Causes and Improvement Strategies of Students' "Pretending to Study" Phenomenon

Abstract

Emphasizing the learning barriers and psychological transformations of students is imperative in educational research and practice. The high school phase holds paramount importance in the students' educational journey, as it is during this period that emotional and self-cognitive challenges stemming from academics and personal life can significantly impact academic performance. This paper delves into the phenomena of "pretending to study" among high school students, utilizing surveys involving teachers, students, and parents. The study sheds light on the widespread occurrence of this behavior, where students simulate efforts during self-study solely to meet the expectations of their teachers and parents. They perceive themselves as diligent workers without putting in actual effort, resulting in learning driven by self-pity, mindless studying with little yield, and dependency on others devoid of critical thinking. Attribution analysis implicates several factors contributing to this behavior, namely divergent self-perceptions, lack of determination, pressure to appease parents and teachers, fear, aversion to acknowledging personal limitations, and tendencies towards laziness. In conclusion, this study proposes recommendations for all stakeholders involved, including students, parents, and teachers, aimed at fostering improvement in this regard.