Why do Students Lack Interest in studying?

Lack of interest in school can become common for kids at various stages of their educational journey. Additionally, the increasing academic demands and complexities of schoolwork can sometimes overwhelm students, leading to disengagement and apathy toward learning. Social factors, such as peer influence and pressure to fit in, can also contribute to a decline in interest in school during this time. Educators need to recognize the signs of disengagement early on and provide support for students’ interest and motivation in learning (Icard, M, (2023, August 2). What to Do When Your Child is Struggling Academically | Our Children (ptaourchildren.org. Access on: 1/ 3/ 2024).

According to Sasson (2019), a lack of motivation is defined as having insufficient levels of desire and excitement for carrying out a task. Additionally, Shore (2017) points out that a lack of drive can be mistaken for a disregard for one's responsibilities. Low confidence levels, unmet expectations in the classroom, feeling unloved or unsupported by the family, and strong pressure lead to pupils having low motivation for studying, which has a negative impact on their academic achievement. Students lose motivation for a variety of reasons, including the teacher's imprecise delivery of the lesson, his or her lack of confidence, their discontent with the lessons, and their own personal issues, and poor academic performance (Rone et al., 2023).

As a means of involving students in their education, classroom involvement has gained importance, considering that millennial students are always looking for interaction. Studies on student academic motivation and goal orientation have been carried out by numerous researchers. Particularly, researchers who focus on the dynamics of motivation in learning environments have begun to highlight the possible contributions of relationship variables and teacher behaviors to student academic engagement. The development of competencies during the transition to middle school and in the early school years is heavily influenced by teacher-student relationships. By creating a classroom environment that encourages both student motivation and learning, teachers can influence students' intellectual and socioemotional experiences. Additionally, interactions between teachers and students regulate the growth of social, emotional, and academic skills. Self-determination theorists contend that children start to value activities that are rewarded, including both their own and those of important people in their social settings (for example, teachers and families). Students start to choose activities that are compatible with their own feelings once they internalize these values as being their own. Previous studies suggested that a student's motivation had the biggest influence on whether they learned. As has already been established, one of the most crucial factors affecting student learning is motivation (Rone et al, 2023, p. 638). Moreover, during the preschool and early school years, the interactions between teachers and students are fundamental in nurturing the development of motivation. These formative years mark a critical period where children begin to form their attitudes towards learning and discover their intrinsic drives.

To sum up, positive interactions with teachers can inspire curiosity, enthusiasm, and a passion for learning in young minds. Teachers who provide encouragement, support, and constructive feedback help cultivate a growth mindset and resilience in students, empowering them to tackle challenges with confidence. Conversely, negative interactions or lack of engagement from teachers may hinder motivation and potentially discourage students from actively participating in their educational journey. Therefore, fostering meaningful and supportive relationships between teachers and students is essential for building a strong foundation for lifelong learning and motivation.