Procrastination, Innovation

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Procrastination, Innovation and
Self-Efficacy Some slides on Self Efficacy
derived from talk on Psychometric Findings from
22 Cultures by Ralf Schwarzer Urte Scholz
Freie Universität Berlin, Germany  
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Self-Concept

• - An organized collection of information about
  the self
• - A subjective acknowledgement of who one
  actually is
• In other words,
• Knowing the facts about who you are

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Factors Shaping OnesSelf-Concept

• Subjective Observations
• Feedback From Others
• Filtered by our self-perceptions
• Cultural Values
• Individualistic vs. Collective Cultures
• Independent view of self
• vs. interdependent view of the self

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PIE Scoring

• Scoring
• Pscore ajpyBB 25 - (dgmsv)
• Procrastination Scale
• Iscore cfiloruxAADD Innovation
  teaming scale
• Escore behknwtwzCC
• Perceived Self Efficacy scale

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Procrastination

• Score gt 25 is a procrastinator
• Score lt 25 is a doer.
• On larger test study mean is 25.7 STD 4.72
• Overall people tend slightly toward
  procrastination

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Innovation

• New measure We Dont have a norm yet.
• Show of hands and compute mean

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Self-EfficacyAlbert Bandura (1997, 2000)

• A persons knowledge and belief regarding ones
  own abilities
• Not so much about whether one actually has
  acquired and can utilize these skills
• Relevant r/t current and future goal-directed
  behaviors (Maddux Gosselin, 2003)
• It is learned and it can be changed

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What is Self-Efficacy?

• It is the expectation that one can master a
  situation, and produce a positive outcome

• Banduras Social Cognitive Model says that there
  are 3 factors that influence self-efficacy
  behaviors, environment, and personal/cognitive
  factors. They all affect each other, but the
  cognitive factors are important.

Person
Behavioral Self-Regulation
Covert Self-Regulation
Environment
Behavior
Environmental Self-Regulation

• Bandura believed that there is more to learning
  than just behaviorism, what you believe about a
  situation is important too.

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SELF-EFFICACY

• Levels of confidence (self-beliefs) individuals
  have in their ability to complete certain courses
  of action or achieve specific outcomes or goals
• Influences
• Choice of behaviors
• Effort and persistence
• Thought patterns and emotions
• Self-confidence generally results in successful
  outcomes

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SELF-MANAGEMENT CHARACTERISTICS

• Determine academic goals, objectives, and
  expectations
• Identify appropriate behaviors or activities to
  achieve academic goals and objectives
• Make and keep commitments to achieve those
  academic behaviors or activities
• Self-evaluate their performance of the behaviors
  and activities that will lead to the achievement
  of academic goals and objectives
• Seek support and/or resources for
  self-improvement and academic development

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Self-Efficacy Components Academic/Business Success Characteristics Psychometric Profile Character Trait Measures
confidence (self-belief) in ability to complete tasks and achieve goals conscientiousness, intellectual efficiency (self-confidence/need for achievement), achievement-striving, self-discipline, set goals, be accountable, communicate clearly self-management, motivational profile, self-confidence, self-directedness, environmental fit, independence, achievement
effort conscientiousness, show interest, initiative and effort, work independently or in a team, manage time and resources, problem-solving analytical orientation, environmental fit, motivational profile, enterprising, achievement, team orientation, enterprising, people orientation, listening style
persistence conscientiousness, show interest, initiative and effort, work independently or in a team analytical orientation, motivational profile, achievement, people orientation, independence
resilience to adversity emotional stability, manage conflict comfort with conflict, lifestyle management, self-confidence, acquiescence, relaxed
positive/negative mindset extraversion, agreeableness, openness to experience social orientation, approach to networking/self-promotion, commitment to career, acquiescence, relaxed
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HYPOTHESES

• Students who strongly manifest self-management
  characteristics will demonstrate a higher level
  of academic success.
• Specific self-management characteristics are more
  strongly correlated to student academic success
  than others.
• Students who manifest strong self-management
  character traits are more likely to demonstrate a
  higher level of competency in all areas
  identified as essential employability skills, and
  are more likely to be motivated to learn and to
  use those skills more quickly and more
  appropriately.

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FINDINGS TO DATE

• Self-efficacy affects goal-setting, which
  influences self-evaluation, self-satisfaction,
  commitment and effort, which in turn affect
  outcome expectations, goal implementation and
  academic performance.
• Early identification of students who are at risk
  for poor academic performance could be
  facilitated by the use of assessment instruments
  that focus on relatively stable aspects (i.e.
  personality) of the student

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FINDING TO DATE

• Understanding a students character traits we may
  determine which students are more likely to have
  higher levels of self-efficacy than those who do
  not.
• Personality also has an impact on how students
  learn, and understanding this is very important
  as academic success may be increased if
  personality and success characteristics are taken
  into account.
• The quality of a students learning experience,
  especially in the first year, is an important
  indicator of students academic adjustment and of
  their chances of persevering in college.

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Perceived Self-Efficacy is the belief that one
can perform a novel or difficult task, or cope
with adversity -- in various domains of human
functioning.
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• Perceived Self-Efficacy
• FACILITATES
• ?GOAL SETTING
• ?EFFORT INVESTMENT
• PERSISTANCE IN THE FACE OF BARRIERS
• RECOVERY FROM SETBACKS

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Why is efficacy important?
Efficacy beliefs impacts/determines

• whether thinking is
• erratic or strategic
• optimistic or pessimistic
• what courses of action people choose
• goals people set and their commitment to them
• how much effort they put forth
• their expectations of success
• perseverance in the face of obstacles and failure
• their resilience to adversity
• how much stress and depression they experience
• AND the accomplishments they realize

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Distribution of Self-Efficacy E-Scores (N
17,553)
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Mean Sum Scores by Nations and Gender
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Age Distribution
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Mean Age per Nation (N 13,461)
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Correlations Between Self-Efficacy And Other
Constructs
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Correlations Between Self-Efficacy And Other
Constructs
   
   
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Self-Efficacys impact

• Correlates are present with respect to
• Improved Learning effectiveness
• Improve health (Maddux Gosselin, 2003)
• Treat psychological problems
• Phobias (Williams, 1995)
• Test anxiety (Smith, 1989)
• Fear of sexual assault (Ozer Bandura, 1990)
• Eating disorders (Goodrick et al., 1999)
• Substance abuse (DiClemente, Fairhurst,
  Piotrowski, 1995)
• Improved Innovation Ability ??

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How are these related?

• The Emotion of Interest

• Four variables directly influence interest
• Conflict
• Complexity
• Novelty
• Uncertainty

• Self-efficacy is directly related to all four of
  these, so self-efficacy indirectly influences
  interest through 4 variables quadratically.

• Uncertainty plays the biggest role in interest.

• Self-efficacy affects uncertainty How will the
  activity end up?

• If ADHD children have interest in an activity, it
  leads us to think that they might have a better
  chance at improving their attention for that
  activity.

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What research says

• Fuzzy dart test skill test, try to hit target
  with dart at various distances.

• distance was adjusted at varying length for
  different groups, as well as varying the lengths
  for another group.

• interest decreased when it got too easy.

• those put in the moderate difficulty condition
  were most interested in repeating the task.

• those who were placed farthest from the target
  agreed that it would be more interesting if the
  line was moved closer to the target.

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What research says
7
6
difficulty
5
4
confidence
3
2
interest
1
low
moderate
high
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Developing Self-EfficacyBandura (1997, 2000)

• Mastery Experiences
• Vicarious Experiences
• Persuasion and Encouragement
• Interpretation of Emotional Arousal

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Self-efficacy Paradox

• Self-efficacy is gained through mastery
  experiences (Bandura, 2006).
• As hand holding increases, opportunities for
  mastery experiences decrease. Ergo, there is less
  improvement on self-efficacy.
• As hand holding decreases, pre-course
  self-efficacys influence grows.
• At right level post-event efficacy improves.

In the BI we wont hold your hand much, but well
not assigning things too far beyond you
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How can I use this information?!

• 5 strategies for Enhancing Self-Efficacy

• Emotional and Physiological arousal
• Relaxation techniques, calming fears

• Verbal Persuasion
• Encouragement convince yourself (or your
  friends) success is result of self.

• Vicarious Experiences
• observation of modeled behaviors

• Imagined Experience
• imagining yourself in the experience

• Performance Experience
• actual practice of the activity, Practice makes
  perfect!

Maddux (1995)
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The General Perceived Self-Efficacy ScaleSource
of the English Version Schwarzer, R.
Jerusalem, M. (1995). Generalized Self-Efficacy
scale. In J. Weinman, S. Wright, M. Johnston
(Eds.), Measures in health psychology A users
portfolio. Causal and control beliefs (pp.
35-37). Windsor, UK NFER-NELSON.
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References Schwarzer, R. (Ed.) (1992).
Self-efficacy Thought control of action.
Washington, DC Hemisphere. Schwarzer, R.
Born, A. (1997). Optimistic self-beliefs
Assessment of general perceived self-efficacy in
thirteen cultures. World Psychology, 3,
177-190. Schwarzer, R., Bäßler, J., Kwiatek, P.,
Schröder, K., Zhang, J. X. (1997). The
assessment of optimistic self-beliefs Comparison
of the German, Spanish, and Chinese versions of
the General Self-Efficacy scale. Applied
Psychology An International Review, 46,
69-88. Schwarzer, R., Born, A., Iwawaki, S., Lee,
Y.-M., Saito, E., Yue, X. (1997). The
assessment of optimistic self-beliefs Comparison
of the Chinese, Indonesian, Japanese and Korean
versions of the General Self-Efficacy Scale.
Psychologia An International Journal of
Psychology in the Orient, 40, 1-13. Schwarzer, R.
Jerusalem, M. (1995). Generalized Self-Efficacy
scale. In J. Weinman, S. Wright, M. Johnston
(Eds.), Measures in health psychology A users
portfolio. Causal and control beliefs (pp.
35-37). Windsor, UK NFER-NELSON. Schwarzer, R.
Jerusalem, M. (Eds.) (1999). Skalen zur Erfassung
von Lehrer- und Schülermerkmalen. Dokumentation
der psychometrischen Verfahren im Rahmen der
Wissenschaftlichen Begleitung des Modellversuchs
Selbstwirksame Schulen Scales for the assessment
of teacher and student characteristics. Berlin,
Germany Freie Universität Berlin. Schwarzer,
R., Mueller, J., Greenglass, E. (1999).
Assessment of perceived general self-efficacy on
the Internet Data collection in cyberspace.
Anxiety, Stress, and Coping, 12, 145-161.
Schwarzer, R., Schmitz, G. S. Tang, C. (2000).
Teacher burnout in Hong Kong and Germany A
cross-cultural validation of the Maslach Burnout
Inventory. Anxiety, Stress, and Coping, 13,
309-326. Zhang, J. X. Schwarzer, R. (1995).
Measuring optimistic self-beliefs A Chinese
adaptation of the General Self-Efficacy Scale.
Psychologia, 38, 174-181.
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Reducing Procrastinationand Time Management

• Develop a mission, goals, and a strong work
  ethic.
• Sort out your tasks.
• Prepare a to-do list and assign priorities.
• Streamline your work (minimize low-value work do
  work that adds value).
• Work at a steady, rapid pace.

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Improving Work Habits and Time Management,
continued

• Minimize time wasters and interruptions.
• Concentrate on one task at a time (multitasking
  is best for routine tasks).
• Concentrate on high-output tasks.
• Do creative and routine tasks at the same time or
  interleave frequently

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Procrastination and Time Management, continued

• Stay in control of paperwork, e-mail, and voice
  mail.
• Make effective use of office technology (wisely
  invest time saved).
• Practice the mental state of peak performance (be
  in the zone).

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Improving Work Habits and Time Management,

• Work smarter, not harder
• Plan carefully, and be imaginative
• Use technology that fosters collaboration.
• Build flexibility into your system
• Allow some slack for dealing with unanticipated
  opportunities.
• Allow time for rest and relaxation.

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Reducing and Controlling Procrastination

• Break task down into smaller units.
• Make a commitment to others.
• Reward self for achieving milestones.
• Calculate the cost of procrastination.
• Post encouraging notes (Just do it.).
• Counterattack (force yourself).
• Post progress chart in your work area.

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Time Management Skills

• Many good books on it.
• Worth the time to read at least one