PSSDR Week 6 – Activity 1
Self-efficacy skills: managing yourself for study
Good self-management is essential in higher education because of the increased expectations for autonomous learning and personal responsibility, and the level of challenge. Effective management of your time, emotions, attitudes, habits and life matter more as you progress.Strategy, Choices and Change Assessment 1
Self-efficacy is a broad concept, which involves skills, qualities and attitudes as those below:
Engagement: taking an active part in shaping your learning and success.
Autonomy: being able to think for yourself, and to make good choices to direct your own study.
Enhancing personal performance: always looking to improve further, using feedback, data, observation and reflection.
Personalising learning: identifying and applying approaches that work best for you.
Applying strategies: creative, reflective, effective, active, well-motivated.
Time-management: using time to best effect; ensuring your work is submitted on time.
Wellbeing and self-care: balancing study, work and life, managing stress.
Managing your learning environment: coping with the broader learning context.
Self-reflection: thinking meaningfully about the consequences of your actions and thought patterns for your study, wellbeing and future.
Now, have a look at the environmental factors listed below: which one of them might create challenges for you?
What do you need to find out or to do now in order to better manage challenges that could arise?
What or who could help you in managing these?
Finances
Expectations
Time
Technologies
Family
Culture
Equipment
PSSDR Week 6 – Activity 2
Effective study
Virtuous or Effective?
Do you think the following examples are ‘virtuous’ or ‘effective’ or neither?
In the list below, write:
V for virtuous E for effective N for neither.
___ Linking new information to what you already know or have studied.
___ Learning difficult information ‘off by hearth’.
___ Copying chunks from text books – because the writer says it better than you could.
___ Questioning whether what you have heard is really true or representative.
___ Writing fast so that you can take down almost everything the lecturer says.
___ Reading your assignments slowly and out loud before you hand it in.
___ Studying when you are too tired to concentrate.
___ Changing to a new topic or type of study activity if you find that your mind is wandering to other matters.
___ Asking for help as soon as you find something difficult.
___ Relating your study to your life.
Taking responsibility
Taking responsibility does not mean excusing or taking the blame for somebody else’s actions. It means moving beyond the ‘blame’ to find the most constructive outcome possible. The responsibility here is to yourself.
Often, the internal story of that we create around events focuses on what went wrong and whose fault it was rather than on finding the best outcome. We run ‘pre-recorded messages’ about ‘they’ or ‘it’, such as:
The Big Bad ‘they’
They make me…
They should take the first step…
They shouldn’t put me in this position…
They shouldn’t set these deadlines…
They should help me more…
They started it…
They designed this so badly…
The Big Bad ‘it’
It is too difficult…
It is too soon…
It is too complex…
It overwhelms me…
It won’t work…
It’s a waste of time…
It keeps doing this wrong…
Which ‘it’ do you tend to blame?
Which ‘they’ do you tend to blame?
Which other responses do you make when things go wrong that avoid taking personal responsibility for a constructive outcome?
How can you change such approach?
You can do it through constructive messages. You can create alternative messages that lead to more productive outcomes.
For example:
I can do this…
It’s OK. There is a way of dealing with this.
We can find a solution.
In these circumstances, the best step is…
The first step is…
I take responsibility for my part in this.
I’ll have a go.
So, if you repeat these often enough, they will become new ‘pre-recorded messages’ that will kick in automatically.
Activity: change the message!
Read the situations below and write at least one constructive message for each of them.
The team members in my group are not motivated. It won’t work for the presentation…
The deadlines are too tight. They shouldn’t set them like this… They should help me more…
I have not understood what the lecturer explained in class. It’s too difficult…
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