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 Yourself  to  Finish  The  Line  

Discussion  with  :  Khamsha  Noory  Finalisya,  M.Psi.,Psikolog  
In  Todays  Discussion  we  will  
cover:  
 
q  The  situaDon  we  are  at  
q  Academic  Self  Management  
q  The  Aspects  
q  How  to  Manage  
q  Some  supplementary  ideas  
 
Lets  Begin  with  some  Story  
Case  A  
He  has  an  IQ  of  a  genius.  The  other  person  
said  my  neural  system  just  ,  but  I  refuse  that  
diagnose.    
 
But  now  I  resent  myself  for  compleDng  
nothing  and  failing  to  push  myself  to  do  
anything  important.  I  don’t  know  what  to  
do.  I  cant  concentrate.  I  m  upset.  I  m  a  
failure.    
-­‐  Final  semester  college  student  
Lets  have  another  Story  
Case  B  
I  cant  concentrate.  I  don’t  know,  I  just  
bored.  It  is  exhausDng.  I  have  like  20-­‐30  
tasks  that  failed  to  be  submiSed.  I  just  want  
to  stop.  I  m  panicking  right  now.  I  don’t  
know.    
 
1st  semester  college  student  
I  think  this  is  important  too  
Case  C  
Its  geUng  harder.  I  cannot  complete  my  
tasks.  I  don’t  understand  the  materials.  I  
don’t  want  to  bother  my  friends.  Its  
awkward.  I  don’t  want  them  to  see  me  as  
failure.  I  think  they  may  reject  me.    
 
-­‐  Second  year  college  student  
The  Difference  of  High  school  and  
College  Study    
q  Teacher  Directed  à  student  directed  
q   MoDvated  by  teacher  à  self  
moDvated  
q  Regulated  by  schedules  à  self  manage  
and  regulate  
q  Guided  by  teacher  hints  and  cues  à  
IdenDfying  main  ideas  of  the  materials  
 Due  to  these  changes  
Some  realize  and  change,,,,,  
  These  thoughts  just  stop  them  from  
Others   doing  anything  and  just  flopped  
•  Hold  faulty  beliefs  about  learning  and    
ability  such  as,,,,   SuggesDng  and  HypnoDzing  self  to  
not  having  any  ways,  any  
•  I  m  less  capable  than  others   alternaDves  to  excel    
•  My  intelligent  just  low  –  fixed  
mindset  on  ability  
 

 
 
 Due  to  these  changes  
Some  others    
q  Just  try  the  hardest  without  even  knowing  whether  it  
is  suitable  or  not  
Just  highlighDng  the  tons  of  material  and  feeling  that  
should  be  enough—do  passive  learning  

Some  others    
q  Fail  t  o  sustain  effecDve  learning  and  moDvaDonal  strategy  
  students  demonstrate  the  knowledge  of  how  to  learn  and  do  
Many  
well  at  Dmes,  but  fail  to  aSend  class  regularly,  do  not  keep  up  with  
their  assignments,  and,  in  general,  get  behind  in  their  work.    

 
 

 
 And  sDll  others  doesn’t  realize  
some  students  realize  that  many  of  the  learning  and  study  skills  used  
in  high  school  are  insufficient  for  academic  success  in  college.    
 
The  earlier  students  become  aware  of  this  fact,  the  quicker  they  can  
begin  to  make  the  necessary  changes.    
 
Self  Management  
(Zimmerman  &  Risemberg,  1997)  
So  you  can  ……….  
q  take  control  over  learning    
q  Promote  your  academic  learning  
 
But  wait…..  
 
Lets  think  about  a  successful  person,,,,,,  
What  skills  they  would  have  that  bring  them  to  success?  
Self  Management  
(Zimmerman  &  Risemberg,  1997)  

q  MoDvaDon    
q  Methods  of  learning    
q  Use  of  Dme    
q  Physical  environment    
q  Social  environment    
q  Performance    
 
MOTIVATION  
q  Internal  processes  that  gives  energy  and  direcDon  
q  Goals,  beliefs,  percepDon,  expectaDon  
q  All  of  that  can  be  changed  
q  DifferenDate  successful  and  less  successful  person  
q  SomeDmes  we  have  it,  but  have  difficulty  persisDng,  
easily  distracted  by  others  
q  Great  tools  to  prevent  potenDal  personal  or  
environmental  distracDon    
MOTIVATION  how  to  manage  it?  
q  Goal  SeUng  
q  Make  it  behavioral  seUng  
q  Includes  Self  Talk  

How  would  you  feel  and  think  in  your  graduaDon  day?  
What  would  be  your  situaDon  then?  
 
 IrraDonal  Thinking  PaSerns  
that  influence  emoDon  and  moDvaDon  
1.  Filtering  
focus  on  the  negaDve  details  while  ignoring  all  the  posiDve  aspects  of  a  situaDon.  
 
2.  Polarized  thinking  
Things  are  black  or  white,  good  or  bad.  You  have  to  be  perfect  or  you’re  a  failure.  
There’s  no  middle  ground,  no  room  for  mistakes.  
 
3.  OvergeneralizaDon  
You  reach  a  general  conclusion  based  on  a  single  incident  or  piece  of  evidence.  You  
exaggerate  the  fre-­‐  quency  of  problems  and  use  negaDve  global  labels.  Popular  
phrases  for  overgeneralizaDon  are  all,  every,  none,  never,  always,  everybody,  and  
nobody.  
 IrraDonal  Thinking  PaSerns  
that  influence  emoDon  and  moDvaDon  
4.  Mind  Reading  
Without  their  saying  so,  you  know  what  people    
are  feeling  and  why  they  act  the  way  they  do.  In  parDcular,  you  have  certain  
knowledge  of  how  people  think  and  feel  about  you.    
 
5.  Catastrophizing:    
You  expect,  even  visualize,  disaster.  You  noDce  or  hear  about  a  problem  and  
start  asking,  “What  if?”  “What  if  tragedy  strikes?  What  if  it  happens  to  me?”    
 
 IrraDonal  Thinking  PaSerns  
that  influence  emoDon  and  moDvaDon  
6.  Magnifying    
You  exaggerate  the  degree  or  intensity  of  a  problem.  You  turn  up  the  volume  
on  anything  bad,  making  it  loud,  large,  and  overwhelming.  
 
7.  PersonalizaDon:    
You  assume  that  everything  people  do  or  say  is  some  kind  of  reacDon  to  you.  
You  also  compare  yourself  to  others,  trying  to  determine  who  is  smarter,  
more  competent,  beSer  looking,  and  so  on.    
 
8.  Shoulds:    
You  have  a  list  of  ironclad  rules  about  how  you  and  other  people  should  act.  
People  who  break  the  rules  anger  you,  and  you  feel  guilty  when  you  violate  
the  rules.  Cue  words  used  for  this  type  of  thinking  are  should,  ought,  or  must.  
 
 
 IrraDonal  Thinking  PaSerns  
that  influence  emoDon  and  moDvaDon  
 
8.  Shoulds:    
You  have  a  list  of  ironclad  rules  about  how  you  and  other  people  should  act.  
People  who  break  the  rules  anger  you,  and  you  feel  guilty  when  you  violate  
the  rules.  Cue  words  used  for  this  type  of  thinking  are  should,  ought,  or  must.  
 
 
 How  to  handle  this?  
1.  Thinking  with  comas,  instead  of  full  stop  
2.  Rechecking  the  truth  about  the  thinking  
3.  RelaxaDon  
4.  DistracDon  
5.  GeUng  Help  
 METHODS  OF  LEARNING  
q  Learning  strategies  are  the  methods  students  use  to  acquire  
informaDon.    
q  Higher  achieving  students  use  more  learning  strategies  than  do  
lower  achieving  students  (Zimmerman  &  MarDnez-­‐Pons,  1988).    
 USE  OF  TIME  
q  Students  with  beSer  Dme-­‐management  skills  tend  to  have  a  higher  
grade-­‐point  average  (GPA)  than  students  with  poorer  Dme-­‐
management  skills.    
q  BriSon  and  Tesser  (1991)  found  that  Dme  management  skills  
measured  in  the  freshman  year  were  more  predicDve  of  GPAs  in  
the  senior  year  than  were  SAT  scores.    
q  MIXED  urgent,  not  urgent,  important,  not  important,  hard  to  
prioriDze  
q  Usually  based  on  childhood  rouDne  
 
 PHYSICAL  AND  SOCIAL  ENVIROMENT  
RESTRUCTURING  
q  environmental  restructuring  refers  to  locaDng  places  to  study  that  
are  quiet  or  not  distracDng.    
q  social  environment  relates  to  an  individual’s  ability  to  determine  
when  he  or  she  needs  to  work  alone  or  with  oth-­‐  ers,  or  when  it  is  
Dme  to  seek  help  from  instructors,  tutors,  peers,  or  nonsocial  
resources  (such  as  reference  books).    
q  Knowing  how  and  when  to  work  with  others  is  an  important  skill  
ouen  not  taught  in  school.    
 PHYSICAL  AND  SOCIAL  ENVIROMENT  
RESTRUCTURING  
q  EducaDonal  research  indicates  that  high-­‐achieving  students  are  
more  likely  than  low-­‐achieving  students  to  seek  help  from  
instructors,  just  the  opposite  of  what  one  might  expect  (Newman  &  
Schwager,  1992).    
q  Some  students  do  not  seek  help  because  they  do  not  want  to  
appear  “dumb”  or  incompetent  in  the  eyes  of  their  peers  or  
instructors  (Newman  &  Goldin,  1990)    
q  Or  cant  tolerate  the  extra  effort  it  may  entail  
 PERFORMANCE  
q  EvaluaDng  and  realizing  academic  performance  
q  One  of  the  important  funcDons  of  a  goal  is  to  provide  an  
opportunity  for  you  to  detect  a  discrepancy  between  it  and  your  
present  performance.    
q  This  analysis  enables  you  to  make  correcDons  in  the  learning  
process.    
 ©  Templateswise.com  

Bookshelf  
Helena  Seli,  Myron  H.  Dembo  -­‐  MoDvaDon  and  Learning  Strategies  for  College  
Success_  A  Self-­‐management  Approach-­‐Routledge  (2004)