Lesson 14-Do not just dream , make it happen.pptx

Philosophy

1. Do not just dream , make it happen

2. “By taking the time to stop and appreciate who you are and what you have achieved- and perhaps learned through a few mistakes , stumbles and losses- you actually can enhance everything about you. Self acknowledgement and appreciation are what give you the insights and awareness to move forward toward higher goals and accomplishments.” -Jack Canfield

3. Bobo Doll Experiment by Albert Bandura The sample children were presented with new social models of violent and non violent behavior toward an inflatable redounding Bobo Doll. The result were: the group of children who saw the violent behavior model became violent to the doll, while the control group was presented with the nonviolent behavior model was rarely violent to the doll. This experiment has proven right that social modeling is very effective way of learning.

4. Social Learning Theory by Albert Bandura Focuses on what people learn from observing and interacting with other people . It states that people are active participants in their environment and are not simply shaped by that environment. Attention Retention Motor reproduction Motivation

5. Self – efficacy theory by albert bandura Self – efficacy – peoples beliefs about their capabilities to produce designated levels of performance that exercise to influence over events that affects their lives. 1. outcomes expectancy- a persons estimates that a given behavior will lead to certain outcomes 2. efficacy expectation – the conviction that one can successfully execute the behavior required to produce the outcomes

6. People with “high assurance in their capabilities,” 1.Approach difficult tasks as challenges to be mastered; 2.Set challenging goals and maintain strong commitment to them; 3.Heighten or sustain efforts in the face of failures or setbacks; 4.Attribute failure to insufficient effort or deficient knowledge and skills which are acquirable; and 5.Approach threatening situations with assurance that they can exercise control over them.

7. People “who doubt their capabilities” 1.Shy away from tasks they view as personal threats; 2.Have low aspirations and weak commitment to goals they choose to pursue; 3.Dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse outcomes, rather than concentrating on how to perform successfully; 4.Slacken their efforts and give up quickly in the face of difficulties; 5.Are slow to recover their sense of efficacy following failure or setbacks; and 6.Fall easy victim to stress and depression.

8. Dr. Bandura described four main sources of influence by which a person’s self-efficacy is developed and maintained. These are: Performance accomplishments or mastery experiences; Vicarious experiences; Verbal or social persuasion; and Physiological (somatic and emotional) states.

9. Carol S. Dweck’s Fixed and Growth Mindset Theory Dr. Dweck’s contribution to social psychology relates to implicit theories of intelligence with her book, Mindset: The New Psychology of Success published in 2006. Dr. Dweck described people with two types of mindset. F ixed mindset - People who believe that success is based on their innate abilities have a “fixed” theory of intelligence. G rowth mindset - People who believe that success is based on hard work, learning, training, and perseverance have growth theory of intelligence . According to Dr. Dweck, individuals may not necessarily be aware of their own mindset, but their mindset can still be discerned based on their behavior. It is especially evident in their reaction to failure. Fixed-mindset individuals dread failure because it is a negative statement on their basic abilities, while growth-mindset individuals do not mind or fear failure as much because they realize their performance can be improved and learning comes from failure. These two mindsets play an important role in all aspects of a person’s life. Dr. Dweck argues that the growth mindset will allow a person to live a less stressful and more successful life ( Upclosed 2017).

10. Edwin A. Locke’s Goal Setting Theory The goal setting theory was first studied by Dr. Locke in the middle of 1960s. He continued to do more studies in relation to his theory. In 1996, he published another article entitled “Motivation Through Conscious Goal Setting.” Locke (1996) first described that the approach of goal setting theory is based on what Aristotle called final causality ; that is, action caused by a purpose. It accepts the axiomatic status of consciousness and volition. It also assumes that introspective reports provide useful and valid data for formulating psychological concepts and measuring psychological phenomena (e.g., purpose, goal commitment, and self-efficacy).

11. Goal Attributes Goals have both an internal and an external aspect. Internally, they are ideas (desired ends); E xternally, they refer to the object or condition sought (e.g., a job, a sale, a certain performance level). The idea guides action to attain the object. Two broad attributes of goals are : C ontent (the actual object sought) I ntensity (the scope, focus, and complexity, among others of the choice process). Qualitatively, the content of a goal is whatever the person is seeking. Qualitatively, two attributes of content, difficulty and specificity , have been studied (Locke 2017).

12. Motivation Through Conscious Goal Setting 1.The more difficult the goal, the greater the achievement. 2.The more specific or explicit the goal, the more precisely performance is regulated. 3.Goals that are both specific and difficult lead to the highest performance. 4.Commitment to goals is most critical when goals are specific and difficult. 5.High commitment to goals is attained when: a.The individual is convinced that the goal is important; b.The individual is convinced that the goal is attainable. 6.In addition to having a direct effect on performance, self-efficacy influences: a.The difficulty level of the goal chosen or accepted; b.Commitment to goals; c.The response to negative feedback or failure; and d.The choice of task strategies. 7.Goal setting is most effective when there is feedback that shows progress in relation to the goal. 8.Goal setting mediates the effect of knowledge of past performance on subsequent performance. 9.Goals affect performance by affecting the direction of action, the degree of effort exerted, and the persistence of action over time. 10.Goals stimulate planning in general

13. Motivation Through Conscious Goal Setting 11.When people strive for goals on complex tasks, they are least effective in discovering suitable task strategies if: a.They have no prior experience or training on the task; b.There is a high pressure to perform well; and c.There is a high time pressure (to perform well immediately). 12. Goals (including goal commitment), in combination with self-efficacy. Mediate or partially mediate the effects of several personally traits and incentives on performance. 13.Goal-setting and goal-related mechanisms can be trained and/or adopted in absence of training for the purpose and working to achieve them. 14.Goals serve as standards of self-satisfaction, with harder goals demanding higher accomplishment in order to attain self-satisfaction than easy goals. Goals can also be used to enhance task interest, reduce boredom, and promote goal clarity. When used to punish or intimidate people, however, goals increase stress and anxiety.