Thriving in College & Beyond: Research-Based Strategie - PowerPoint Presentation

Thriving in College & Beyond:  Research-Based Strategie
Thriving in College & Beyond:  Research-Based Strategie

Thriving in College & Beyond: Research-Based Strategie - Description

Joe Cuseo PhD Aaron Thompson PhD Michele Campagna EdD Viki Fecas PhD Third Edition Chapter 3 Goal Setting Motivation and Character Learning Goal To help you set and strive for meaningful goals and maintain your motivation to reach those goals ID: 512552 Download Presentation


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Thriving in College & Beyond: Research-Based Strategies for Academic Success and Personal Development

Joe Cuseo, PhDAaron Thompson, PhDMichele Campagna, EdDViki Fecas, PhD

Third EditionSlide2

Chapter 3: Goal Setting, Motivation, and CharacterSlide3

Learning GoalTo help you set and strive for meaningful goals and maintain your motivation to reach those goalsSlide4

SuccessTo achieve a desired outcomeInvolves an order or sequence of actions that lead to a desired outcomeSlide5

Process of SuccessIdentify an end (goal).Find a means (sequence of steps) to reach the goal.Slide6

Locus of ControlSetting goals shows you have initiative.Taking initiative demonstrates what psychologists call an internal locus of control – you believe that the locus (location or source) of control for events of your life is internal, and thus within your control, rather than external, or beyond your control (Rotter, 1966). Slide7

Internal Locus of ControlSome examples of an internal locus of control include:Self-esteemEstablishing goalsPreparing for examsSlide8

External Locus of ControlSome examples of an external locus of control include:ParentsFriendsCircumstances (e.g. socioeconomic status)Belief in luck/fateSlide9

Locus of ControlResearch reveals that individuals with a strong internal locus of control display the following characteristics:Greater interdependence and self-direction (Van Overwalle, Mervielde, & De Schuyer, 1995);More accurate self-assessment (Hashaw, Hammond, & Rogers, 1990; Lefcourt, 1982);

Higher levels of learning and achievement (Wilhite, 1990);Better physical health (Maddi, 2002; Seligman, 1991).Slide10

Self-EfficacyAn internal locus of control contributes to the development of self-efficacy – the belief that you have power to produce a positive effect on the outcomes of your life (Bandura, 1994).Slide11

Self-EfficacyCollege students with a strong sense of self-efficacy believe they’re in control of their educational success, regardless of their past or current circumstances.Slide12

Academic Self-EfficacyStudents with a strong sense of academic self-efficacy have been found to:Put greater effort into their studies;Use active-learning strategies;Capitalize on campus resources; and

Persist in the face of obstacles (Multon, Brown & Lent, 1991; Zimmerman, 1995).Slide13

GoalsMay be classified into three general categoriesLong rangeMid-rangeShort rangeSlide14

Setting Long-Range GoalsEffective long-range goal setting involves two processes: Self-awareness (insight into who you are now)Self-projection (vision of what you want to become in the future)Slide15

Steps in the Goal-Setting ProcessEffective goal setting involves a four-step sequence:1. Awareness of yourself. Your personal interests, abilities, talents, and values

2. Awareness of your options. The choices available to you3. Awareness of the options that best fit you. The goals most compatible with your personal abilities, interests, values, and needs4. Awareness of the process. The specific steps that you need to take to reach your chosen goalSlide16

Self-AwarenessSelf-awareness is a critical first step in the process of goal setting. To become self-aware, you must engage in effective self-questioning which can launch you on an inward quest to self-discovery and self-insight. This can be done by asking questions relating to your personalInterests. What you like to do;Abilities. What you’re good at doing; andValues. What you believe is worth doingSlide17

Remember: Self-awareness is the first, most important step in the process of making any important life choice or decision. Good decisions are built on a deep understanding of one’s self.Slide18

Awareness of Your OptionsTo effectively choose a career goal, you need to be aware of the career options available to you and have a realistic understanding of the type of work done in these careers. To gain this knowledge, the following actions are suggested:Reading books about different careersTaking career development coursesInterviewing people in different career fieldsObserving (shadowing) people working in different careersSlide19

Awareness of Options that Fit YouTake a course in a career field that interests you to find out how well it matches your interests, values, talents, and learning style. You’re more likely to succeed or excel in a field that draws on your talents, and the success you experience will, in turn, strengthen your self-esteem, self-confidence, and drive to continue with it.Slide20

Awareness of the ProcessIf your goal is to complete a college degree in a particular major, you need to be aware of the course requirements for a degree in that major.Slide21

MotivationSuccess comes to those who exert effort to move toward their goal.Studies show that without a strong personal commitment to attain a goal it will not be reached, no matter how well designed the goal and the plan to reach it (Locke & Latham, 1990).Slide22

Remember: On the highway to success, you can’t be a passive passenger; you’re the driver and at the wheel. Your goal setting will direct you and your motivation will drive you there.Slide23

Maintaining Motivation/Progress Toward Your GoalsPut your goals in writing.Create a visual map of your goals.Keep a record of your progress.Develop a skeletal resume of your goals.Reward yourself for making steady progress toward your long-range goals.Slide24

Maintaining Motivation/Progress Toward Your GoalsCapitalize on available campus resources that can help you stay on track and move toward your goal.Use your social resources.Convert setbacks into comebacks.Maintain positive expectations.Keep your eye on the prize.Slide25

Personal CharacterUltimately, success emerges from the inside out; it flows from positive qualities or attributes found within you, which, collectively form your personal character.Slide26

Personal Character TraitsThere are three key character traits or virtues that typify highly motivated people:DriveDisciplineDeterminationSlide27

DriveForce within you that supplies you with the energy needed to overcome inertia and initiate actionCollege students with drive approach college with passion and enthusiasm.Slide28

DisciplineIncludes positive qualities such as commitment, devotion, and dedicationThese personal qualities enable you to keep going over an extended period.Slide29

DeterminationAllows you to pursue your goals with a relentless tenacityAllows you to persist in the face of frustration and have the resiliency to bounce back after setbacksSlide30

Personal CharacterThese other three character traits or virtues in particular are important for success in college and beyond:WisdomIntegrityCivilitySlide31

WisdomWhen you use the knowledge you acquire to guide your behavior toward doing what is effective or good, you demonstrate wisdom (Staudinger & Baltes, 1994).Slide32

IntegrityA key characteristic of people with integrity is that their outer self is integrated or in harmony with their inner self.People with integrity do what is good and right and have a strong sense of personal values that guide them in the right moral direction.Slide33

CivilityPeople of character are personally and socially responsible.People with civic character behave civily and treat other members of their community in a sensitive and courteous manner.They are willing to confront others who violate the rights of their fellow citizens.Slide34

Violation of CivilityBehavior that interferes with the rights of others to learn or teach in the college classroom represents a violation of civility.Following are some behaviors that illustrate classroom incivility and involve student use of personal technology.Slide35

Use of Personal Technology(Violation of Civility)Using cell phonesA ringing phone interferes with the rights of others to learn and is disrespectful.Sending and receiving text messagesInterferes with the learning process in the same way a ringing phone does and is also disrespectfulSlide36

Guidelines for Civil and Responsible Use of Personal Technology in ClassIf directed by your instructor, turn your cell phone completely off or leave it out of the classroom. In the rare case of an emergency when you think you need to leave it on, inform your instructor.If directed by your instructor, don’t check your cell phone during the class period by turning it off and on.Slide37

Guidelines for Civil and Responsible Use of Personal Technology in ClassDon’t text message during class.Don’t surf the Web during class.Don’t touch your cell phone during any exam because this may be viewed by the instructor as a form of cheating.Your instructor will let you know of exceptionsSlide38

Chapter 3: Goal Setting, Motivation, and Character

Summary and Conclusion

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