviour<\/strong><\/h3>\n

According to clinical psychologist Susan Michie and her colleagues at University College London,\u00a0three factors interact<\/a>\u00a0to produce any human behaviour, whether it\u2019s studying or surfing: capability, opportunity and motivation.<\/p>\n

Michie\u2019s team developed the \u201cCOM-B\u201d model, which forms the basis for behavioural interventions relating to everything from\u00a0hand washing<\/a>\u00a0to our own efforts to\u00a0support clinicians<\/a>\u00a0to use evidence-based treatments.<\/p>\n

Capability (both physical and psychological), opportunity (physical and social) and motivation come together to influence behaviour in an interactive way.<\/p>\n

For example, if a young person is very capable (or believes themselves to be very capable) at solving maths equations, those around them are supportive or encouraging (social opportunity), and they have the practical resources they need (physical opportunity), they\u2019re likely to want to do maths homework (be motivated).<\/p>\n

Conversely, imagine a young person who starts the school term really motivated to study for two hours online every night, but only has access to the laptop at school (limited physical opportunity), still has fatigue after an illness (limited physical capability), and is surrounded by friends who have other priorities (low social opportunity). Herculean motivation may be required in this situation.<\/p>\n

How parents can support their teen to study<\/strong><\/h3>\n

Put simply, parents should \u201czoom out\u201d. Motivation can\u2019t be produced magically out of thin air, and attempts to force it can have the opposite effect. But parents can support and encourage their young person\u2019s capability and opportunity to study.<\/p>\n

1. Motivation fluctuates<\/strong><\/p>\n

Motivation is not something that is simply present or absent. It fluctuates from hour to hour, day to day. So rather than \u201chow can I make him be motivated today?\u201d, a more useful question is \u201chow can I create an environment where he\u2019ll be a bit more motivated than he was last night?\u201d<\/p>\n

2. Good foundations<\/strong><\/p>\n

Remember the basics, for teens and parents alike \u2013 sleep, exercise and balanced nutrition. If these are in place, it\u2019ll help both physical and psychological capability.<\/p>\n

3. Balanced thinking promotes capability<\/strong><\/p>\n

A sense of mastery or capability is important. Stressed teens can fall into black and white thinking traps. \u201cI\u2019m useless at maths\u201d fuels feeling overwhelmed and a sense of futility.<\/p>\n

Instinctively, it\u2019s tempting to reply with \u201cno you\u2019re not, you\u2019re amazing!\u201d But that\u2019ll likely bounce right off. Instead, try to encourage your teen\u2019s balanced thinking. \u201cStats is hard, but I\u2019m okay at algebra and geometry\u201d.<\/p>\n

4. Focusing on what teens can control<\/strong><\/p>\n

Praise\u00a0effort over achievement<\/a>. Persisting with an hour a day of English revision for six weeks deserves as much acknowledgement as winning the English prize (and unlike the prize, it is within your teen\u2019s control).<\/p>\n

5. Reinforcing their worth, no matter what<\/strong><\/p>\n

Likewise, be sure to separate your teen\u2019s attributes (who they are) from their behaviour (what they do). They\u2019re not a \u201clazy\u201d person, but there are particular behaviours they may need to do more (or do less).<\/p>\n

6. Behaviour as communication<\/strong><\/p>\n

If young people are irritable or snappy, try to hold in mind that this anger or irritation is likely to be secondary to other emotions, like anxiety, hopelessness or overwhelm. It\u2019s probably not about you.<\/p>\n

7. Worry might have a purpose<\/strong><\/p>\n

Lots of anxiety may be incapacitating, but some anxiety in this season makes sense, and a little bit can actually enhance preparation and performance. Paradoxically,\u00a0perfectionism isn\u2019t always useful<\/a>.<\/p>\n

\"\"

Motivation to study can fluctuate. Getty Images<\/p><\/div>\n

8. Validate what you can<\/strong><\/p>\n

Try to validate the emotion, even if the behaviour can\u2019t be justified. Perhaps reflect that it makes perfect sense that things feel overwhelming, many people would feel that way in that situation, and then pause.<\/p>\n

It\u2019s tempting to rush to solve the problem, or rapidly fire questions. But often young people just need to be given permission to feel the feeling, and they can sometimes figure out the solution themselves.<\/p>\n

9. Collaborating to solve problems<\/strong><\/p>\n

Similarly, try to avoid doing \u201cto\u201d (or \u201cfor\u201d), instead aiming to do \u201cwith\u201d. Collaborating to solve problems (if they want input) may develop or enhance future independent problem-solving abilities. It also communicates your belief in their capability to do so.<\/p>\n

10. Acknowledge to create habits<\/strong><\/p>\n

Parents might consider using targeted, short-term incentives (we don\u2019t see these as bribes, but recognition of hard work or effort) to create new habits or reinforce emerging behaviours.<\/p>\n

Finally, try to hold a longer-term view. One exam, one assessment, won\u2019t make or break things. Families and cultures may hold a range of values around what a successful life looks like, but it usually involves more than just exam success.<\/p>\n

Good health, connection with others, and meaning or purpose are fundamental to success in life. Try to keep this in mind over the next few months, even if the going gets tough.<\/p>\n

Author Bios:<\/strong> Melanie Woodfield is a Clinical Psychologist, Te Whatu Ora | HRC Clinical Research Training Fellow, University of Auckland and Jin Russell is a Community and Developmental Paediatrician both at the University of Auckland<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Exam season is fast approaching for many senior students in New Zealand and Australia. At the best of times, adolescents may struggle with ambition and drive, let alone after two-and-a-half years of\u00a0COVID-induced disruption\u00a0and uncertainty. But parents can still nurture their teens\u2019 motivation to do what they need to do. Behind the scenes, the adolescent period […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[433644],"coauthors":[11733],"class_list":["post-65013","post","type-post","status-publish","format-standard","hentry","category-education","tag-exam-season"],"acf":[],"yoast_head":"\nPreparing for exam season: 10 practical insights from psychology to help teens get through - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/preparing-for-exam-season-10-practical-insights-from-psychology-to-help-teens-get-through\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Preparing for exam season: 10 practical insights from psychology to help teens get through - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Exam season is fast approaching for many senior students in New Zealand and Australia. 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