innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Procrastination, Innovation andSelf-Efficacy Some slides on Self Efficacy derived from talk on Psychometric Findings from 22 Cultures by Ralf Schwarzer & Urte Scholz Freie Universität Berlin, Germany

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Self-Concept - An organized collection of information about the self - A subjective acknowledgement of who one “actually” is In other words, “Knowing the facts about who you are”

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Factors Shaping One’s Self-Concept Subjective Observations Feedback From Others Filtered by our self-perceptions Cultural Values Individualistic vs. Collective Cultures Independent view of self vs. interdependent view of the self

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ PIE Scoring Scoring Pscore = a+j+p+y+BB (d+g+m+s+v) Procrastination Scale Iscore = c+f+i+l+o+r+u+x+AA+DD Innovation teaming scale Escore = b+e+h+k+n+w+t+w+z+CC Perceived Self Efficacy scale

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Procrastination Score > 25 is a procrastinator Score < 25 is a doer. On larger test study mean is 25.7 STD 4.72 Overall people tend slightly toward procrastination

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Innovation New measure… We Don’t have a “norm” yet. Show of hands and compute mean…

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Self-Efficacy Albert Bandura (1997, 2000) A person’s knowledge and belief regarding one’s own abilities Not so much about whether one actually has acquired and can utilize these skills Relevant r/t current and future goal-directed behaviors (Maddux & Gosselin, 2003) **It is learned and it can be changed

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ What is Self-Efficacy? It is the expectation that one can master a situation, and produce a positive outcome Bandura’s Social Cognitive Model says that there are 3 factors that influence self- efficacy: behaviors, environment, and personal/cognitive factors. They all affect each other, but the cognitive factors are important. Bandura believed that there is more to learning than just ‘behaviorism’, what you believe about a situation is important too. Person EnvironmentBehavior Environmental Self-Regulation Behavioral Self-Regulation Covert Self- Regulation

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ SELF-EFFICACY Levels of confidence (self-beliefs) individuals have in their ability to complete certain courses of action or achieve specific outcomes or goals Influences: –Choice of behaviors –Effort and persistence –Thought patterns and emotions –Self-confidence generally results in successful outcomes 9

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ SELF-MANAGEMENT CHARACTERISTICS Determine academic goals, objectives, and expectations Identify appropriate behaviors or activities to achieve academic goals and objectives Make and keep commitments to achieve those academic behaviors or activities Self-evaluate their performance of the behaviors and activities that will lead to the achievement of academic goals and objectives Seek support and/or resources for self-improvement and academic development 10

Self-Efficacy Components Academic/Business Success Characteristics Psychometric Profile Character Trait Measures confidence (self-belief) in ability to complete tasks and achieve goals conscientiousness, intellectual efficiency (self-confidence/need for achievement), achievement-striving, self-discipline, set goals, be accountable, communicate clearly self-management, motivational profile, self-confidence, self- directedness, environmental fit, independence, achievement effortconscientiousness, show interest, initiative and effort, work independently or in a team, manage time and resources, problem-solving analytical orientation, environmental fit, motivational profile, enterprising, achievement, team orientation, enterprising, people orientation, listening style persistenceconscientiousness, show interest, initiative and effort, work independently or in a team analytical orientation, motivational profile, achievement, people orientation, independence resilience to adversityemotional stability, manage conflictcomfort with conflict, lifestyle management, self-confidence, acquiescence, relaxed positive/negative mindset extraversion, agreeableness, openness to experience social orientation, approach to networking/self-promotion, commitment to career, acquiescence, relaxed 11

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ HYPOTHESES Students who strongly manifest self-management characteristics will demonstrate a higher level of academic success. Specific self-management characteristics are more strongly correlated to student academic success than others. Students who manifest strong self-management character traits are more likely to demonstrate a higher level of competency in all areas identified as essential employability skills, and are more likely to be motivated to learn and to use those skills more quickly and more appropriately. 12

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ FINDINGS TO DATE Self-efficacy affects goal-setting, which influences self-evaluation, self-satisfaction, commitment and effort, which in turn affect outcome expectations, goal implementation and academic performance. Early identification of students who are at risk for poor academic performance could be facilitated by the use of assessment instruments that focus on relatively stable aspects (i.e. personality) of the student

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ FINDING TO DATE Understanding a student’s character traits we may determine which students are more likely to have higher levels of self-efficacy than those who do not. Personality also has an impact on how students learn, and understanding this is very important as academic success may be increased if personality and success characteristics are taken into account. The quality of a student’s learning experience, especially in the first year, is an important indicator of students’ academic adjustment and of their chances of persevering in college.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Perceived Self-Efficacy is the belief that one can perform a novel or difficult task, or cope with adversity -- in various domains of human functioning.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Perceived Self-Efficacy FACILITATES:  GOAL SETTING  EFFORT INVESTMENT  PERSISTANCE IN THE FACE OF BARRIERS  RECOVERY FROM SETBACKS

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Why is efficacy important? whether thinking is erratic or strategic optimistic or pessimistic what courses of action people choose goals people set and their commitment to them how much effort they put forth their expectations of success perseverance in the face of obstacles and failure their resilience to adversity how much stress and depression they experience AND the accomplishments they realize Efficacy beliefs impacts/determines…

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Distribution of Self-Efficacy E-Scores (N= 17,553)

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Mean Sum Scores by Nations and Gender

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Age Distribution

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Mean Age per Nation (N = 13,461)

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Correlations Between Self-Efficacy And Other Constructs Self-Efficacy Sum Score of German Teachers (N = 302) Proactive Coping.55 Self-Regulation.58 Procrastination -.56 Emotional Exhaustion -.47 Depersonalisation -.44 Lack of Accomplishment -.75

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Correlations Between Self-Efficacy And Other Constructs Expected Social Support Self-Efficacy Sum Score of Costa Ricans Women (N = 393) Men (N = 258) Anxiety Depression Optimism.60.52

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Self-Efficacy’s impact Correlates are present with respect to: Improved Learning effectiveness Improve health (Maddux & Gosselin, 2003) Treat psychological problems Phobias (Williams, 1995) Test anxiety (Smith, 1989) Fear of sexual assault (Ozer & Bandura, 1990) Eating disorders (Goodrick et al., 1999) Substance abuse (DiClemente, Fairhurst, & Piotrowski, 1995) Improved Innovation Ability ??

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ How are these related? The Emotion of Interest Four variables directly influence interest: – Conflict – Complexity – Novelty – Uncertainty Self-efficacy is directly related to all four of these, so self-efficacy indirectly influences interest through 4 variables… quadratically. Uncertainty plays the biggest role in interest. Self-efficacy affects uncertainty: “How will the activity end up?” If ADHD children have interest in an activity, it leads us to think that they might have a better chance at improving their attention for that activity.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ What research says… Fuzzy dart test – skill test, try to hit target with dart at various distances. – distance was adjusted at varying length for different groups, as well as varying the lengths for another group. – interest decreased when it got too easy. – those put in the moderate difficulty condition were most interested in repeating the task. – those who were placed farthest from the target agreed that it would be more interesting if the line was moved closer to the target.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ What research says… difficulty confidence interest lowmoderatehigh

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Developing Self-Efficacy Bandura (1997, 2000) Mastery Experiences Vicarious Experiences Persuasion and Encouragement Interpretation of Emotional Arousal

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Self-efficacy Paradox Self-efficacy is gained through “mastery experiences” (Bandura, 2006). As “hand holding” increases, opportunities for mastery experiences decrease. Ergo, there is less improvement on self-efficacy. As “hand holding” decreases, pre-course self- efficacy’s influence grows. At right level post-event efficacy improves. In the BI we won’t hold your hand much, but we’ll not assigning things too far beyond you

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ How can I use this information?! 5 strategies for Enhancing Self-Efficacy Emotional and Physiological arousal – Relaxation techniques, calming fears Verbal Persuasion – Encouragement: convince yourself (or your friends) success is result of self. Vicarious Experiences – observation of modeled behaviors Imagined Experience – imagining yourself in the experience Performance Experience – actual practice of the activity, “Practice makes perfect!” Maddux (1995)

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ The General Perceived Self-Efficacy Scale Source of the English Version: Schwarzer, R. & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp ). Windsor, UK: NFER-NELSON.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ References Schwarzer, R. (Ed.) (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere. Schwarzer, R. & Born, A. (1997). Optimistic self-beliefs: Assessment of general perceived self-efficacy in thirteen cultures. World Psychology, 3, Schwarzer, R., Bäßler, J., Kwiatek, P., Schröder, K., & Zhang, J. X. (1997). The assessment of optimistic self-beliefs: Comparison of the German, Spanish, and Chinese versions of the General Self-Efficacy scale. Applied Psychology: An International Review, 46, Schwarzer, R., Born, A., Iwawaki, S., Lee, Y.-M., Saito, E., & Yue, X. (1997). The assessment of optimistic self-beliefs: Comparison of the Chinese, Indonesian, Japanese and Korean versions of the General Self-Efficacy Scale. Psychologia: An International Journal of Psychology in the Orient, 40, Schwarzer, R. & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp ). Windsor, UK: NFER-NELSON. Schwarzer, R. & Jerusalem, M. (Eds.) (1999). Skalen zur Erfassung von Lehrer- und Schülermerkmalen. Dokumentation der psychometrischen Verfahren im Rahmen der Wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame Schulen [Scales for the assessment of teacher and student characteristics.] Berlin, Germany: Freie Universität Berlin. Schwarzer, R., Mueller, J., & Greenglass, E. (1999). Assessment of perceived general self-efficacy on the Internet: Data collection in cyberspace. Anxiety, Stress, and Coping, 12, Schwarzer, R., Schmitz, G. S. & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross- cultural validation of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13, Zhang, J. X. & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptation of the General Self-Efficacy Scale. Psychologia, 38,

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Reducing Procrastination and Time Management Develop a mission, goals, and a strong work ethic. Sort out your tasks. Prepare a to-do list and assign priorities. Streamline your work (minimize low-value work; do work that adds value). Work at a steady, rapid pace.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Improving Work Habits and Time Management, continued Minimize time wasters and interruptions. Concentrate on one task at a time (multitasking is best for routine tasks). Concentrate on high-output tasks. Do creative and routine tasks at the same time or interleave frequently

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Procrastination and Time Management, continued Stay in control of paperwork, , and voice mail. Make effective use of office technology (wisely invest time saved). Practice the mental state of peak performance (be in the zone).

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Improving Work Habits and Time Management, Work smarter, not harder Plan carefully, and be imaginative Use technology that fosters collaboration. Build flexibility into your system Allow some slack for dealing with unanticipated opportunities. Allow time for rest and relaxation.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Reducing and Controlling Procrastination Break task down into smaller units. Make a commitment to others. Reward self for achieving milestones. Calculate the cost of procrastination. Post encouraging notes (“Just do it.”). Counterattack (force yourself). Post progress chart in your work area.

innovation.uccs.edu B ACHELOR OF I NNOVATION ™ Time Management Skills Many good books on it. Worth the time to read at least one