senioritis


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sen·ior·i·tis

 (sēn′yə-rī′tĭs)
n. Informal
A reduction of academic focus or worsening of academic performance characteristic of some high-school seniors, especially after acceptance into college.
References in periodicals archive ?
I had senioritis (when high schoolers stop putting in effort their senior year after being accepted into college), only as a middle schooler.
She cautions high school students to be wary of suffering from "senioritis." Don't slack off close to the finish line.
But these are taken to a new level with high school students: most taking online courses through college are seniors, and thus they may be in grasp of "senioritis" (i.e., not having a strong focus on their courses); often, high school students are used to much more reminding of deadlines than is given by college professors; and students need understand the importance of the course(s) being taken in their lives (always connect courses and course subject to "the real world") and throughout their college "careers." In essence, high school students must be made to think and act as college students.
(5) senioritis 'the pattern of reduced studying and effort as well as decreased motivation that accompanies a senior year of studies' massmerchanditis 'the hazy feeling one gets after spending too much time shopping at large chain stores'
WORCESTER -- Bancroft School juniors and seniors hear a cautionary tale about a former student who was accepted to the college of his choice but then bragged injudiciously about senioritis on his college's admitted students' Facebook group.
Later on, in part to combat senioritis, we condensed the yearlong, three-term project to two terms.
With few requirements and little pressure, students often slack off in a common affliction known as "senioritis."
I think they call it Senioritis, wanting nothing to change, being terrified of the future.
Given the prevalence of senioritis in American schools (Conley, 2001; Kirst, 2001) and the phenomenon of highly motivated students "doing school" (Pope, 2001), one might not expect to find IB seniors engaged in their extended essays; however, anecdotal evidence and engagement theory suggest otherwise.
Unlike their college-bound classmates with "senioritis"--easing up in the spring but still working--the lackadaisical nongraduating seniors very rarely had the incentive of postsecondary education to keep them engaged (Sizer 2002).
In regards to resistance to course assignments, I would be remiss to ignore the possibility that these preservice teachers were struck with a case of "senioritis," given the placement of the course in the final year of study.