REBUILDING STUDENT MOTIVATION AFTER ACADEMIC SETBACKS: PERSPECTIVES FROM TEACHERS AND LEARNERS IN ACADEMIC LYCEUMS
Keywords:
student motivation, academic setbacks, academic lyceum, self-efficacy, resilience, formative feedback, self-regulated learningAbstract
Academic setbacks — including failed examinations, poor assessment results, and perceived underperformance — represent one of the most significant challenges facing students in the upper years of academic lyceums. For 10th and 11th grade learners, who are simultaneously navigating the pressures of advanced curricula and preparation for higher education entrance examinations, the psychological impact of failure can be particularly acute. This article examines the phenomenon of motivational decline following academic setbacks in the context of academic lyceums, drawing on established theories of motivation, self-efficacy, and resilience, as well as international research findings and practitioner perspectives. It argues that rebuilding student motivation requires a dual approach: proactive, empathetic intervention on the part of teachers, and the deliberate cultivation of self-regulatory strategies by students themselves. Practical implications for classroom practice, assessment design, and institutional support structures are discussed.
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