Psyched for Success Motivational Techniques For Advising Exploratory Students

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Psyched for SuccessMotivational Techniques
ForAdvising Exploratory Students

• NACADA National Conference
• Indianapolis, IN
• 10/19/2006

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Contact Information

• Dr. Joan S. Pedersen
• Career Development Specialist/UC Faculty
• University College Academic/Career Advising
  Center
• 815 West Michigan Street
• IUPUI, Indianapolis, IN 46202
• 317-274-4679
• jpederse_at_iupui.edu

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Session Overview

• Role of Advisors with Exploratory Students
• Role of Motivation in Student Success
• Motivational Techniques Seven Habits of Highly
  Effective Advisors

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• A. Role of Advisors with Exploratory Students
• Individual Advising
• Learning Communities

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Developmental Advising

• a systematic process through which students set
  and achieve their academic, personal goals with
  the support of their academic advisors.
• Crookston in Gordon, 2006

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Academic Advising

• Through the academic advising process, students
  learn to take responsibility for setting goals as
  well as planning the steps to implement them. It
  recognizes that the choice of major is not
  necessarily an isolated decision but merely one
  facet in preparing for a career that may have an
  impact on thelifestyle they wish to achieve.
• Virginia Gordon,2006

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Career Advising

• Career advising helps students understand how
  their personal interests, abilities and values
  might predict success in the academic and career
  fields they are considering and how to form their
  academic and career goals accordingly.
• Virginia Gordon, 2006

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Student Learning Outcomes (from IUPUIs UC
Advising Centers Self Evaluation, 2006)

• To what extent do students
• Accept responsibility for their college success
• Set goals for achievement in college
• Set short/long term goals for academic planning
• Assess success oriented and non-success oriented
  behaviors
• Alter behavior to lead to a greater level of
  success
• Identify other issues affecting college success

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What Students Want from Advisors

• Build trust
• Provide motivation
• Help to meet their goals
• Student Survey of Academic Advising, University
  College, IUPUI, 2006

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Self Efficacy Theory (Bandura, 1989)

• Self confidence in ones ability to perform
  behaviors required to produce certain outcomes
  and manage prospective situations. It influences
  our choices, efforts, persistence, and feelings.

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Career Decision Self- Efficacy Scale(Taylor
Betz, 1983)

• Measures an individuals degree of belief that
  he/she can successfully complete tasks necessary
  to making career decisions.
• Given pre/post in 2 IUPUI Exploratory Learning
  Communities in Spring 06. Both courses had
  significant positive impacts on students levels
  of perceived Career Decision Self-Efficacy.

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5 Career Choice Competencies

• Accurate Self Appraisal
• Gathering Occupational Information
• Goal Selection
• Making Plans for Future
• Problem Solving
• Career Decision Self Efficacy Scale
• Taylor Betz, 1983

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• B. Motivation and Student Success
  Psychological Theories and Research

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Healthy Personality Humanistic Psychology

• Developing a healthy personality (beyond
  normality) is considered important for
  happiness, peace of mind, personal adjustment and
  success in living.
• If you deliberately plan to be less than you are
  capable of being, then I warn you that youll be
  unhappy for the rest of your life.
• Maslow, 1967

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Components of Healthy Personality(Schultz, 1977,
found most theorists agreed on)

• Consciously and rationally directing ones own
  behavior
• Being in charge of ones own destiny
• Knowing who and what one is accepting ones
  strengths and weaknesses
• Being firmly anchored in the present
• Pursuing challenge through new goals and new
  experiences

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Authentic Happiness Positive Psychology

• Positive Emotions can be used to develop
  resilience, optimism, a sense of identity, and
  goal orientation.
• We want to identify and nurture strengths which
  allows us to see into our soul and mold our
  life around it, including finding the niche where
  we can live to our fullest.
• Martin Seligman
• www.positivepsychology.org

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5 Factors Common to Happiness or Subjective
Well Being (SWB)

• Has positive temperament
• Avoids excessive rumination over negative events
• Lives in an economically developed society
• Has social confidants
• Has resources to progress towards valued goals
• Continuing Psychology Education, 2002

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Subjective Well Being

• People can accomplish their goals in a variety
  of ways, but those with high SWB have developed
  effective strategies for meeting their needs
  within the constraints of cultural and life
  circumstances.
• Cantor, 1994

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Motivating Force of Long Range Goals

• The intentional nature of the individual striving
  towards the future unifies the personality by
  integrating all its components towards the
  achieving of goals and intentions.
• The possession of long range goals, regarded as
  central to ones personal existence,
  distinguishes the human from the animal, the
  adult from the child, and in many cases the
  healthy personality from the sick.
• Allport, 1955

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Strengths-based Focus- Three Perspectives

• Center for Dependable Strengths
• http//www.dependablestrengths.org
• 24 Signature Strengths Martin Seligman
• www.authentichappiness.sas.upem.edu/
• 34 Talents and top 5 Signature Themes - Clifton
  Anderson, StrengthsQuest, 2002
• http//www.strengthsquest.com

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4 Factors Determining Achievement ( from
StrengthsQuest)

• Your beliefs about your strengths to achieve
• Your understanding and appreciation for the
  strengths you already have.
• Your efforts to develop and apply your strengths
  (design your education/career around your
  strengths).
• Your motivations, desires, and goal setting
  practices.

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A Cry to Develop Human Potential

• The greatest tragedy in America is not the
  destruction of our natural resources, though that
  tragedy is great. The truly great tragedy is the
  destruction of our human resources by our failure
  to fully utilize our abilities, which means that
  most men and women go to their graves with their
  music still in them.
• Oliver Wendell Holmes

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Identity vs. Role Confusion Erik Erikson

• The stage in which adolescents are attempting to
  develop unique identities and striving to find
  their suitable place in society.
• Those who do not resolve conflicts in this stage
  are confused about who they are.

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Identity Crisis vs. Commitment James Marcia

• Crisis a struggle or decision making process
  in which one is actively searching for an
  identity.
• Commitment a decision to keep a certain
  identity ( or values, career, or mate)

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Identity Achievement

• Involves experiencing a crisis and actively
  resolving it until purposeful commitments are
  made. (Marcia)
• Many first year college students are still
  actively searching for what to accomplish in
  terms of college/career and will most likely
  reach achievement of a desired identity if they
  are willing to engage in critical thinking and
  self reflection.

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Self Concept and Ideal Self Carl Rogers

• A well adjusted person experiences much overlap
  between self concept and ideal self
• If incongruence exists between the two, we
  experience anxiety and depression.

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• C. Motivational Advising Techniques for
  Exploratory Students

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1. Ask Strengthsbased Questions

• Incorporating Appreciative Inquiry into Academic
  Advising Jennifer Bloom, 2002
• The Mentor An Academic Advising Journal
• The uniqueness and power of an Appreciative
  Inquiry interview stems from its fundamentally
  affirmative focus.It is a cooperative search for
  the best in people.
• Copperrider Whitney in Bloom

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Appreciative Inquiry

• Appreciative Inquiry involves the art and
  practice of asking questions that strengthen the
  capacity to heighten positive potential.
  Copperrider Whitney in Bloom
• Four Phases
• Discovery Draw out strengths
• Dream Envision career and life options
• Design Devise goals to reach vision
• Destiny Provide support while student
  accomplishes goals

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2. Develop Multiple Motives

• Numerous studies identify motivation as the
  single most important factor in academic
  achievement and graduation from college.
  Specifically
• Students must have multiple motives for achieving
  and persisting.
• These motives must be personally important to the
  student.
• (Clifton Anderson,
  2002)

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Motives and Goals

• Performance goals involve measuring up to a
  standard and winning the approval of others.
• Learning goals involve building new skills,
  understanding new things, and finding new ways of
  dealing with problems.
• Both can motivate us, but focusing on performance
  can result in avoiding challenges for fear of
  failure.

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All Goals are not Equal

• Intrinsic goals reflect inherent growth
  tendancies and satisfy inherent psychological
  needs.
• Extrinsic goals are imposed on the individual by
  society and are sought for the approval of others
  or some other end.
• Research shows that working towards intrinsic
  goals is more beneficial to SWB. (Kasser Ryan,
  1996)

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Intrinsic Goals (vs. Extrinsic) Provide Long
Lasting Satisfaction

• Although extrinsic goals are not wrong or
  bad, most people with a strong drive for
  money, fame, or a glamourous image live in fear
  that those desires will never be fulfilled
• Even people who do attain these goals often
  suffer negative symptoms such as anxiety or
  depression. No matter how much they have it
  never seems like enough. (Waitley, 2004)

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3. Define Success Uncover Purpose

• Success is a lifetime of personal fulfillment
  .(which) comes from creating a sense of meaning
  in your work and life.
• Waitley, 2004
• Examine your career perspectives which lenses
  influence your definition of success
• Cultural? Personal? Psychological?

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Purpose

• Purpose enable us to face difficult times and
  tragedies. Purpose influences inner drives and
  motivation
• Having purpose (or not) explained why people
  react in different ways to the same challenging
  situation.
• (based on the concentration camp observations
  of Victor Frankl in Search for Meaning)

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Ingredients of Lifelong Success

• Dreams give your life purpose knowing your
  dreams is part of being self aware.
• Self Awareness
• Self Direction
• Self Esteem
• Self Discipline
• Self Motivation
• Positive Thinking
• (Waitley, 2004)

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4. Write Goals Down

• Experts advise putting goals down in writing
• Goals are tools for translating dreams into
  reality and directing your abilities in the
  service of what you want most.
• (Waitley, 2004)

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IUPUI Eport Preflection Questions

• What are your important goals for your life after
  college? ((Think about your goals in areas like
  career, citizenship, relationships, personal
  life, and spiritual development).
• Thinking of one or two of these goals, what do
  you need to do and learn between now and
  graduation to get there?
• Which Principles of Undergraduate Learning seem
  most important for you to improve upon to reach
  your goals and why?

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Goal Setting Theory

• Research shows (Locke and Latham, 1990)
• that goals enhance work motivation by
  increasing
• Attention to the task at hand
• Effort expended on it
• Persistence
• Once goals have been clearly established there is
  less temptation to quit.

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Goals that motivate are

• Highly specific and measurable
• Attainable (achievable and realistic)
• Challenging (requiring effort)
• Able to elicit commitment (individuals must
  commit self to achieve goals)
• Locke and Latham, 1990

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Commitment to Cause

• Interviews with some of the worlds most
  successful people revealed that these people all
  believed their success was tied to being
  committed to something bigger than themselves.
  They aligned their actions to what had true
  meaning for them.
• Emery, Porras, Thompson in Success Built to
  Last (2006)

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Visualizing Success

• Visualization allows you to create detailed
  mental images of behaviors you want to carry out.
• When you see yourself accomplishing your goals,
  step by step, you become more motivated to take
  action and gain confidence in your ability to
  succeed.
• Covey, 1998

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5. Reward Effort and Performance

• Once we achieve a goal or build a skill we are
  rewarded with the good feeling of knowing we can
  accomplish new goals and build new skills.
  (Maslows esteem needs)
• Competence, or the ability to reach our goals and
  cope with challenges of life is key to self
  esteem. Our self esteem continues to grow as we
  set new goals and strive to attain them.

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Expectancy Theory (Vroom, 1964)

• Motivation to engage in any activity is a
  function of
• Expectancy belief that effort will result in
  improved performance
• Instrumentality belief that good performance
  will be recognized and rewarded
• Valance the perceived value of the rewards
  available

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Accountability and Follow-up Systems in
Learning Communities and STAR

• Personal Development Plan
• Meeting 1 with Mentor
• Setting and Getting your Goals
• Meeting 2 with Advisor
• Weekly Goal Commitment Form (STAR)
• Midterm Status Report
• Students Taking Academic Responsibility for
  more information contact Chris Maroldo
  cmaroldo_at_iupui.edu

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6. Identify and Remove Obstacles

• Common Obstacles to Reaching Goals
• Trying to please someone else
• Not really wanting it
• Being a perfectionist
• Going it alone
• Resisting change
• Giving in to stress and anger
• Waitley, 2004

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Overcoming Common Obstacles

• Low self expectancy and lack of commitment can
  severely limit your ability to achieve your
  goals.
• Success depends on desire, focus, and
  persistence
• Desire energy and will to succeed
• Self discipline will help you do it
• (Waitley, 2004)

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Self Discipline is the...

• .process of teaching ourselves to do what is
  necessary to achieve our goals. It allows us to
• Control our destiny
• Persist in face of setbacks
• Weigh the long term consequences of our actions
• Make positive change
• Break bad habits
• Think critically
• Make effective decisions (Waitley,
  2004)

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Common Denominator of Success

• All successful people have the habit of doing
  the things failures dont like to do. They dont
  like doing them either necessarily. But their
  disliking is subordinated to the strength of
  their purpose.
• Based on the research of Albert E. Gray
• as described in Covey,1998

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7. Evaluate Layout Next Steps

• Remember
• You are the driver, not the passenger.
• Decide where you want to go and draw up a map to
  get there.
• Get there! Dont let the road blocks knock you
  off course.
• Covey, 1998

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Use Human Potential Power Tools

• Self Awareness observe my own thoughts and
  actions
• Conscience listen to my inner voice to know
  right from wrong.
• Imagination envision new possibilities
• Willpower power to choose
• Animals dont have these tools only humans have
  the freedom to decide how to respond to
  situations. Covey, 1998

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Tools for Evaluation and Planning

• Personal Career Plan (revisited)
• Setting and Getting your Goals (reviewed)
• Goal Flow Chart
• Academic Performance Self Assessment

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Resources

• Clifton, D. Anderson, E. (2002) StrengthsQuest
  discover and develop your strengths in academics,
  career, and beyond.
• Covey, S.(1998) The seven habits of highly
  effective teens.
• Gordon, V.(2006) Career advisingan academic
  advisors guide
• Seligman,M. ( ) Authentic happinessusing the new
  positive psychology to realize your potential for
  lasting fulfillment.
• Waitley, D. (2004) Psychology of success finding
  meaning in work and life. (4th ed.)

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References

• Continuing Psychology Education (2002) Subjective
  well being (happiness) Healthy personality.
  Refers to Allport, Cantor, Frankl, Kasser,
  Maslow, Schultz.
• Hansen, M.J.(2005) Psyched for success! This U110
  class handout included references to the
  following researchers Bandura, Erickson, Locke
  Latham, Marcia, Rogers, Taylor Betz, Vroom.