Adolscent Learning - Case Study

Adolescent Learning - Kia Student's Name Institutional Affiliation Course Details Instructor's Name Date of Submission Adolescent Learning- Kia Adolescence is one of the significant stages in child development that has an influence not only on a student well-being, but also plays a role in determining their academic success. Students in their adolescence stage must navigate factors such as relationship with their peers, family dynamics, fluctuating emotions, and social pressures; with the interplay of such complex factors affecting their academic performance. In this paper, a case study of a 16-year-old high school student, Kia is analyzed using the biopsychosocial model to contextualize her academic challenges. Kia has an average standard performance that is always submitted on time but does not actively participate in class unless prompted. In the school environment, she struggles to make friends and spends most of her time by herself reading and solving complex Sudoku puzzles. Notably, Kia is lethargic in the afternoons and does not like sports. At home, she lives with her mother, who is an immigrant single mother working several jobs to make ends meet. This paper analyzes Kia’s case and suggest three strategies that can be implement to facilitate her well-being and academic performance. Biological Factors and Kia’s Academic Performance During adolescence, one’s body experience changes that must be adequately managed to minimize their potential negative influence on a student’s cognitive abilities and academic performance. Kia has symptoms that could be indicative of sleep deprivation, nutritional deficiencies, or underlying health condition such as lethargy in the afternoon and headaches. Given that an adolescent experience significant biological changes, challenges such as nutritional deficiency and sleep deprivation are likely to affect Kia’s concentration and academic motivation. Zelazo and Carlson (2020) note that the adolescent brain undergoes a significant restructuring during adolescence, especially in the prefrontal cortex where executive functions such as planning and decision making are executed. From the case, Kia experiences lethargy in the afternoon suggesting that she potentially has low energy levels and is likely to engage in complex cognitive tasks. Notably, her preference for Sudoku indicates that she has already developed strong logical skills. However, her limited social interaction with her peer may indicate that she experiences challenges engaging in dynamic classroom and group activities. Another important biological development in adolescence is body image. Kia’s dislike for physical activities may be suggestive of low self esteem due to body image issues. Minev et al. (2018) notes that body image during adolescents is one of the constructs that has a significant influence on how an adolescent interact with the environment as it dictates aspects such as mood, competence, social functioning, and self-esteem among others. Kia’s ill-fitting second-hand uniform is a potential sign of potential body image problems in Kia and could potentially explain Kia’s dislike for exercises. Researchers have suggested that it is essential for adolescents to engage in physical exercises as they are shown to improve cognitive functioning, alleviate stress, and translate into academic performance (Minev et al., 2018). Thus, Kia’s avoidance of physical exercises, potentially due to negative body image should be addressed to address her academic difficulties. Overall, Kia’s biological factor such as fatigue, physical inactivity, and health-related concerns play a role in explaining her limited classroom engagement, reduced ability to sustain attention, and overall academic performance. Social Factors and Academic Performance During adolescence, peer relationships are considered as crucial to one’s emotional well-being and identity formation. Wang et al. (2018) observe that peer relationships during adolescents forms an essential element of learning given that learning occurs through social interactions, where students develop higher cognitive functions through collaborative engagement. However, Kia’s case suggests significant social isolation, which is likely affecting both her academic and emotional development. She struggles to form friendships, is rarely chosen for group activities, and often spends her free time alone in the library. As a result, Kia academic is likely to stunt given that her limited social interaction with peer denies her the access to shared knowledge and potential collaborative problem-solving skills. Notably, family responsibility due to her socioeconomic background may have an influence on the social difficulties that she experiences. Given that she comes from a single mother who must provide for the family, Kia acts as the primary caregiver for her younger siblings, lowering the likelihood that she has time to socialize with her peers outside of school. Bronfenbrenner’s Ecological Systems Theory posits that the role of the family, peers, school in shaping adolescent development is undeniable. Kia’s home environment has a negative impact on her ability to develop peer connection and fully participate in classroom activities givens that she takes on a parental role. Holmes et al. (2018) found that adolescents with excessive caregiving responsibilities often experience academic underperformance and emotional exhaustion, which aligns with Kia’s withdrawn nature and reported lethargy in the afternoons. In addition, Kia’s lack of exposure to pop culture and literature suggests a cultural disconnect that may hinder her ability to fully engage with curriculum content and peer discussions. Social learning theory emphasizes that observation is an indispensable part of learning, with researchers showing that adolescents use shared cultural references to build social bonds. A limited exposure to pop literature and culture means that Kia is unlikely to fully engage with curriculum content and peer discussions. Unfamiliarity with pop culture and literature means that Kia is highly likely to experience a significant sense of isolation as it denies her the social skills need to successfully engage with her peers. Overall, the highlighted social challenges likely contribute to Kia’s hesitancy to participate in class, reduced academic confidence, and potential disengagement from school. Psychological Factors and Academic Learning The psychological status of an adolescent heavily dictates their motivation, self-perception, and resilience in ac...