as a Function of Emotional Development
Emotions are ours to experience, whether we like it or not. How effectively we utilize these emotions, how accurately we understand them, and how well we modulate them is usually related to our emotional maturity.
Emotionally mature individuals generally evaluate, handle, control, and use emotions quickly. This is done more or less automatically. Those less mature often are inefficient, slow to analyze and often do not use their emotions constructively. This results in, among other things, depleted self-motivation.
Motivated, achieving individuals have a close match between their intellectual age and their emotional maturity. Their chronological age maybe somewhat lower than the other two (wise beyond his years) but it is generally in the neighborhood (through the adolescent years).
Unmotivated individuals have a lag in their emotional maturity. Emotional development has substantially lagged intellectual development and usually is even behind chronological development. The resultant emotional immaturity contributes to underachievement.
Resolution of underachievement requires that emotional maturity develops so that it is consistent with intellectual age.
Emotional development tends to be a flow, the speed of which sometimes varies between individuals as well as within a particular individual. Any delays for most individuals are usually brief interruptions, but then growth continues. However, unmotivated individuals experience major delays – to the exclusion of growth. They are stuck, trapped by their lagging emotional development. Once this serious situation arises, it often compounds.
In order to help unmotivated individuals toward motivation and positive emotional growth and to assist them toward becoming achievement-oriented, the focus needs to be on emotional development. By themselves, external approaches, such as study skills, time management training, reward and punishment, and adult lecturing, will have minimal effect until emotional maturity is advanced.