"There is a growing body of scholarly literature that demonstrates the power of linking schooling to what the University of Texas psychologist David S. Yaeger calls "self-transcendent purpose." In "Boring but Important," a 2014 article in the Journal of Personality and Social Psychology, he and his co-authors reported that their studies of over 2,000 adolescents and young adults showed that giving students a "prosocial, self-transcendent purpose" led to achievement gains in science and math, and helped them "sustain self-regulation over the course of an increasingly boring task."
In other words, even when a student is not naturally drawn to a task -- learning grammar, say, or trigonometry -- she may perform better when she believes that being good at the task will help her make a difference in the world down the road. However, self-interested goals, such as "the desire to have an interesting or enjoyable career," did not produce these learning effects. The mission had to transcend self-interest.
In another study involving 1,364 college-bound seniors from lower socioeconomic backgrounds, those who had self-transcendent reasons for wanting to go to college, like "I want to gain skills that I can use in a job to help others," showed more grit in the face of boring tasks -- they would keep at math problems rather than watch a viral video -- and also found schoolwork more meaningful. Unsurprisingly, they were later more likely to stay in college. Again, this effect held for those with self-transcendent goals, not for those with self-centered goals: "I want an education to help others," not "I want an education to get a good-paying job."
To be clear, what Dr. Yaeger and his colleagues concluded was that finding higher purpose helps one endure the work, not love it. In this regard, they built on older studies, going back to the 1950s and 1960s, that showed that people with low-status, unpleasant jobs, like trash collectors and hospital orderlies, performed better when they felt they were doing good for society." [1]
Those who have wealth and power in Lithuania force the majority of population to work for pennies at a Western price level in Lithuania. In order to raise the morale of the society, those who have wealth and power in Lithuania are supposedly fighting for the same order, externally presented as democracy, in Belarus. Young people see a gap between the lies of the Lithuanian elite and reality, so they study poorly and emigrate en masse.
1. REVIEW --- The Power of Purpose-Driven Schools --- To engage young people, education needs to be about religious or social values that transcend preparing for a job.
Oppenheimer, Mark. Wall Street Journal, Eastern edition; New York, N.Y. [New York, N.Y]31 July 2021: C.4
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