2. Chapter Questions
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3. Exploring the Research
Fritson, K. K. (2008). Impact of journaling on students’ self-efficacy and locus of control. InSight: A Journal of Scholarly Teaching, 375–383. 

4. The Research Question Fritson (2008)
Is journaling about cognitive-behavioral strategies such as challenging their thoughts or using visual imagery more beneficial than engaging in general reflective journaling?
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5. The Study Fritson (2008) 41 undergraduate students
Cognitive Behavioral Journaling
Reflective Journaling

6. The Study Fritson (2008) Students Completed Questionnaires on
Self-Efficacy and Locus of Control
Beginning of Semester
Middle of Semester
End of Semester

7. The Results! Fritson (2008)
Is journaling about cognitive-behavioral strategies such as challenging their thoughts or using visual imagery more beneficial than engaging in general reflective journaling?
No, but….

8. The Results! Fritson (2008)
Self-efficacy improved from the beginning to the mid-point of the semester for all students regardless of the type of journaling

9. Application Fritson (2008)
Engage in journaling and self-reflection
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Motivation

11. Why are you in college?
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12. Behavioral Motivators
Our behaviors are motivated by consequences.
We’ll keep doing behaviors if rewarded.
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13. Reward Strategies

14. Cognitive Theory and Motivation
Our thoughts and interpretations of events impact our mood, behavior, and level of motivation.
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15. Cognitive Strategies

16. Your belief in your ability to complete tasks successfully.
Self-Efficacy
Your belief in your ability to complete tasks successfully.
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17. To Build Self-Efficacy
Have courage to take risks
Identify action steps
Reflect on experiences
Expect mistakes to happen sometimes
Access help as needed

18. Humanistic Theory and Motivation
Everyone wants to succeed and can do so if their basic needs are met.
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19. Maslow’s Hierarchy of Needs

20. Self-determination (Ryan & Deci, 2000)
Need for Autonomy
Need for Relatedness
Need for Competence

21. Social Theory and Motivation
We are social creatures and our relationships with others significantly impact our motivation.
Surround yourself with a positive support system!

22. Getting involved: Start Early!
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Getting involved: Start Early!

23. Embracing Diversity and Disabilities
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Embracing Diversity and Disabilities

24. Making professional connections
Tom Peterson, Middlesex County College
Making professional connections

25. Benefits of a Mentor Effective academic guidance
Outside of class opportunities
Powerful letters of recommendation
Increased knowledge and connections

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Resilience

27. Power of a Positive Mindset: Being Optimistic
Focus on the positive
Talk about positive events
Surround yourself with optimistic people
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28. Locus of Control

29. The Importance of Support
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Quality Matters More than Quantity

30. Is Your Support System REALLY Supporting You?
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31. Campus Support Professors Tutors Advisors Librarians Counselors
Disability Service Providers
Resident Advisors
Tom Peterson, Middlesex County College

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Stress Management

33. Exploring the Research Iglesias et al. (2005)
Research Question: Does a stress management program for undergraduate students decrease stress levels?
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34. The Study Iglesias et al. (2005)
136 Students
Questionnaire on Stress
89 Students
Want to Learn about Stress Management
10 students
Participated in Stress Management Program

35. The Results! Iglesias et al. (2005)

36. The So What Factor Iglesias et al. (2005)
Learn Stress Management Strategies
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37. Sleep, Exercise, and Nutrition
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38. Challenge Negative Thoughts

39. Stress Management Strategies

40. Avoiding Unhealthy Behaviors: Substance Abuse
Addiction is a gradual process
Alcohol use is associated with increase in:
Casual sex
Unprotected sex
Regret about sexual activities
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