Why Do Some Students Work Hard for Just 1%?
Have you ever been asked, “It’s only worth 1% of your grade? Why are you working so hard on your assignment?” This question might feel familiar as a student, especially when working on group projects at college or university. Imagine being part of a team tasked with a project that constitutes a significant portion of your grade. While some sections of the project carry less weight, you notice a group member pouring their heart and soul into every detail, even the parts worth just 1%. It might make you wonder why they care so much.
Understanding the Behaviour
The answer lies in motivation, a key element in how we learn and perform. According to the University of Manitoba, “motivation plays a key role in how we learn.” While the university experience motivates many, not all are driven by the love for learning. For some, attending university feels like the natural next step after high school. Others are pressured by family expectations or view it as a gateway to securing a well-paying job. In the middle of these differing motivations, some students exhibit a relentless drive, even for minor grade improvements. Their behaviour is influenced by both physiological and behavioural factors.
Behavioural Factors
Behavioral motivation can be categorized into two types:
Extrinsic Motivation: This type involves external factors such as career aspirations, competition among peers, or pressure from family and friends. A student, driven by extrinsic motivation might see every small grade increment as a step toward future opportunities or recognition.
Intrinsic Motivation: This type focuses on internal rewards, such as personal growth, self-confidence, and the satisfaction of mastering a skill. Students motivated intrinsically work hard because they derive fulfillment from the process itself, regardless of external validation.
Physiological Factors
Beyond behavioural influences, physiological factors also play a role. The brain’s Ventral Tegmental Area (VTA) and Nucleus Accumbens (NAc) are key to this process:
VTA: This area produces dopamine, a neurotransmitter associated with pleasure and reward. Dopamine is released in response to achieving a goal, reinforcing behaviours that lead to success.
NAc: Often called the central hub of the reward system, the NAc integrates emotional and cognitive information to drive goal-oriented behaviour. It acts as a motivator, encouraging students to work harder by associating small accomplishments with feelings of satisfaction.
Together, these systems create a powerful cycle of motivation. Achieving even minor academic milestones can trigger a dopamine boost, pushing students to strive for more.
The Double-Edged Sword of Motivation
While the desire to improve, even by 1%, has its benefits, it’s not without risks. The dopamine-driven reward system can become addictive. This addiction to constant achievement may lead to stress and anxiety as students push themselves to meet increasingly high expectations. Over time, this pressure can shift a student’s mindset from being a curious, engaged learner to someone focused solely on grades. This transformation can stifle creativity and genuine interest in learning.
I’ll admit I’m one of those students who likes to work for that 1%. For me, skipping that 1% feels like completing a 1,000-piece puzzle but leaving one piece out. It may seem insignificant to others, but for me, it represents the culmination of my hard work and dedication. Knowing I’ve given my best effort fills me with pride and reinforces my skills and learning.
Conclusion
Students who work hard for minor grade improvements are often driven by a mix of intrinsic and extrinsic motivations alongside the brain’s reward mechanisms. For these students, the process of learning by doing is just as valuable as the outcome. However, it’s important to strike a balance. While the boost in motivation and dopamine can be empowering, ensuring this drive doesn’t lead to stress or transform the joy of learning into a relentless pursuit of grades.
Ultimately, striving for that 1% is about more than just the numbers—it’s about growth, pride, and the desire to master one’s craft. But let’s not forget to step back, breathe, and remember why we’re learning in the first place.