An Evaluation of the Effects of Being Regarded as "Unmotivated"

Abstract

To designate someone as unmotivated or lazy has consistently been shown to affect behavior towards that person. A prospective study evaluated the relationship between such a designation and events at school. The subjects included 164 school-aged children who presented to the Johns Hopkins School Problems Clinic and, prior to their evaluation, had extensive forms completed by their teachers and parents. Lack of motivation was seen as the primary cause of school difficulties in 80 children (49%). Testing revealed that 69 percent were more than one year behind academically; 48 percent were more than two years behind. Fifty-one percent had been retained in grade, and 8 percent of those had been retained twice. Only 16 percent were receiving remedial help.

A comparison between children seen as unmotivated and those not perceived as such showed that sex, race, and socioeconomic status (SES) were not distinguishing factors. Children seen as unmotivated were further behind academically (Chi² = 7.02 p < 0.05), had been retained more often (51% versus 25%, Chi2 = 11.6 p < 0.001), and were receiving less intensive remedial help at school (Chi2 = 6.14 p < 0.05). There was a trend for children seen as unmotivated to be older (mean = 129m SD = 38m versus mean = 103m SD = 33m, t = 1.47 p = 0.1).