Failing to Succeed

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Information about Failing to Succeed

Published on March 9, 2014

Author: ahousand


Failing to Succeed



3 rd

A lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report. – Good & Brophy

Teacher Rating of Students 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)

Ascending Intellectual Demand

Mihaly   Csikszentmihalyi

 Ch w Flo a l ne n Apathy

Stay in the Struggle

Find the good in a bad situation…

Learn contingency planning…

Take responsibility for their actions…

Learn perseverance…

Overcome adversity.

! I have not failed 1000 times… -Thomas Edison

! I have not failed 1000 times… ! I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison


4 th

False praise can be as harmful as no praise!

Don’t you think ! if I were wrong, I’d KNOW it?

Lack of Honest Self-Appraisal Skills

Diminishes Value of Authentic Praise

SWOT Analysis Internal Origin ! Attributes of 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

Strengths What unique skills do I have? What do I do well? What experiences have I had that will help me as I move forward? © Angela Housand, 2013

Weaknesses What areas do I 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

Opportunities What resources do I 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

Threats What could hinder my 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

What is YOUR definition of success?


5 th

Critical Internal Voice

Goal Achievement Fear of Failure Opportunities

“Fear of Failure” Signs: • Worry about what others will think • Worry that people will think they are not smart • Worry about disappointing people

“Fear of Failure” Signs: • Attempt to lower expectations • Physical symptoms as deadline approaches • Procrastination

Influence £On a clean sheet 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.

Significant Influence £When you reflect 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

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)

RELATEDNESS... Feeling connected to others and having a sense of belonging to a community.

COMPETENCE… Ability to demonstrate one’s capacity for success when faced with a challenge or opportunity.

COMPETENCE… Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)

Self-efficacy influences: ¨ ¨ ¨ ¨ What activities we select How much effort we put forth How persistent we are in the face of difficulties The difficulty of the goals we set

Increasing Self-efficacy ¨ ¨ ¨ ¨ Past performance Vicarious experiences (observing others perform) Verbal persuasion  Physiological cues

Autonomy The more autonomous (selfdetermined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.

Self-Determined Learners • • • Achieve highly Learn conceptually Stay in school (Reeve, 2002)

Self-Determined Learners • • • Achieve highly Learn conceptually Stay in school ! • In large part, because their teachers support their autonomy rather than control their behavior (Reeve, 2002)

The Year of… A NEW HOPE

6 th

Risk Taking

Increased Confidence

Increased Sense of Control

Decision-Making Practice

Skills to Manage Anxiety & Overcome Fears

5 Categories of Risk Intellectual Social Emotional Physical Spiritual

Systematic Risk-Taking • Understand benefits of risk-taking • Self-Assess for risk categories • Identify personal needs • Determine risk to take • Take the risk • Process the risk experience (Neihart, 1999)

Autonomy The freedom to choose…

Failure taught me things about myself that I could have learned no other way. J.K. Rowling

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