UNIT 6 – ADOLESCENCE (THE HIGH SCHOOL LEARNER)

MODULE 25- COGNITIVE DEVELOPMENT OF THE HIGH SCHOOL LEARNERS

PARENTAL INVOLVEMENT
Parents of high achievers demonstrate:
1. Positive attitudes about learning, school teachers, and intellectual activities;
2. Harmonious and supportive relationship, inclusive in open, free and enjoyable interaction within the
family;
3. Their own capabilities for success, conflict management, independent choice with which children
can identify;
4. Encouragement and support for their children’s achievement without undue pressure;
5. Active achievement in the school program and in parent-teacher-community activities;
Parents of underachievers demonstrate:
1. Indifference and disinterestedness in academic and extracurricular activities of their children;
2. Authoritarian, restrictive and rejecting attitudes or the opposite, namely being excessively lax so as
to leave their children on their own without any involvement or support;
3. Excessive indulgence, solicitousness, and protectiveness, thus stifling their children’s self-initiative.
POSSIBLE ADOLESCENT BEHAVIOUR DURING COGNITIVE GROWTH
 EGOCENTRISM- the tendency among the adolescents to think too much of themselves, such as to
be too sensitive to social acceptance of their appearance, actions, feelings, ideas, etc.
 IDEALISM- the adolescent opens thought on the possible, an avenue to possibly imagining what is
far-fetched and less ideal to situations at home, in school, and in society.
DEVELOPING OCCUPATIONAL SKILLS
Basic personality factors according to theorist John Holland:
 REALISTIC- this personality type prefers practical tasks, often requiring physical labor and motor
coordination, and less of interpersonal skills. (e.g. in construction)
 INVESTIGATIVE- they prefer to think rather than act, being interested in tasks that use conceptual
skills. (e.g. in the field of the sciences and technology)
 SOCIAL- they are social and tend to engage in interpersonal situations and social interaction. (e.g.
in the social sciences)
 CONVENTIONAL- they prefer structured tasks, and can subject their needs to those of others.
(e.g. in office jobs)
 ENTERPRISING- they are skilled and constructive in thoughts and actions, and are capable of
leading others. (e.g. in business, industries)
 ARTISTIC- they prefer unstructured tasks and may show ability for self-expression. (e.g. in the
arts)
HIGH SCHOOL STUDENTS ATTITUDES AND ABILITIES NEEDED FOR GAINFUL OCCUPATION:
1. Self-reliance (working without being stressed)
2. Ability to manage money (not spend money in luxuries, much less on drugs or alcohol)
3. Social responsibility (cooperation and respect for others including superiors)
4. Mature work orientation (pride in the work done, quality work)
5. Personal responsibility (independently competing tasks)
6. Positive attitudes about work (it is not a burden, but a gainful and wholesome activity that
contributes to personality growth)
EXTRACURRICULAR ACTIVITIES
School activities outside the subjects for classroom study are mechanisms for further development
of the adolescent student, allowing the acquisition of new attitudes (such as discipline and motivation),
knowledge (such as of organization, sports, etc.), and skills (organizing, planning, time-managing,
athletics, etc.).
Extracurricular activities are an avenue for leadership, although there is need to caution students
on devoting more time than necessary to these tasks since their more important curricular or study work
may suffer.

PREPARED BY: SHAINA C. ELECCION