Knowing Yourself: A Focus on Your Strengths and Motivation Chapter 2.

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Presentation transcript:

Knowing Yourself: A Focus on Your Strengths and Motivation Chapter 2

2 | 2 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Questions to Consider Is personality related to college success? If so, how? Are there different types of intelligence? What are your strengths? How do you learn best? Do rewards increase your motivation? Why or why not?

2 | 3 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Questions to Consider How can thinking positively and productively contribute to your success? What “needs” must be met before you can reach your potential? How can others help you get and stay motivated?

2 | 4 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Conand (2006) Research Question: Do personality and behavior impact student success in college? Yuri Arcurs/Shutterstock.com

2 | 5 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The Study 300 Students Personality inventory Self-report GPA and SAT Attendance Semester Grades

2 | 6 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Personality Factors Openness- tries new things, enjoys variety Conscientiousness- responsible, organized, careful, self-disciplined Extraversion- enjoys being around others, social Agreeableness- cooperative, trusting of others Neuroticism- worries a lot, anxious, high strung Which one do you think would most impact your success in school?

2 | 7 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The Results! Conscientiousness was the only personality variable connected to grades Attendance and SAT scores were also connected to grades

2 | 8 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The So What Factor While we can’t easily change our personality, we can change our behaviors Engage in behaviors that are consistent with someone who is conscientious- such as attending class!

2 | 9 Copyright 2013 Harrington © Cengage Learning. All rights reserved. What’s Your Personality Type? Take the Big Five Personality Inventory (Goldberg, 1992) *See Figure 2.1 in Chapter 2 of Student Success in College: Doing What Works!

2 | 10 Copyright 2013 Harrington © Cengage Learning. All rights reserved. What is Intelligence? One’s ability or potential; It’s innate and fairly stable over time Lightspring/Shutterstock.com

2 | 11 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Gardner’s Multiple Intelligence Verbal/linguistic Logical/mathematical Visual-spatial Bodily/kinesthetic Musical Intrapersonal Interpersonal Naturalistic Take the Multiple Intelligence Personal Preference Inventory (Martin, 2003)- Time for Action 2.6

2 | 12 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Sternberg’s Triarchic Theory of Intelligence Analytical-School SmartsPractical- Common SenseCreative-

2 | 13 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Gardner and Sternberg Both theories encourage us to look at intelligence from a broad perspective Focus is on your strengths Stop

2 | 14 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Learning Styles: How you prefer to use your abilities to take in information VisualKinestheticAuditory

2 | 15 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Learning Style Strategies VisualAuditoryKinesthetic Focus on pictures, images, graphs and charts Focus on lectures, record them for review later Seeks out “hands on” tasks Use concept or mind mapping note-taking format Read aloud or listen to others explain concepts Interactive or practice quizzes

2 | 16 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Learning and Teaching Styles You can learn regardless of whether teaching style matches your learning style What matters most is that the teaching style matches the content What learning style would work best for: Recent historical events Geography Calculus Learning concepts in psychology Sociological theories Economics

2 | 17 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Waschull (2005) Predicting success in online psychology courses: Self-discipline and motivation Paul Matthew Photography/Shutterstock.com

2 | 18 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The Research Question What student characteristics predict success in an on-line class? angelo sarnacchiaro/Shutterstock.com

2 | 19 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The Study 57 College Students Questionnaire Personal traits, lifestyle factors, motivation, study skills, text-based learning, technology access, technology experience Assignment Grades Test and Exam Scores Final Grade

2 | 20 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The Results! Self-discipline and motivation predicted success Other questionnaire variables did not predict success (including technology experience!)

2 | 21 Copyright 2013 Harrington © Cengage Learning. All rights reserved. The So What Factor! Self-discipline and motivation are important whether it’s an on-line or in person class!

2 | 22 Copyright 2013 Harrington © Cengage Learning. All rights reserved. MOTIVATION! Lobke Peers/Shutterstock.com

2 | 23 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Why are you in college? Jezper/Shutterstock.com

2 | 24 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Behavioral Motivators Our behaviors are motivated by consequences. We’ll keep doing behaviors if rewarded. Gina Sanders/Shutterstock.com

2 | 25 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Reward Strategies Use tangible (paychecks, grades) and social (praise, smiles) rewards Make the reward personally meaningful “Match” the reward to the task –Small rewards for small tasks –Large rewards for large tasks

2 | 26 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Cognitive Theory and Motivation Our thoughts and interpretations of events impact our mood, behavior, and level of motivation. Carlos Caetano/Shutterstock.com

2 | 27 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Cognitive Strategies See Figure 2.1 in Chapter 2 of Student Success in College: Doing What Works!

2 | 28 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Self-Efficacy Your belief in your ability to complete tasks successfully. To increase self- efficacy: Have courage to try new tasks Identify realistic goals and plan to achieve them Ask for help when needed Realize everyone makes mistakes

2 | 29 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Humanistic Theory and Motivation Everyone wants to succeed and can do so if their basic needs are met. Marilyn Volan/Shutterstock.com

2 | 30 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Maslow’s Hierarchy of Needs See Figure 2.3 in Chapter 2 of Student Success in College: Doing What Works!

2 | 31 Copyright 2013 Harrington © Cengage Learning. All rights reserved. Social Theory and Motivation We are social creatures and our relationships with others significantly impact our motivation. Surround yourself with a positive support system! See Figure 2.4 in Chapter 2 of Student Success in College: Doing What Works!