Knowing Yourself: A Focus on Your Strengths and Motivation Chapter 2.

Knowing Yourself: A Focus on Your Strengths and

Motivation

Chapter 2

2 | 2Copyright 2013 Harrington © Cengage Learning. All rights reserved.

Questions to Consider

• Is personality related to college success? If so, how?

• Are there different types of intelligence? What are your strengths?

• How do you learn best?• Do rewards increase your motivation? Why or

why not?


Questions to Consider

• How can thinking positively and productively contribute to your success?

• What “needs” must be met before you can reach your potential?

• How can others help you get and stay motivated?


Conand (2006)

Research Question:

Do personality and behavior impact

student success in college?

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The Study


Personality Factors

Which one do you think would most impact your success in school?


The Results!


The So What Factor

• While we can’t easily change our personality, we can change our behaviors

• Engage in behaviors that are consistent with someone who is conscientious- such as attending class!


What’s Your Personality Type?

Take the Big Five Personality Inventory (Goldberg, 1992)

*See Figure 2.1 in Chapter 2 of Student Success in College: Doing What Works!


What is Intelligence?

One’s ability or potential; It’s innate and fairly stable over time

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Gardner’s Multiple Intelligence

• Verbal/linguistic

• Logical/mathematical

• Visual-spatial

• Bodily/kinesthetic

• Musical

• Intrapersonal

• Interpersonal

• Naturalistic

Take the Multiple Intelligence Personal Preference Inventory (Martin, 2003)- Time for Action 2.6


Sternberg’s Triarchic Theory of Intelligence


Gardner and Sternberg

• Both theories encourage us to look at intelligence from a broad perspective

• Focus is on your strengths

Stop


Learning Styles: How you prefer to use your abilities to take in information


Learning Style Strategies

Visual Auditory Kinesthetic

Focus on pictures, images, graphs and charts

Focus on lectures, record them for review later

Seeks out “hands on” tasks

Use concept or mind mapping note-taking format

Read aloud or listen to others explain concepts

Interactive or practice quizzes


Learning and Teaching Styles

• You can learn regardless of whether teaching style matches your learning style

• What matters most is that the teaching style matches the content

What learning style would work best for:•Recent historical events•Geography•Calculus•Learning concepts in psychology•Sociological theories•Economics


Waschull (2005)

Predicting success in online psychology courses: Self-discipline and motivation

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The Research Question

What student characteristics predict success in an on-line

class?

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The Study


The Results!


The So What Factor!

• Self-discipline and motivation are important whether it’s an on-line or in person class!


MOTIVATION!

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Why are you in college?

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Behavioral Motivators

Our behaviors are motivated by

consequences. We’ll keep doing behaviors if

rewarded.

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Reward Strategies

• Use tangible (paychecks, grades) and social (praise, smiles) rewards

• Make the reward personally meaningful• “Match” the reward to the task

– Small rewards for small tasks– Large rewards for large tasks


Cognitive Theory and Motivation

Our thoughts and interpretations of events

impact our mood, behavior, and level of

motivation.

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Cognitive Strategies

See Figure 2.1 in Chapter 2 of Student Success in College: Doing What Works!


Self-Efficacy

Your belief in your ability to complete tasks successfully.

To increase self-efficacy:

• Have courage to try new tasks

• Identify realistic goals and plan to achieve them

• Ask for help when needed

• Realize everyone makes mistakes


Humanistic Theory and Motivation

Everyone wants to succeed and can do so if their basic needs are

met.

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Maslow’s Hierarchy of Needs



Social Theory and Motivation

We are social creatures and our relationships with others

significantly impact our motivation.

Surround yourself with a positive support system!


Knowing Yourself: A Focus on Your Strengths and Motivation Chapter 2.

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