WK3Assgn
Welling T
September 14, 2019
Dr. Melody
Moore
Student Assistance
When dealing with the issues of
an underperforming student, who states a disconnect between the materials and a
general understanding of the class. The first issues which come up are that the
student has self-efficacy issues to work out. Which cascade directly into the locus
of control, which is all about the dynamic of power and power exchange. The thing
which needs to be address the strongest is how to assist the student in having their
study and information processing needs corrected and not cross the lines of
doing their work for them, and or worse building a crutch for the student to
not be able to continue with their learning processes. There are a couple ways to
assist in the development of the students study tools,
a computer software program, a review and rebuilding of the students study
skills, a Tudor, and of course a study group.
Self-Efficacy
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 are 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 discouragement
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 DS power dynamic, what is this person’s
real issues regarding studying. This person is in college and depending on the situation
is in grad school (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-efficacy 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. Build self-confidence by rebuilding achievements.
Focusing on achievements rebuilds confidence. Focus on the study habits which will
provide a better understanding as to why the student is struggling.
to Jamie
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 when you are doing
other things like driving, doing chores, etc.
You 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 your mind and self-esteem on creating a
variable system for your study habits. Break each thing you do down into 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.
In addition a recommendation for a study
group, and or a tudor. A tudor
to ensure that you have the one on one study time you need, who can also assist
in development of improving yoru study habits. A study group can achieve similar
goals, but can also be peers to give non teacher/student
based help and support.
conclusion
(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
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., &
Norman, M. K. (2010). How learning works: 7 research-based principles for smart
teaching. San Francisco, CA: Jossey-Bass.
American Psychological Association. (2010). Ethical principles of
psychologists and code of conduct: Including 2010 amendments. Retrieved from
http://www.apa.org/ethics/code/index.aspx
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
gastroesophageal reflux-related cough. Physiological Research, 68(1),
119–127. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=mnh&AN=30433807&site=eds-live&scope=site
Corty, E. W. (2008). Resolving a conflict between APA learning
goals and APA ethical principles. Teaching of Psychology, 35(3),
223–225.
Kaposi, D. (2017). The resistance experiments: Morality, authority
and obedience in Stanley Milgram’s account. Journal for the Theory of
Social Behaviour, 47(4), 382–401. https://doi-org.ezp.waldenulibrary.org/10.1111/jtsb.12137
Keith-Spiegel, P. C., Tabachnick, B. C., & Allen, M. (1991).
Ethics in academia: Students view of professor’s actions. Ethics and
Behavior,3(2), 149-162. Lawrence Erlbaum Assoc Inc.
Luciano, C., Valverde, M. R., & Catania, A. C. (2008).
Presentation to the series celebrating the 50th anniversary of the book Verbal
Behavior, BF Skinner. International Journal of Psychology & Psychological
Therapy, 8(3), 275–276. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=psyh&AN=2008-14516-001&site=eds-live&scope=site
Stavredes, T. (2011). Effective online teaching: Foundations and
strategies for student success. San Francisco, CA: Jossey-Bass.
Svinicki, M., & McKeachie, W. J. (2014). The ethics of
teaching. In McKeachie's teaching tips: Strategies, research, and theory for
college and university teachers (14th ed., pp. 319–327). Belmont, CA:
Wadsworth.
Tabachnick, B. G., Keith-Spiegal, P., & Pope, K. S. (1991).
Ethics of teaching: Beliefs and behaviors of psychologists as educators. American
Psychologist, 46(5), 506–515.
Ambrose, S. A., Bridges, M.
W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works: 7 research-based principles for smart teaching. San
Francisco, CA: Jossey-Bass.
Chapter 3, “What Factors Motivate
Students to Learn?” (pp. 66–90)
Hofer, B. (2014). Motivation
in the college classroom. In M. Svinicki & W. J. McKeachie, McKeachie's
teaching tips: Strategies, research, and theory for college and university
teachers (14th ed., pp. 139–149). Belmont, CA: Wadsworth.
Landis, B. D., Altman, J. D.,
& Cavin, J. D. (2007). Underpinnings of academic success: Effective study
skills use as a function of academic locus of control and self-efficacy. Psi
Chi Journal of Undergraduate Research, 12(3), 126–130.
Retrieved from the Walden Library databases.
Moses, L., Hall, C., Wuensch,
K., De Urquidi, K., Kauffmann, P., Swart, W., . . . Dixon, G. (2011). Are math
readiness and personality predictive of first-year retention in
engineering? Journal of Psychology, 145(3), 229–245.
Retrieved from the Walden Library databases.
Stavredes, T. (2011). Effective
online teaching: Foundations and strategies for student success. San
Francisco, CA: Jossey-Bass.
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)
Chapter 6, “Motivation Theory”
(pp. 59–71)
Zajacova, A., Lynch, S. M.,
& Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in
college. Research In Higher Education, 46(6),
677–706.
Retrieved from the Walden Library databases.