WK3Assgn
Welling T
September 14, 2019
Dr. Melody
Moore
Student Assistance
Self efficacy is an extremely difficult subject. It is all based on motivating factors which are close to impossible to scientifically define. In the case of a student who is obviously having issues, the first thing to remember as a teacher, which increases close to exponentially in the field of psychology is the fact the field itself draws people who are not entirely mentally stable. The field is also full of people on all sides who have issues with arrogance and egotism.
People being used as both individuals and in groups. On both sides of the spectrum from very meek and timid people/groups up to the metaphorical concept that a single person has issues with being in a room with anyone else because the persons egotism/arrogance takes up all the room.
It is this power dynamic which is the key issue.
the first part of the power dynamic is nature versus nurture. Does the individual have a strong nature, how much encouragement versus discouratment was their nature impacted by nurture.
That is how to read the message, with that in mind.
“Jamie: I am so confused by this class. I read and reread the assignments, but I just don’t get it. I really don’t think the instructor likes me, (he or she) just isn’t giving clear instructions, and the book is so hard. Does anyone else feel this way?”
second part of the power dynamic does the person think they are as smart as they are, or dumber than they actually are. Usually in these cases they are either as smart as they think they are, or they have a weakness for thinking they are not as smart as they are. So they allow their inner voice to undermine their confidence.
third part
other than the basics of the D s power dynamic, what is this person’s real issues regarding studying. This person is in college and depending on the situation is in gradschool (instructions were not clear), that person has passed many classes and has developed at least some level of study habits. Those study habits need to be the focus of the self effectacy and of course locus of control. To give the student reminders they are capable of understanding this class, they just need to get past the emotional issues to refocus away from emotion to real study habits. Built self confidence by rebuilding achievements. Focus on achievements rebuilds confidence. Focus on the study habits will provide a better understanding as to why the student is struggling.
to Jan
first off you need to reexamine how you study. If the way you are studying now is confusing, change key elements in a scientific method approach. Figure out what elements work and what elements do not. Do you have an information processing issue, do you need to listen to the words instead of reading them. If so I recommend the free program www.textaloud.com, which will allow you to experiment with a different type of information processing in the brain. It can also allow you to study wen you are doing other things like driving, doing chores, etc.
Do might not understand the materials now, but that does not mean you will never understand them. Remove the emotional reactions to not understanding the information, and focus you mind and self esteem on creating a variable system for your study habits. Break each thing you do down inot a defined variable. Variable one where do you study, variable two silence or music, do you need isolation or do you work better around others, did the listening help, etc. focus on what works and as you find what works focus on the successes of what works and perform those actions more.
(Ambrose, Bridges, DiPietro, Lovett, &
Norman, 2010)
(Chen, Gu, Fan, Zhang, Sun,
Chen, …& Lai, 2019)
(Corty, 2008)
(Stavredes, 2011)
(Luciano, Valverde, & Catania, 2008)
(Keith-Spiegel, Tabachnick, & Allen,
1991)
(Kaposi, 2017).
References
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American Psychological Association. (2010). Ethical principles of
psychologists and code of conduct: Including 2010 amendments. Retrieved from
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Chapter 17, “Strategies for Managing Ethical and Legal Issues”
(pp. 223–240)
Chapter 2, “How Does the Way Students Organize Knowledge Affect
Their Learning?” (pp. 40–65)
Chen, Z., Gu, D., Fan, L., Zhang, W., Sun, L., Chen, H., … Lai, K.
(2019). Neuronal activity of the medulla oblongata revealed by
manganese-enhanced magnetic resonance imaging in a rat model of
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Part 2, “Foundations of Cognition and Learning” (pp. 31–32)
Chapter 4, “Learning Theory” (pp. 33–42)
Chapter 5, “Understanding Cognition and Learning” (pp. 43–58)
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