I suppose today’s topic is quite overdue, but I’d like to give my thoughts on it anyways.
Senioritis is supposed to be a lack of motivation for school among seniors, high school in this case, as the importance of grades and classwork declines—so would, as it goes, the amount of caring.
For me, this wasn’t true. I certainly did not suddenly care more about school, but I certainly did not care less. In fact, my grades actually increased throughout the school year, and my senior year grades are the highest of my four years at Westwood HS. My class rank went from 22 at the beginning of senior year (in a class of 588) to 16 at the end. Higher grades, however, do not imply higher amounts of studying.
As that link suggests, I’m not a study person, and I never was. Math and math-related subjects like physics and computer science come naturally. I have not studied for a math test in school for over two years (including all of AP Calculus BC and IB Math HL). Humanities classes like English and history are different, of course, but I don’t spend nearly as many hours on them as many of my other classmates do.
If anything, I had quite a bit of senioritis during second semester last year, as a junior—I suppose this is called junioritis. I still had mostly A’s at that time, but that’s nothing compared to, say, my most recent report card, in which my lowest academic grade was a 94 (history) and the second lowest was a tie at 98 (English and chemistry); math and physics followed the graph.
Again, these higher grades are not the result of increased studying, nor are they the result of increased motivation, nor of increased caring about grades. I never really cared that much about grades to start with—as a principle, if there is extra credit for the sake of extra credit, I don’t do it.
But as far as studying goes, I do expect my habits to change next year at Cornell. After all, it is an Ivy, and I already spend much of my free time reading and writing—this blog is a testament. 🙂