Avoiding senioritis: student perceptions of engagement and efficacy during senior project.

• Online Access: http://hdl.handle.net/2047/d20003012

The problem of senioritis can impact time on learning and may compromise a student's successful transition from high school to college or career. Researchers contend that students tend to be more motivated if they are given opportunities to engage in tasks that are relevant to their personal interests and goals. Senior project programs are designed to encourage independent and experiential learning by asking high school seniors to link their studies with a real-world application. This case study examines student perceptions of engagement and self-efficacy while participating in a senior project in a high school on the south shore of Boston, Massachusetts. The site was chosen because the high school had just completed its first senior capstone project at the time of the study. Students, teachers, and school administrators were asked to offer insights and opinions on their perceptions of student engagement and efficacy during the senior project experience. Data were collected using surveys, focus groups, and interviews. The results of this study suggests that curriculum designs such as a senior project, which include components that engage students in their learning experiences, are effective in avoiding the early onset of senioritis and may contribute to seniors' perceptions of self-efficacy in their future pursuits after high school.