Uploaded byAngela Housand
Failing to Succeed
This document discusses factors that contribute to student success and failure. It explores how ability and effort are the most common factors students report for their performance according to research. Additional sections discuss the importance of autonomy, developing self-efficacy, finding flow in learning experiences, and overcoming a fear of failure through systematic risk-taking. The document advocates for supporting students' autonomy rather than controlling their behavior to promote more self-determined learning.
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Failing to Succeed
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- 10. A lthough there are manypossible explanations for why one could fail, effort and ability are the most likely causes that students report. – Good & Brophy
- 11. Teacher Rating ofStudents Quality of R2 = .66 Ability Work Quality of R2 = .63 Effort Work Student Self-Rating R2 = .11 Quality of R2 = .52 Work Ability Quality of Work Effort (Siegle & McCoach)
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- 21. Find the goodin a bad situation…
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- 23. Take responsibility fortheir actions…
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- 29. ! I have notfailed 1000 times… -Thomas Edison
- 30. ! I have notfailed 1000 times… ! I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison
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- 37. False praise canbe as harmful as no praise!
- 39. Don’t you think ! if Iwere wrong, I’d KNOW it?
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- 41. Diminishes Value ofAuthentic Praise
- 43. SWOT Analysis Internal Origin ! Attributesof the Individual External Origin ! Helpful to achieving the objective S W O T Strengths Opportunities Attributes of the Environment Harmful to achieving the objective Weaknesses Threats
- 44. Strengths What unique skillsdo I have? What do I do well? What experiences have I had that will help me as I move forward? © Angela Housand, 2013
- 45. Weaknesses What areas doI need to improve? What do others view as my weakness or area for improvement? What is something I would like to change? © Angela Housand, 2013
- 46. Opportunities What resources doI have available? Who do I know that can help me? What opportunities am I already taking advantage of? How can my strengths be used to create opportunities for myself? © Angela Housand, 2013
- 47. Threats What could hindermy success? What are potential problems I could encounter? What are the challenges I face? What are the restrictions in my life (time, money, vehicle, access to computer or the Internet, etc.)? © Angela Housand, 2013
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- 49. The Year of… EVENGREATER EXPECTATIONS
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- 55. Goal Achievement Fear ofFailure Opportunities
- 56. “Fear of Failure”Signs: • Worry about what others will think • Worry that people will think they are not smart • Worry about disappointing people
- 57. “Fear of Failure”Signs: • Attempt to lower expectations • Physical symptoms as deadline approaches • Procrastination
- 58. Influence £On a cleansheet of paper, list the past five years vertically (2013, 2012, 2011…). £Next to each year, list the most important event that occurred in your life during that year. £Estimate the percentage of control or influence you had over each event.
- 59. Significant Influence £When youreflect on your experience, do you find that you had more control than you thought? £Young people may feel that external forces control their lives. £Modify the exercise: £Last five months £Last five weeks
- 60. Motivation Self-Determination FLOW (Malone & Lepper,1987) (Deci & Ryan, 1980; 2000) (Csikszentmihalyi, 1975) Curiosity Goal Pursuit Clear Goal Control Autonomy Adjust Performance Based on Feedback Optimal Challenge Competence Balance Challenge & Skill Level Fantasy Achievement Enjoyment Interpersonal Relatedness Transcend Self (Cooperation, Competition, & Recognition)
- 61. RELATEDNESS... Feeling connected toothers and having a sense of belonging to a community.
- 62. COMPETENCE… Ability to demonstrateone’s capacity for success when faced with a challenge or opportunity.
- 63. COMPETENCE… Feelings of competenceshape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)
- 64. Self-efficacy influences: ¨ ¨ ¨ ¨ What activitieswe select How much effort we put forth How persistent we are in the face of difficulties The difficulty of the goals we set
- 65. Increasing Self-efficacy ¨ ¨ ¨ ¨ Past performance Vicariousexperiences (observing others perform) Verbal persuasion Physiological cues
- 66. Autonomy The more autonomous(selfdetermined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
- 67. Self-Determined Learners • • • Achieve highly Learnconceptually Stay in school (Reeve, 2002)
- 68. Self-Determined Learners • • • Achieve highly Learnconceptually Stay in school ! • In large part, because their teachers support their autonomy rather than control their behavior (Reeve, 2002)
- 69. The Year of… ANEW HOPE
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- 73. Increased Sense ofControl
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- 75. Skills to ManageAnxiety & Overcome Fears
- 76. 5 Categories ofRisk Intellectual Social Emotional Physical Spiritual
- 77. Systematic Risk-Taking • Understand benefitsof risk-taking • Self-Assess for risk categories • Identify personal needs • Determine risk to take • Take the risk • Process the risk experience (Neihart, 1999)
- 83. Autonomy The freedom tochoose…
- 84. Failure taught methings about myself that I could have learned no other way. J.K. Rowling