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Developmental approaches to peer advocacy for college success

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Developmental approaches to peer advocacy for college success A Connect2Complete webinar series with Suzanne M. Bouffard & Mandy Savitz-Romer August October 2012 – PowerPoint PPT presentation

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Title: Developmental approaches to peer advocacy for college success


1
Developmental approaches to peer advocacy for
college success A Connect2Complete webinar
series with Suzanne M. Bouffard Mandy
Savitz-Romer August October 2012
2
WEBex tools
  • Webinar Participants
  • Toolbar Participants
  • Use to view webinar participant names
  • Chat
  • Toolbar Chat
  • Use to indicate problems send to All
    Panelists and your message will be private

3
Webinar series
  • Webinar 1 Identity Self Concept
  • Webinar 2 Motivation Self Regulation

4
A developmental approach to college success
5
Agenda
  • Review and questions from Webinar 1
  • Motivational beliefs What they are, why they
    matter, how to
  • develop them
  • Q A
  • Self-regulation What it is, what it does, how to
    build it
  • Q A

6
Review questions from webinar 1
  • Feedback and questions from the lessons?
  • Other follow-up questions about identity and
    self-concept?

7
Webinar 2 Motivation self-regulation
  • Objectives
  • To understand why the reasons people attend
    college matter for persistence and success
  • To learn how to support motivational beliefs that
    promote college success
  • To understand how self-regulation is central to
    success
  • To learn simple ways to build self-regulation
    through regular classroom and campus practices

8
Motivation
  • What its NOT
  • A binary yes/no quality
  • Something you can give another person (but you
    can influence it)
  • What it IS
  • A process
  • A combination of the kinds of goals people set,
    the reasons they set them, and the actions they
    take to achieve them

9
Goals
  • Its not just whether but why we do things
  • The reasons students attend college and make
    choices about courses, careers, etc. influence
    persistence and completion
  • Two common reasons for attending college
  • Is going to college to earn a higher salary
    enough?
  • Is going to college to please others enough?

10
(No Transcript)
11
Self-determination theory
  • Intrinsic motivation pursuing something for
    interest, enjoyment, satisfaction
  • Extrinsic motivation pursuing something for a
    reward or recognition, or to avoid sanctions
  • When they have intrinsic motivation, students are
    more likely to
  • Choose challenges, retain information, perform
    well
  • Persist when the going gets tough
  • (Deci Ryan, 2002)

12
How does self-determination theory matter for
college success?
  • Internalized regulation pursuing something that
    is not intrinsically interesting but that will
    help one reach his or her ultimate goals
  • Bottom line
  • Money should not be the ONLY reason for going to
    college
  • Promote a BALANCE of goals
  • Promote internalized regulation

13
Achievement goal theory
  • Mastery orientation Engaging in an activity for
    the sake of learning and experience
  • Performance orientation Engaging in an activity
    to prove ones ability
  • Performance approach Goal is to demonstrate
    ability
  • Performance avoidance Goal is to avoid
    demonstrating failure
  • (Dweck 1999 Dweck Leggett, 1998)

14
How do mastery performance goals matter for
college success?
  • Mastery goals are associated with persistence and
    success, especially in the face of challenges
  • Students must have ownership of and agency in
    their college paths
  • Students in college solely to please others often
    dont know why they are there and lose their way

15
Why students need mastery goals
  • Theres a difference between wanting to go to
    college and someone telling you they want you to
    go to college. Because when you go to college for
    reasons you dont know why, then you drop out.
    Because you dont know why youre there. Youre
    going for someone else. Its like a promise
    youre keeping thats not yours. Its not your
    own promise.
  • - Student quoted in The Summer Flood by Arnold
    et al.

16
How do we promote mastery orientation and
intrinsic motivation?
  • Provide opportunities for students to explore
    interests
  • Emphasize learning for its own sake and for
    long-term goals
  • Provide opportunities for choice and autonomy
  • Send message that success is controllable

17
Putting motivation research into practice
  • Lesson overview
  • Questions answers

18
(No Transcript)
19
Self-regulation
  • Self-regulation Ability to manage thoughts,
    emotions, behaviors in the service of attaining
    goals
  • Specific skills
  • Attention and focus
  • Cognitive flexibility/shifting
  • Planning
  • Organization
  • Reflection and reassessment
  • Delay of gratification

20
Executive functioning and self-regulation
21
How does self-regulation influence college
persistence?
  • Self-regulation predicts college persistence
    through
  • Academic achievement (via planning, memory
    skills, etc.)
  • Organizational skills (e.g., choosing courses,
    managing deadlines, etc.)
  • Establishing clear but flexible routes to goals

22
How can we promote self-regulation?
  • Helping students take agency
  • Providing a balance of support with structures
    for autonomy
  • Simple organizational and regulatory strategies
  • Time management
  • Reasonable goals and expectations
  • Help-seeking

23
How can we promote self-regulation (cont.)?
  • Helping them plan for and overcome obstacles
  • Breaking goals into subgoals
  • Mental contrasting
  • Reflection and cycle of self-regulated learning
  • Forethought
  • Performance control
  • Self-reflection

24
Putting self-regulation research into practice
  • Lesson overview
  • Questions answers

25
  • THANK YOU
  • PLEASE REMEMBER TO COMPLETE
  • THE SURVEY!
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