1. Don’t eat the marshmallow…
Motivation and success

2. What we’re learning… Why self-control matters
Why it’s difficult to change what we do
How to have more self-control

3. The marshmallow test

4. The marshmallow test
3-4 years - 30% waited 15 minutes for a second treat.
13 years – better social relations.
17 Years – better SATs scores & stress coping.
21 years – more likely to complete uni degree.
30s & 40s – less obesity and drug use.

5. More findings Teenage students with higher self-control…
Watched less TV
Started home learning earlier
Spent more time on home learning
Got better grades
Got into better (selective) schools

6. More findings
“Self-discipline measured in the [autumn] accounted for more than twice as much variance as IQ […] these findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.”
Duckworth & Seligman (2005)

7. Why is self-control so difficult?
The attractiveness of a reward grows hyperbolically as we get closer to it, so small rewards we can have now (e.g. messaging friends) outweigh big rewards that are far off in the future (e.g. going to the uni you want)
Often, people believe that self control is not possible because ‘I’m not that sort of person’.

8. How to avoid eating the marshmallow
You need to WOOP! This is a research-based strategy for increasing self-control.
Wish
Outcome
Obstacle
Plan
You can do this in your head or on paper, but you must do it exactly this way…

9. Wish
Articulate a WISH that you care about, is challenging and is within your reach. Don’t think about it for too long – fantasizing about your wishes actually decreases your motivation.

10. Outcome
Think now about the OUTCOME you would get if your wish was realised. How would you feel? Try and capture that feeling in 3-6 words. Spend some time imagining that feeling.

11. Obstacles
Now think about one or two OBSTACLES that might stand in your way. Focus on internal obstacles (e.g. “I might lose concentration”) rather than external ones (e.g. “My little brother might disturb me.”) Visualise yourself experiencing these obstacles, including how you would feel if they came up.

12. Plan
Now make a PLAN for how you will deal with the obstacle. The structure should be, “ IF <obstacle> THEN <action>”. For example, “IF I get distracted by YouTube THEN I will put the laptop in another room and work on paper”. Visualise your plan and repeat it to yourself at least three times.