“Senioritis really kicks in when I have to do actual work for my optional classes. But, spirits are high because I get to leave soon!”
Faith Cullen’s take is not uncommon when it comes to the fourth and final quarter of senior year. Is this trend due to boredom? Burnout? Conformity? The answer may not be as simple and straightforward as outside perspectives could assume. The real conclusion considers how psychology plays a role in the cliche “senior-itis.”
The Goal Gradient Effect, originally proposed by behaviorist Clark Hull in 1932, is the idea that people generally speed up when approaching their reward. Then, after crossing the finish line, they severely decline their efforts. This can be applied to this idea of senior slump. The “finish line” in question is often related to a commitment or acceptance to a college, an entry-level position at a prosperous job, being drafted into the military or deciding to work in the trades. To students, the purpose of high school is to advance them to the next step in life, so when that next level is decided and guaranteed, high school can feel pointless.
“I had senioritis when I was in school, and I think when you are so close to finishing, it can seem less meaningful,” Mr. Nathan Grabowski, principal at Brighton High School for the class of 2026, said. “But the importance of a strong finish goes beyond just graduation; it sets some serious momentum for your future steps after high school!”
The Expectancy-Value Theory also may explain senioritis to a degree. Proposed by John Atkinson in the mid-twentieth century, it states that motivation depends on how much students expect to succeed and how much they value the task. Senioritis can reflect lower perceived value or lower expected payoff. This is the case for senior Raad Alsidi.
“I don’t want to do any of my school work, and I’m almost failing my math class,” Alsidi said.
Whatever a student’s future looks like, they’re often excited for what’s to come and less interested in the work in front of them. This often leads them to prioritize tasks that they see as beneficial towards their future rather than the classwork in front of them. Since students already expect to succeed with graduation approaching so soon, the additional “busy work” is perceived as lower value.
Another contributing factor could be the Informational Social Influence. Herbert Kelman was a theorist of this idea in the 1950s. Individuals look to others for correct behavior when unsure, leading to adopting peers’ relaxed standards if others appear successful with less effort. Cullen mentioned that she can “feel lazy all the time because [her] classes seem really optional.”
“They’re still fun classes to be in because of my friends, although I never really have tests, so I don’t get the point of being present,” Cullen said.
She may not realize the influence those friends may have on her motivation.
Working side-by-side with peers who have the senioritis mindset can influence and relax one’s work ethic.
“I feel like senioritis has really kicked in for me academically, especially when the second semester began and my classes switched,” Cullen’s friend Alexa Pawloski said. “Before, my classes were easier, and now I have to lock in for my AP tests, and it feels very optional. I don’t really want to be here anymore, but we graduate soon and only have 26 more days!”
Many adults view senioritis as simply a sign of laziness. However, to many seniors, it is driven by deeper psychological factors that are often misunderstood.
