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Yesterday morning, Natasha went to the instructor s office. She said, I know it is my responsibility to get to class and take the quizzes on time. But my babysitter is no longer available. I think I have a new person lined up. Is there any extra credit I can do to make up for the lost points on those two quizzes? 1. Did Natasha exhibit an internal or external locus of control? Briefly explain your answer. 2. How can this knowledge benefit you? W.I.N.: Do You Know What s Important Now? Successful athletic coaches motivate their student athletes. When their players confront a difficult choice, coaches often instruct them to follow the principle of W.I.N. What s Important Now. So, every day, take some step toward your goal, no matter how small or seemingly insignificant. Ask yourself, What s important now for me to achieve my goal? Once you have identified the step, then act on it. If you do not make progress toward your goal, no one else will. Activity 8 Fix What? Let s say you wish to raise your English grade by 20 points. What s the first thing you have to do? You must understand why you are not doing well. That is, before you can fix the problem, you have to know what the problem is. This is a basic step for critical thinking and problem solving. For this activity, pick a class (or something in your life outside school that needs fixing/changing). Write your subject here: I need to fix/change Assumptions: Now, briefly explain how you know this change is needed. What specific facts tell you that you need to change or fix something? Write them here: 92
Evaluating information: Here comes the tricky part. From the following list, choose the items that may be connected to your problem. Check as many as apply, and at the end, briefly explain your selections. Teacher Parent Student Friend School administration Government Boss Spouse Girlfriend/Boyfriend Society Other (specify) Some combination (specify) Explanation: Conclusion: Finally, look at what items you checked. What is your connection to each one? Can you, in fact, make an immediate impact on each item you checked? Or are some more long term and therefore not of help right now? For instance, you may believe you are doing poorly this term because you have to take required courses you have no interest in taking. Well, that may be the case. Nevertheless, you probably aren t going to change the school s requirements by the time the semester ends. Goal: Based on the critical thinking you did in the previous item, write a goal that addresses what you need to fix or change. Chapter SUMMARY This college term will pass quickly and another will approach just as quickly. The weeks ahead will require you to complete academic work, focus on planning, have a strong knowledge of yourself, and apply strategies to take responsibility for your time and behavior (an internal locus of control). In the end, it will be up to you to stay motivated, set goals, and set your course for success. You control your fate. 93
Keep the following points in mind as you move with determination through your semester: Motivation is the driving force moving you toward your goals. Goals provide purpose and meaning to life. They can help energize you to reach the destination by keeping the end in focus. Action steps need to be specific, measurable, and responsible. Goals are set in the real world and problems, unforeseen circumstances, and bad luck are also part of the real world. Expect them, and plan for them. Effective goals are written, specific, measurable, realistic, and have an end point a date for which to strive. Your locus of control influences whether you believe life will just happen to you or that you will be able to influence what happens. Critically Thinking What Have You Learned in This Chapter? Shutterstock Let s apply what you learned in this chapter to help Dominic from the chapter opening scenario. However, before you address Dominic s problem and propose a solution, take a moment to think about the main points of the chapter. Review your notes from this chapter and also the key terms, chapter learning outcomes, boldface chapter headings, and figures and tables. For instance, consider how the chapter learning outcomes may be used to help Dominic: List and briefly describe the major motivating force in your life. Identify a motivational barrier and at least one strategy to overcome it. Create a goal statement that includes what you want to do, how you will do it, why you will do it, and when you will accomplish it. Evaluate your locus of control. Test Your Learning Now that you have reviewed the main points of this chapter, reread Dominic s story. Pretend that you are Dominic s study skills instructor. Using the R.E.D. Model for critical thinking, help Dominic critically review his concerns. 94
R Recognize Assumptions Facts: What are the facts in Dominic s situation? List them. Opinions: What opinions do you find in this situation? List them. Assumptions: Are Dominic s assumptions accurate? E Evaluate Information: Help Dominic compile a list of questions that will help him make the most appropriate decision. What emotions seem to be motivating Dominic? What, if anything, is missing from his thought process? Do you see any confirmation bias? D Draw Conclusions: Based on the facts and the questions you have presented, what conclusions can you draw? What advice do you have for Dominic? What solutions do you propose? Based on your suggestions, do you see any assumptions? Finally, based on what you learned about using critical thinking, motivation, and goal setting, what plan of action do you suggest for Dominic? 95
Key Terms Action steps. Specific, measurable, and responsible movements toward a goal. Excuse. An attempt to explain a particular course of action to remove or lessen responsibility or blame. 96 Goal. A desired end point; a place one wants to reach; a result one wishes to attain. Locus of control. A continuum of behavior that people use to explain what happens to them. People with an internal locus of control accept responsibility for life and make things happen, whereas people with an external locus of control look for reasons (excuses) that things happen to them. H.O.G.s. Huge Outrageous Goals; they encourage us to stretch and strive for large goals. Motivated learner. Characterized by the appropriate choice, effort, persistence, engagement, and achievement. Motivation (intrinsic and extrinsic). Moves you to act on or toward something. Can come from within (intrinsic) or from an outside source (extrinsic). Motivational barriers. Obstacles and detours on the way to a goal; may slow one down or completely block a goal. Persistence. The ability to stick with a task until it has been completed; stick to itiveness. Strategy. A plan of action. Values. Reflect what is important to a person. References Beck, M. (2001). Finding Your Own North Star: Claiming the Life You Were Meant to Have. New York: Three Rivers Press. Collins, J., & Porras, J. I. (2002). Built to Last: Successful Habits of Visionary Companies. New York: Harper Business Essentials. Famous failures. (n.d.). Bluefishtv.com. Retrieved from http://www.youtube.com/ watch?v=y6hz_s2xiau Fifty famously successful people who failed at first. (2010, February 16). Online College.org. Retrieved from http://www.onlinecollege.org/2010/02/16/50-famouslysuccessful-people-who-failed-at-first/ Mearns, J. (n.d.) The social learning theory of Julian B. Rotter. Department of Psychology, California State University Fullerton. Retrieved from http://psych.fullerton.edu/ jmearns/rotter.htm Meyer, P. (2004). Creating S.M.A.R.T. goals. Top Achievement. Retrieved from www.topachievement.com/smart.html Miller, W. (2005, February ). Resolutions that work. Spirituality and Health, pp. 44 47. Piscitelli, S. (2008). Rhythms of College Success: A Journey of Discovery, Change, and Mastery. Upper Saddle River, NJ: Pearson/Prentice-Hall. Piscitelli, S. (2011). Choices for College Success (2nd ed.). Boston: Pearson Education. VanderStoep, S. W., & Pintrich, P. R. (2003). Learning to Learn: The Skill and Will of College Success. Upper Saddle River, NJ: Prentice Hall. Wilson, S. B. (1994). Goal Setting. New York: American Management Association.