On Course Strategies for Creating Success in College

On Course Strategies for Creating Success in College and in Life Chapter 3 DISCOVERING SELF-MOTIVATION

CHOICES OF SUCCESSFUL STUDENTS DISCOVERING SELF-MOTIVATION Copyright © Cengage Learning. All rights reserved. 3|2

REVIEW: MASTERING CREATOR LANGUAGE Indicate whether each of the following statements is that of a Victim or a Creator. This grade is so unfair! I’m going to meet with the instructor to find out how to improve. I’ll never pass this course. Copyright © Cengage Learning. All rights reserved. I might as well drop out of college. I’m going to start a study team and go to the tutoring center. I’ll list at least three lessons I can learn from this experience. 3|3

REVIEW What is the primary goal of this course? To learn strategies for success in college…and beyond! List at as many of the eight choices of successful students as you can. – – – – Personal Responsibility Self-Motivation Self-Management Interdependence Self-Awareness Lifelong Learning Emotional Intelligence Belief in Self Copyright © Cengage Learning. All rights reserved. 3|4

CASE STUDY IN CRITICAL THINKING: POPSON’S DILEMMA Do you think it is a professor’s responsibility to motivate students? Why or Why not? From which of the professors in this story would you most want to take a course? Why? From which professor would you least want to take a course? Why? DIVING DEEPER: Is there an approach not mentioned by one of the eight professors that would be even more motivating for you? Copyright © Cengage Learning. All rights reserved. 3|5

CREATING INNER MOTIVATION FOCUS QUESTIONS How important do educators think motivation is to your academic success? What determines how motivated you are? What can you do to keep your motivation consistently high this semester. . . and beyond? Copyright © Cengage Learning. All rights reserved. 3|6

FACTORS AFFECTING SELF-MOTIVATION Self-motivation is greatest when two factors work together at high levels: Value and Expectation. When either factor is low, our motivation is insufficient to overcome life’s inevitable obstacles. When both factors are high, even the biggest obstacles can’t stop us! Copyright © Cengage Learning. All rights reserved. 3|7

FORMULA FOR MOTIVATION Vx. E=M "V" represents "Value" (how important something is to us) "E" represents "Expectation" (how confident we are about achieving it) Multiplying these two factors gives us "M, " our level of "Motivation" Copyright © Cengage Learning. All rights reserved. 3|8

FORMULA FOR MOTIVATION EXAMPLE John’s goal is to earn an "A" in his writing class. John wants to be a published author, so this goal has high Value for him. He gives it a "10. " John has always done well in writing classes, so his expectation of success is also a "10. " Copyright © Cengage Learning. All rights reserved. 3|9

FORMULA FOR MOTIVATION John’s formula for motivation looks like this: Vx. E=M 10 x 10 = 100 Clearly, John’s motivation is very high in his writing class. Now let's see John’s motivation for his biology class. . . Copyright © Cengage Learning. All rights reserved. 3 | 10

FORMULA FOR MOTIVATION Science has always been a struggle for John because he hates memorizing facts and terms that he believes are unimportant to him. However, John values getting a degree, and he knows he has to pass a science class with at least a “C” to graduate; thus, he rates the Value of the biology class to him as a “ 7. ” Though he’s not excited about taking biology, he is reasonably confident that he can earn at least a “C. ” Thus, he rates his Expectation of success as a “ 6. ” Copyright © Cengage Learning. All rights reserved. 3 | 11

FORMULA FOR MOTIVATION John’s formula for motivation looks like this: Vx. E=M 7 x 6 = 42 Clearly, John’s motivation in biology is not nearly as high as in his writing class. If the going gets tough, which course do you think he’ll stop going to, withdraw from, or fail? What can John do to raise his motivation in biology? Copyright © Cengage Learning. All rights reserved. 3 | 12

QUICK REVIEW: V x E = M What term refers to the perceived importance or benefit of a task or goal? Value What term refers to the degree to which you believe you will succeed at a task or goal? Expectation When you multiply Value x Expectation, you get your level of Motivation. How can you use this knowledge to increase your motivation in any course? Copyright © Cengage Learning. All rights reserved. 3 | 13

JOURNAL ENTRY 8: DIVING DEEPER 1. Pair up! 2. Student A: Read your Journal 8 entry to Student B. 3. Student B: "What I hear you saying is…. " Then, “One question I have is. . " Student A answers. 4. Reverse roles and repeat Steps 2 and 3. 5. Continue discussing your levels of motivation to succeed in college. In particular, identify specific ways you could raise any motivation levels that are low. Copyright © Cengage Learning. All rights reserved. 3 | 14

ONE STUDENT'S STORY: Chee Meng Vang When we lose motivation, it’s easy to make choices that take us off course. What choices did Chee Meng Vang make that were sabotaging his success in college? What did he do that raised his motivation and how did that change his choices? (Remember: V x E = M) If your own motivation slips, what could you do to raise it? Copyright © Cengage Learning. All rights reserved. 3 | 15

DESIGNING A COMPELLING LIFE PLAN FOCUS QUESTIONS If your life were as good as it could possibly be, what would it look like? What would you have, do, and be? Copyright © Cengage Learning. All rights reserved. 3 | 16

SETTING GOALS 1. Pair up. 2. You will be presented with pairs of goals. 3. With your partner, decide which is the better goal in each pair and why. Together, write a list of the qualities of an effective goal. Here we go…. Copyright © Cengage Learning. All rights reserved. 3 | 17

SETTING GOALS "I'm going to improve my grades. " "By March 1 st, I will have an 85 average in my Algebra class. " "I hate living in the dorms; I'll be glad when I can get out of here. " "By July 30 th, I will have a lease in hand for my own apartment. " "I wish my kids would quit messing up their rooms. " "By October 1 st, I will develop an 'inspection and reward' plan for my two kids. " Copyright © Cengage Learning. All rights reserved. 3 | 18

SETTING GOALS The next slide presents the five qualities of motivating goals. See how many of those qualities are on your list. Copyright © Cengage Learning. All rights reserved. 3 | 19

SETTING GOALS Dated: Specific Deadline Achievable: Challenging but st Realistic "By March 31. . . " Personal: Yours because You want it ". . . IAchievement, will have annot 85. . . " Positive: Avoidance Specific: Concrete and Measurable ". . . I will submit resumes for three ". . . I will complete trainings to jobs I would reallythree like. . . " increase myispromotion chances. . . " This the DAPPS Rule ". . . I will weigh 135 Positive pounds. . . " Dated Achievable Personal Specific Copyright © Cengage Learning. All rights reserved. 3 | 20

SETTING GOALS Achievable? I'm going to get a starring role in a major motion picture this semester. Achievable? I'm going to earn key roles in four major college dramas by the time I graduate. I'm going to be president of a Fortune 500 company by the time I'm 23 years old. I'm going to earn an MBA (Master of Business Administration) degree within six years. I'm going to earn an 'A' in every design class. Within two years, I'm going to have my own line of designer clothing featured at Macy's. Copyright © Cengage Learning. All rights reserved. 3 | 21

SETTING GOALS Specific? Specific I'm going to make better grades. I will earn a 'B' in Calculus. I'm going to get a good job someday. I will research three employers and prepare resumes that target each one. I need to figure out what I want to major in. I will go to the Career Center and take a career interest inventory. Copyright © Cengage Learning. All rights reserved. 3 | 22

APPLICATION PRACTICE Identify whether each of these is an example of applying the DAPPS rule. "By November 1 st, I will raise my Biology average YES! to 85%. " "I'm going to make better grades this semester. " NO "My parents want me to get a college degree. NO "By December 1, I'm going to be registered for next YES! semester. " Copyright © Cengage Learning. All rights reserved. 3 | 23

QUICK REVIEW OF THE DAPPS RULE D DATED A ACHIEVABLE P PERSONAL P POSITIVE S SPECIFIC Copyright © Cengage Learning. All rights reserved. 3 | 24

JOURNAL ENTRY 9: WARM-UP 1. Write a Long-Term Goal in any of your life roles. 2. Pair up. 3. Student A: Read your Long-Term Goal to Student B. 4. Student B: Using the five qualities in the DAPPS Rule, coach your partner to improve his or her goal. 5. Reverse roles and repeat Steps 3 and 4. Copyright © Cengage Learning. All rights reserved. 3 | 25

COMMITTING TO YOUR GOALS AND DREAMS FOCUS QUESTIONS Do you start new projects (such as college) with great enthusiasm, only to lose motivation along the way? How can you keep your motivation strong? Copyright © Cengage Learning. All rights reserved. 3 | 26

JOURNAL 10: WARM UP On the next slide is a sample visualization. As you read it, prepare to answer these questions: What images can you picture from this description? What sensory words does the writer use? What emotions come to mind as you read the description? What would you add or change to make the visualization more effective for you? Copyright © Cengage Learning. All rights reserved. 3 | 27

MY VISUALIZATION (JOURNAL ENTRY 10) I get am a driving huge down grin ona my back face road and in start the Appalachian laughing out loud. foothills, listening to a country music station. It's a day, sun glistening on autumn leaves, Ibeautiful remember a waitress at a barbecue place in air crisp and clean. When I roll down the window feel North Carolina. she came to takeand away mythe wind on my arm, her take another Mountain plate, I showed some lyricssip I'dof written on a Dew. After a classic Harris song, theradio DJ one napkin. "You're. Emmylou going to hear this on the announces, "Here's a new song Tim. I Mc. Graw day. It’s called ‘A Mama Who Willfrom Stay, ’" told her. and Faith Hill, car, off Itheir latestout album. Riding in my chuckle loud, This reachone's over called 'A the Mama Whoup Will I think you're gonna and turn volume a Stay. ' bit. A feeling of like it. " tremendous satisfaction washes through me like a warm breeze. My dream has come true! Copyright © Cengage Learning. All rights reserved. 3 | 28

VISUALIZATION What images can you picture from this description? What sensory words does the writer use? What emotions come to mind as you read the description? What would you add or change to make the visualization more effective for you? Remember these suggestions when you write your own visualization. Copyright © Cengage Learning. All rights reserved. 3 | 29

FOUR KEYS TO VISUALIZATION Relax Use Present Tense Use All Five Senses Feel the Feelings Copyright © Cengage Learning. All rights reserved. 3 | 30

ONE STUDENT'S STORY: Amanda Schmeling For you, what is the most interesting or useful aspect of Amanda's story? Be prepared to explain your choice. Copyright © Cengage Learning. All rights reserved. 3 | 31

SELF-MOTIVATION AT WORK 1. Create a list of jobs (paid or unpaid) you’ve had in your life. 2. Pair up. 3. Partner A: Share the list of jobs you've had, describing what you liked or disliked about each one. 4. Partner B: Based on this information, identify careers you think your partner may find motivating. 5. Reverse Roles and repeat Steps 3 & 4. Copyright © Cengage Learning. All rights reserved. 3 | 32

APPLYING THE CONCEPT Compare these two goal statements: By September 30 th, I will obtain a high paying job with the fastest growing company in our metropolitan area. Beginning May 1 st and continuing for ten weeks, I will send a letter of inquiry and my resume to five employers each week. Analyze both goals using the five criteria of the DAPPS Rule. What are the pluses and minuses of each goal statement? Copyright © Cengage Learning. All rights reserved. 3 | 33

BELIEVING IN YOURSELF: WRITING A PERSONAL AFFIRMATION FOCUS QUESTIONS What personal qualities will you need to achieve your dreams? How can you strengthen these qualities? Copyright © Cengage Learning. All rights reserved. 3 | 34

AFFIRMATION MILLING 1. With your affirmation on a card, walk around the room meeting people for 90 seconds. 2. Greet one person at a time saying, “Hi, I’m [your name], and I’m a [your affirmation]. ” Your partner says, “Yes, you are. ” And you say, “I know!” Now reverse roles and repeat the same exchange. 3. Find new partners and repeat Step 2. 4. As you say and hear affirmations, be very aware of your inner conversation as well as how you feel. Be prepared to report your full experience. Copyright © Cengage Learning. All rights reserved. 3 | 35

EMPOWERING YOUR AFFIRMATION 1. Repeat your affirmation. (Several times a day. ) 2. Dispute your Inner Critic. (Remember a time when you demonstrated a quality in your affirmation. ) 3. Align your words and deeds. (Each time your actions demonstrate a quality, you strengthen both the quality and your belief in possessing the qualities. ) Copyright © Cengage Learning. All rights reserved. 3 | 36

ONE STUDENT'S STORY: Donna Ludwick What did Donna do to help overcome her doubts and fears about succeeding in college? What doubts or fears do you have about your ability to do academic work successfully…or any other ability? How could you apply what Donna did to overcome your own doubts or fears? Copyright © Cengage Learning. All rights reserved. 3 | 37

EMBRACING CHANGE From the list of nine options, choose the one you think would be most helpful to you. Organize into groups of people who all chose the same option. Explain the reason for your choice, any challenges you expect, and how you will overcome them. Team up with one or more “accountability partners. ” Commit to reminding, encouraging, and checking progress with each other. Copyright © Cengage Learning. All rights reserved. 3 | 38

WISE CHOICES IN COLLEGE What is your level of motivation to do well in college? Be honest! How will learning effective study strategies increase your motivation? Knowing effective study strategies increases your expectations of success. (Remember, V x E = M) Copyright © Cengage Learning. All rights reserved. 3 | 39

WISE CHOICES IN COLLEGE 1. Examine the strategies in the "Before Taking Notes" section. Which of these are actions you already do? Which of the others do you think would help you the most to improve your academic performance? 2. Repeat Step 1 for the "While Taking Notes" and "After Taking Notes" sections. 3. Choose one strategy from each section and make a personal commitment to use these three strategies consistently for one week. Copyright © Cengage Learning. All rights reserved. 3 | 40

BECOMING AN ACTIVE LEARNER In pairs, create a concept map for Chapter 3, placing the Key Concept at the center. (Hint: The Key Concept is found in the chapter title. ) Now add Main Ideas…then any Secondary Ideas. Now add Major and Minor Supporting Details. Compare your concept map with one created by another pair of students. What can you learn from theirs? Copyright © Cengage Learning. All rights reserved. 3 | 41

REVIEW & SUMMARY What does the motivation formula reveal about self -motivation? Which aspect of the DAPPS rule do you think is the most important? How does visualization contribute to self-motivation and achieving goals? How does a personal affirmation influence your expectation of success? Copyright © Cengage Learning. All rights reserved. 3 | 42

KEY CHOICES FOR DISCOVERING SELF-MOTIVATION Committing to Your Goals & Dreams Designing a Compelling Life Plan Creating Inner Motivation Copyright © Cengage Learning. All rights reserved. 3 | 43

TICKET OUT What aspect of discovering selfmotivation seems most challenging to you? Why? Copyright © Cengage Learning. All rights reserved. 3 | 44

End Chapter Three Copyright © Cengage Learning. All rights reserved. 3 | 45