What Can Vegemite Teach Us About the Teenage Brain?
written by Dean of Learning and Teaching, Ms Grace Loyden
It’s a truth universally acknowledged that anyone who lives outside Australia thinks Vegemite is disgusting. But beyond being an iconic (and divisive) spread, Vegemite offers an unexpected insight into the adolescent brain—specifically, how teenagers can be motivated to make decisions that are in their best interest, even when they initially resist them.
In 1988, Stanford philosopher David Lewis introduced the Vegemite Principle, which suggests that some things are so indescribably unpleasant that they must be experienced to be understood. This principle aligns with a fascinating study on motivation, respect, and decision-making in young people.
The Vegemite Study: Respect vs. Authority
A study involving 184 young people aged 18 to 25 asked participants to taste a small smear of Vegemite on a teaspoon. Unsurprisingly, many found it revolting. Researchers then instructed them to eat a full teaspoon of Vegemite, claiming it had health benefits and would contribute to nutritional science.
However, the participants were divided into two groups:
- One group received respectful instructions that asked for their participation, acknowledged their autonomy and validated their experience
- The other group received authoritative instructions that were more directive and dismissive.
The results? 66% of those given respectful instructions ate the Vegemite, compared to only 47% of those given authoritative instructions. The key takeaway: when young people feel respected and given agency, they are more likely to make beneficial choices.
Why Does This Matter for Parents and Educators?
This study supports the status and respect hypothesis, proposed by researchers David Yeager, Ron Dahl and Carol Dweck. It suggests that teenagers are highly motivated by status and respect—meaning how we communicate with them has a profound impact on their willingness to cooperate.
So, should we stop giving our young people instructions? Of course not. But small shifts in our language can make a big difference in their motivation. Rather than issuing commands, we can engage in conversations that honour their status, validate their experiences, and presume their agency.
Starting the Year Right: How to Use This Approach
At the start of the school year, parents often find themselves reminding their children about study habits, tutorial attendance and goal-setting. What if, instead of instructing, we framed these conversations in a way that increases the chances of teenagers making the right choices on their own?
Here are some conversation starters using Dr. David Yeager’s framework from 10 to 25: The Science of Motivating Young People:
Ask, Don’t Tell
How are you thinking of using a study timetable this term?
Might you consider going to Maths tutorials this year?
What are your goals for the first two weeks of this term?
Honour Their Status
You’re a year older now—what have you learned from last year?
You’re working towards your ATAR, and past students found tutorials helpful.
I know you want to do your best—want some ideas on goal-setting?
Validate and Explain
It can be tedious to set up and follow, I get that.
It might be tricky fitting them in around sport.
I’m proud of your intentions—you’re aiming for a great start.
Presume Agency
I appreciate you thinking about it.
Let me know if I can help with transport or breakfasts.
You’ve developed a great strategy.
By asking rather than telling, validating rather than dismissing and presuming agency rather than imposing authority, we can guide our teenagers towards making better decisions—without the power struggle. And perhaps, just like the Vegemite study, they might even surprise us with their willingness to embrace challenges on their own terms.
As a parent of two teenagers, I have my own fingers crossed!
Reference
Yeager, D. S. (2024). 10 to 25: The Science of Motivating Young People. Random House.