1. How to Get the NSU Edge: Developing a Plan for Doctoral SuccessTZ
Michelle Tenam-Zemach, Ed.D.
Cassie Mattox, Ed.D.
Kelby Kaplan, PT, DPT

2. Agenda Introductions Embracing the Challenges WOOP Intro WOOP Practice
Please download the WOOP app
Embracing the Challenges
WOOP Intro
WOOP Practice
Discuss/Share WOOPs
Post-WOOP Survey
Hyperlink the WOOP website not the app. TZ

3. Introductions Michelle Tenam-Zemach, Ed.D. Cassie Mattox, Ed.D.
Cassie Mattox, Ed.D.
Kelby Kaplan, PT, DPT TZ

4. Embracing the Challenges of the Ed.D.
Reflect on the greatest challenge you’ve experienced.
Cassie
Give about 30 seconds to think about this.
Explore problems of practice.
Makes links between theory and practice.

5. SHIFTING ONE’S MINDSETTZ

6. Embracing the Challenges: Mindset
“People feel threatened when they face challenges that influence their self-image and, as a result, their personal and professional identity The limiting feelings and beliefs about my abilities, both as a researcher and as a teacher, negatively influence my self-image, fostering a view of myself as a deficit model”1
“Trepidation and efficacious doubt” 1 TZ
1 See Turner, 2016

7. Embracing the Challenges: Reflection
Cassie
John Dewey, “We don’t learn from experience, we learn from reflecting on the experience;.”
Metacognition:
-Critical awareness of your own thinking and learning (the process) as well as who you are as a thinker and learner.
Articulation:
-Writing papers, charts, pictures, journaling, etc.
Make connections:
-Diving into the literature.
Whole process allows you to transfer/adapt your learning to new contexts and tasks.

8. WOOP: Introduction
Pop psychology term for Mental Contrasting with Implementation Intentions
Mental contrasting: Combines positively-desired future with the negatively-perceived reality that may prevent goal achievement 2
Implementation intentions: Specify when, where and how the goal will be achieved
“I intend to do X when Y arises” 3
2 See Oettingen, 1999
3 See Gollwitzer, 1996

9. Implementation Intentions
How Does WOOP Work?
WOOP
Mental Contrasting
Implementation Intentions
Mental Contrasting
Creates an implicit link between the desired future and reality (4 See Kawada, 2004)
Mobilizes energy needed for goal pursuit (5 See Oettingen, Pak & Schnetter, 2001; 6 See Oettingen et al., 2009)
Allows people to invest resources in endeavors with a higher likelihood of success and disengage from those with a lower expectation of success
Implementation Intentions
Links critical situational cue and behavior (7 See Gollwitzer 1993; 8 See Gollwitzer, 1999)
Mobilizes energy ( 9 See Freydefont, Gollwitzer, & Oettingen, 2016)
Energy mobilization 9
Links future & reality 4
Energy mobilization 5.6
Links critical situational cue & behavior 7,8

10. WOOP: What Does the Literature Say?
Greater efficacy when Mental Contrasting and Implementation Intentions are used together (Adriaanse, et al., 2010)
Academics
Students from ethnically diverse urban high school completed 60% more practice PSAT questions in 3 months (Duckworth et al., 2010)
5th graders from an urban public middle school from lower income families earned higher GPA, came to school more reliably, and demonstrated better overall conduct (Duckworth et al., 2013)
Undergraduate college students and women enrolled in vocational business program demonstrated better time management and class attendance (Oettingen, Kappes, Guttenberg, & Gollwitzer, 2015)
Studies on undergraduate students by Velasquez-Sheehy (2015) and Wang & Gai (2016) had significant limitations that affected validity

11. WOOP: What Does the Literature Say?
Interpersonal Relationships 10
Physical Activity/Exercise
Healthy women 11
Chronic lower back pain 12
Stroke 13
Diet 14, 15
Emotional Health/Mood
Adults suffering with depression 16
10 See Houssais, Oettingen, & Mayer, 2013
11 See Stadler, Oettingen, & Gollwitzer, 2009
12 See Christiansen et al., 2010
13 See Fritzsche, Schlier, Oettingen, & Lincoln, 2016
14 See Marquardt, Gollwitzer, Sheeran, Oettingen, & Liepert, 2017
15 See Adriaanse et al., 2010
16 See Stadler & Oettingen, 2010

12. How Do You Perform WOOP?

14. Discuss and Share WOOPs

15. NSU Edge Post-WOOP Survey

16. References
Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., DeRidder, D. T., & De Wit, J (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40, doi: /ejsp.730
Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self-
regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intentions. Educational Psychology, 31(1),
doi:10/1080/ /2010/506003
Duckworth, A. L., Kirby, T., Gollwitzer, A., & Oettingen, G. (2013). From fantasy to action: Mental contrasting with implementation intentions (MCII) improves academic performance in children. Soc Psychol Personal Sci, 4(6),
doi:10/1177/
Freydefont, L., Gollwitzer, P. M., & Oettingen, G. (2016). Goal striving strategies and effort
mobilization: When implementation intentions reduce effort-related cardiac activity during
task performance. International Journal of Psychophysiology, 107, doi: /j.ijpsycho
Gollwitzer, P. M. (1993). Goal achievement: The role of intentions. In W. Stroebe & M.
Hewstone (Eds). European Review of Social Psychology. (Vol. 4, pp ). Chichester,
England: Wiley.

17. References
Gollwitzer, P. M. (1996). The volitional benefits of planning. In P. M. Gollwitzer. & J. A. Bargh (Eds). The psychology of action: Linking cognition and motivation to behavior. (pp ). New York, NY: Guildford Press.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American
Psychologist, 54(7), doi: / X
Kawada, C. (2004). Self-regulatory thought in goal setting: Perceptual and cognitive processes. (Unpublished doctoral dissertation). New York University, New York.
Oettingen, G. (1999). Free fantasies about the future and the emergence of development goals. In J Brandstadter & R. M. Lerner, Action & self-development: Theory and research through the life span (pp ). Thousand Oaks, CA: Sage Publications, Inc.
Oettingen, G. Mayer, D., Sevincer, A. T., Stephens, E. J., Pak, H., & Hangenah, M. (2008). Mental contrasting and goal commitment: The mediating role of energization. PSPB, 35(5),
Oettingen, G., Kappes, H. B., Guttenberg, K. B., & Gollwitzer, P. M. (2015). Self-regulation of time management: Mental contrasting with implementation intentions. European Journal of Social Psychology, 45, doi: /ejsp.2090
Oettingen, G., Pak, H., & Schnetter, K. (2001). Self-regulation of goal setting: Turning free fantasies about the future into binding goals. Journal of Personality and Social Psychology, 80(5), doi: /

18. References
Turner G. (2016) The Teacher as a Learner. In: Burnard P., Dragovic T., Flutter J., Alderton J. (eds) Transformative Doctoral Research Practices for Professionals. Critical Issues in the Future of Learning and Teaching. SensePublishers, Rotterdam
Velasquez-Sheehy, S. (2015). A study of the impact of mental contrasting and implementation intentions on academic performance. (Unpublished doctoral dissertation). DePaul University, Chicago, IL.
Wang, G., & Gai, X. (2016). Combined effect of mental contrasting and implementation
intention on college students’ book reading. Social Behavior and Personality, 44(5), 767-
784. doi:10/2224/sbp