Arkansas Student Success Symposium Conway, ARMarch 27, 2013

Arkansas Student Success SymposiumConway, AR March 27, 2013

Laurie L. Hazard www.lauriehazard.com

Presented by:

Laurie L. Hazard, Ed.D.Bryant University

Smithfield, RI

lhazard@bryant.edulaurie@lauriehazard.comwww.lauriehazard.com

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Pedagogical Principle and Practical

Solutions The Perennial Problem of Teaching Motivation

and Addressing Procrastination

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Objectives Examine basic research findings Explore behavior change model Critique and understand flaws in current time

management pedagogy Identify psychodynamics of procrastination from

different theoretical frameworks Analyze and understand the cycle of procrastination Improve strategies for combating your students’ as

well as your own procrastination Discover tips to implement effective pedagogical tools

immediately

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Check Your Own Procrastination p. 2

Tasks that I am currently procrastinating about:

 Other tasks I can recall procrastinating about in the past:

Is there a pattern - are there certain types of tasks I tend to procrastinate about?

How do I know when I’m procrastinating?

Do I have favorite replacement activities?

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Research Procrastination is a self-regulatory failure that is not entirely

understood (Steel, 2007). Some assert that procrastination is not a problem of time

management (Marano, 2007), yet twenty percent of people identify themselves as chronic procrastinators (Marano, 2007)

Self-regulatory behavior is at the heart of being successful in college (White & Kitchen, 1991).

The same study habits that contributed to success in high school are unrelated to college performance (Matt, Perchersky, and Cervantes, 1991)

Time management practices and the ability to combat procrastination are more predictive of first-year college achievement than SAT scores and high school grades combined (Hazard, 1997).

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Psychology of Adjustment

Definition of Psychology

New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas:

Academic Social Emotional Intellectual

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Change Management: Transtheoretical Model http://www.uri.edu/research/cprc/transtheoretical.htm Dr. James Prochaska, University of Rhode Island, Cancer Prevention Research Center

Stages of Change Pre-contemplation: no intention to change Contemplation: individual has identified the

problem; pros and cons of change are weighed Preparation: individual decides there is a need

to action; specific plans and potential solutions are developed

Action: individual puts their plan into action and changes their behavior patterns

Maintenance: Individual works to prevent relapse and consolidates gains

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Applying The Model to Time Management

Pre-contemplation: I don’t need this (first-year experience class, this study skills course, a planner), I already know how to manage my time!!!!!!

Contemplation: I am so far behind in my work. I can’t keep up. I don’t know what to do.

Preparation: I am going to: the Learning Center, Academic Center for Excellence, a workshop, see a learning specialist, ask a friend for help, ask my mom what to do!

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Applying The Model to Time Management (continued)

Action: individual puts their plan into action and changes their behavior patterns: Prioritize To-Do Lists Goal Setting Daily, Weekly, Semester Planners

Maintenance: Individual works to prevent relapse and consolidates gains The maintenance stage is rarely not

reached…………….

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Roadblocks to Effective Time Management Practices The concept of time management is a misnomer Time on task is rarely addressed Motivation and self-efficacy are not typically

assessed Procrastination behaviors and attitudes are not

identified Psychodynamics of procrastination are not

discussed Engagement is not measured Accountability is not created

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Psychodynamics To Be Considered Imposter Syndrome (McIntosh, 1986)

Lying Component (Hazard, 2012)

Types: Arousal Types: Wait for the euphoric rush Avoiders: Fear of Success/Failure Decisional: If I don’t make a decision, I

won’t be responsible for the outcome (Marano, 2007)

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Feeling Like A FraudImposter Syndrome

“I still believe,” confessed Mike Myers, “that at any time the No-Talent Police will come and arrest me.” Myers is not alone.

The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person?

Dr. Peggy McIntosh, Wellesley CollegeDirector of the Wellesley Centers for Women

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Three Theoretical Frameworks Psychoanalytic Approach

Sigmund Freud

Phenomenological Approach/Humanistic Existential Carl Rogers

Social Cognitive Approach Bandura

Procrastinators Are Liars!Procrastinators put themselves in the position of lying to themselves and lying to others

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Different Types Of Liars

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1. Absolute Integrity

2. Straight Shooter

3. Pragmatic Fibber

4. Pinocchio

Absolute Integrity

About how many times per day do experts estimate that most people lie?

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Straight Shooter

Differentiate between a straight shooter and a pragmatic fibber

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Pragmatic Fibber

Pragmatic Fibbers lie for various purposes like to avoid conflict

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Pinocchio

Students who end up in academic difficulty function in denial

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Roger’s Theory Self-Concept The thoughts, feelings, attitudes and behaviors that

encompass who we are.

Rogers called this the “phenomenal field.”

Changes over the lifespan

Openness to Experience/Remove Obstacles Toward growth

I am FILL IN THE BLANK

Academic self-concept

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Academic Adjustment: A Student’s Phenomenal Field

I quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge.

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A Student’s Phenomenal Field: Academic Self-Concept

As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not.

Freud’s Three Parts of the Personality 1. Id

2. Ego

3. Superego

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Id The Pleasure

Principle Primary Process

Thinking Childlike

behavior with the concern of getting wants and needs met

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Ego

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The Reality Principle

Secondary Process Thinking

Role is to gratify the id safely

Superego Perfection

Principle Family Culture Religion Values Society College or

University

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Rationalization

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Anxiety

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Identify Your Replacement Activities

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Delay Gratification

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A Victim or A Volunteer

Provide A Task You Are Currently

Procrastinating About

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Bandura Social Cognitive Approach Cognitive Dissonance

Select A Goal Monitor A Target Behavior Change Settings Establish Effective Consequences: Self-

Chosen Incentives Consolidating Gains: gradually remove

need for artificial support Social Support and Creating Accountability

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Solutions Awareness of Behaviors That Produce Problems

in Time Management (p. 3) Anti-Procrastination Behaviors and Habits (p. 4-

5) Pay Attention To the Ways In Which Lies

Function In Your Life (Lie Log Activity, p. 6) Practice Behavior Change (p. 7) Stop Putting It Off! A Five-Step Plan for Die Hard

Procrastinators (p. 7) Enlist Social Support (p. 8-11)http://www.lauriehazard.com/files/Hazard_FoundationsForLearning.pdf

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Top Ten Anti-Procrastination Behaviors

1. Study in a regular place at a regular time.

2. Study during your periods of maximum alertness.

3. Limit your blocks of study time to no more than two hours at a time on any one course.

4. Set specific goals for each study unit.

5. Plan enough studying time to do justice to each subject

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Top Ten Anti-Procrastination Behaviors (continued) 6. Attempt to complete all assignments as soon

as possible after your class.

7. Provide for a spaced review.

8. Plan a schedule of balanced activities.

9. Trade time—don’t steal it.

10. Enlist social support.

Five-Step Plan

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Expect difficulties Do a cost-benefit analysis Little steps for big feats Tune out negative thoughts Give yourself credit David D. Burns, M.D.

From “The Feeling Good Handbook” written by David D. Burns, M.D. The essay is titled, “Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again.” Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again

Resources

See pages12-15 in your packet

www.howtostudy.org

Thank you

Laurie L. Hazardwww.lauriehazard.com

lhazard@bryant.edu or laurie@lauriehazard.com

Thank you for your participation!