Arkansas Student Success Symposium Conway, AR March 27, 2013

1. Presented by: Laurie L. Hazard, Ed.D. Bryant University Smithfield, RI lhazard@bryant.edu laurie@lauriehazard.com www.lauriehazard.com Arkansas Student Success SymposiumConway, AR March 27, 2013 Laurie L. Hazard www.lauriehazard.com

2. Pedagogical Principle and Practical Solutions The Perennial Problem of Teaching Motivation and Addressing Procrastination Laurie L. Hazard

3. Objectives • Examine basic research findings • Explore behavior change model • Critique and understand flaws in current time management pedagogy • Identify psychodynamics of procrastination from different theoretical frameworks • Analyze and understand the cycle of procrastination • Improve strategies for combating your students’ as well as your own procrastination • Discover tips to implement effective pedagogical tools immediately Laurie L. Hazard

4. Check Your Own Procrastination p. 2 • Tasks that I am currently procrastinating about: •  Other tasks I can recall procrastinating about in the past: • Is there a pattern - are there certain types of tasks I tend to procrastinate about? • How do I know when I’m procrastinating? • Do I have favorite replacement activities? Laurie L. Hazard

5. Research • Procrastination is a self-regulatory failure that is not entirely understood (Steel, 2007). • Some assert that procrastination is not a problem of time management (Marano, 2007), yet twenty percent of people identify themselves as chronic procrastinators (Marano, 2007) • Self-regulatory behavior is at the heart of being successful in college (White & Kitchen, 1991). • The same study habits that contributed to success in high school are unrelated to college performance (Matt, Perchersky, and Cervantes, 1991) • Time management practices and the ability to combat procrastination are more predictive of first-year college achievement than SAT scores and high school grades combined (Hazard, 1997). Laurie L. Hazard

6. Psychology of Adjustment • Definition of Psychology • New students must adjust their mental processes (mindset) and behaviors (strategies) to be successful in college in four areas: • Academic • Social • Emotional • Intellectual Laurie L. Hazard

7. Change Management: Transtheoretical Model http://www.uri.edu/research/cprc/transtheoretical.htm Dr. James Prochaska, University of Rhode Island, Cancer Prevention Research Center Stages of Change • Pre-contemplation: no intention to change • Contemplation: individual has identified the problem; pros and cons of change are weighed • Preparation: individual decides there is a need to action; specific plans and potential solutions are developed • Action: individual puts their plan into action and changes their behavior patterns • Maintenance: Individual works to prevent relapse and consolidates gains Laurie L. Hazard

8. Applying The Model to Time Management • Pre-contemplation: I don’t need this (first-year experience class, this study skills course, a planner), I already know how to manage my time!!!!!! • Contemplation: I am so far behind in my work. I can’t keep up. I don’t know what to do. • Preparation: I am going to: the Learning Center, Academic Center for Excellence, a workshop, see a learning specialist, ask a friend for help, ask my mom what to do! Laurie L. Hazard

9. Applying The Model to Time Management (continued) • Action: individual puts their plan into action and changes their behavior patterns: • Prioritize • To-Do Lists • Goal Setting • Daily, Weekly, Semester Planners • Maintenance: Individual works to prevent relapse and consolidates gains • The maintenance stage is rarely not reached……………. Laurie L. Hazard

10. Roadblocks to Effective Time Management Practices • The concept of time management is a misnomer • Time on task is rarely addressed • Motivation and self-efficacy are not typically assessed • Procrastination behaviors and attitudes are not identified • Psychodynamics of procrastination are not discussed • Engagement is not measured • Accountability is not created Laurie L. Hazard

11. Psychodynamics To Be Considered • Imposter Syndrome (McIntosh, 1986) • Lying Component (Hazard, 2012) • Types: • Arousal Types: Wait for the euphoric rush • Avoiders: Fear of Success/Failure • Decisional: If I don’t make a decision, I won’t be responsible for the outcome (Marano, 2007) Laurie L. Hazard

12. Feeling Like A FraudImposter Syndrome • “I still believe,” confessed Mike Myers, “that at any time the No-Talent Police will come and arrest me.” Myers is not alone. • The question is, why do so many clearly smart, capable, successful people feel like intellectual frauds who are merely impersonating a competent person? Dr. Peggy McIntosh, Wellesley College Director of the Wellesley Centers for Women Laurie L. Hazard

13. Three Theoretical Frameworks • Psychoanalytic Approach • Sigmund Freud • Phenomenological Approach/Humanistic Existential • Carl Rogers • Social Cognitive Approach • Bandura Laurie L. Hazard

14. Procrastinators Are Liars! Procrastinators put themselves in the position of lying to themselves and lying to others Laurie L. Hazard

15. Different Types Of Liars • 1. Absolute Integrity • 2. Straight Shooter • 3. Pragmatic Fibber • 4. Pinocchio Laurie L. Hazard

16. Absolute Integrity About how many times per day do experts estimate that most people lie? Laurie L. Hazard

17. Straight Shooter Differentiate between a straight shooter and a pragmatic fibber Laurie L. Hazard

18. Pragmatic Fibber Pragmatic Fibbers lie for various purposes like to avoid conflict Laurie L. Hazard

19. Pinocchio Students who end up in academic difficulty function in denial Laurie L. Hazard

20. Roger’s Theory Self-Concept • The thoughts, feelings, attitudes and behaviors that encompass who we are. • Rogers called this the “phenomenal field.” • Changes over the lifespan • Openness to Experience/Remove Obstacles Toward growth • I am FILL IN THE BLANK • Academic self-concept Laurie L. Hazard

21. Academic Adjustment: A Student’s Phenomenal Field I quickly learned that the rigorous academic program would require more time and effort than my other school. Not to mention a complete overhaul of my studying techniques. The first thing that hit me was that I was no longer able to get the most potential of studying when I try to study in my room. I would need to go to the Library or any quiet study lounge. Laurie L. Hazard

22. A Student’s Phenomenal Field: Academic Self-Concept As I’m sure you are slightly curious, what made me come to this revelation was while I was trying to apply myself, I realized I just can’t study properly on my own; I’m just not cut out for this. I have always known that, so it isn’t a big shock. Honestly, I don’t think I am, and never thought I was, going to make it through all four years of college anyway, it’s not for me. I need to just shut up and do this class, no matter how pointless I may think it is; what’s it matter anyhow, even if I learn one thing all year it wouldn’t be a total waste of time. Learning is learning, whether I know I’m doing it or not. Laurie L. Hazard

23. Freud’s Three Parts of the Personality • 1. Id • 2. Ego • 3. Superego Laurie L. Hazard

24. Id • The Pleasure Principle • Primary Process Thinking • Childlike behavior with the concern of getting wants and needs met Laurie L. Hazard

25. Ego • The Reality Principle • Secondary Process Thinking • Role is to gratify the id safely Laurie L. Hazard

26. Superego • Perfection Principle • Family • Culture • Religion • Values • Society • College or University Laurie L. Hazard

27. Rationalization Laurie L. Hazard

28. Anxiety Laurie L. Hazard

29. Identify Your Replacement Activities Laurie L. Hazard

30. Delay Gratification Laurie L. Hazard

31. A Victim or A Volunteer Provide A Task You Are Currently Procrastinating About Laurie L. Hazard

32. Bandura • Social Cognitive Approach • Cognitive Dissonance • Select A Goal • Monitor A Target Behavior • Change Settings • Establish Effective Consequences: Self-Chosen Incentives • Consolidating Gains: gradually remove need for artificial support • Social Support and Creating Accountability Laurie L. Hazard

33. Solutions • Awareness of Behaviors That Produce Problems in Time Management (p. 3) • Anti-Procrastination Behaviors and Habits (p. 4-5) • Pay Attention To the Ways In Which Lies Function In Your Life (Lie Log Activity, p. 6) • Practice Behavior Change (p. 7) • Stop Putting It Off! A Five-Step Plan for Die Hard Procrastinators (p. 7) • Enlist Social Support (p. 8-11) http://www.lauriehazard.com/files/Hazard_FoundationsForLearning.pdf Laurie L. Hazard

34. Top Ten Anti-Procrastination Behaviors • 1.Study in a regular place at a regular time. • 2. Study during your periods of maximum alertness. • 3. Limit your blocks of study time to no more than two hours at a time on any one course. • 4. Set specific goals for each study unit. • 5. Plan enough studying time to do justice to each subject Laurie L. Hazard

35. Top Ten Anti-Procrastination Behaviors (continued) • 6. Attempt to complete all assignments as soon as possible after your class. • 7. Provide for a spaced review. • 8. Plan a schedule of balanced activities. • 9. Trade time—don’t steal it. • 10. Enlist social support. Laurie L. Hazard

36. Five-Step Plan • Expect difficulties • Do a cost-benefit analysis • Little steps for big feats • Tune out negative thoughts • Give yourself credit • David D. Burns, M.D.From “The Feeling Good Handbook” written by David D. Burns, M.D. The essay is titled, “Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again.”Stop Putting it Off!: A five-step plan to get even the most die-hard procrastinator moving again Laurie L. Hazard

37. Resources See pages12-15 in your packet www.howtostudy.org

38. Thank you Laurie L. Hazard www.lauriehazard.com lhazard@bryant.edu or laurie@lauriehazard.com Thank you for your participation!