Procrastination, Innovation and Self-Efficacy Some slides on Self Efficacy derived from talk on Psychometric Findings

1. Procrastination, Innovation and Self-Efficacy Some slides on Self Efficacy derived from talk on Psychometric Findings from 22 Cultures by Ralf Schwarzer & Urte Scholz Freie Universität Berlin, Germany

2. Self-Concept • - An organized collection of information about the self • - A subjective acknowledgement of who one “actually” is • In other words, • “Knowing the facts about who you are”

3. Factors Shaping One’sSelf-Concept • Subjective Observations • Feedback From Others • Filtered by our self-perceptions • Cultural Values • Individualistic vs. Collective Cultures • Independent view of self • vs. interdependent view of the self

4. PIE Scoring • Scoring • Pscore = a+j+p+y+BB +25 - (d+g+m+s+v) • Procrastination Scale • Iscore = c+f+i+l+o+r+u+x+AA+DD Innovation teaming scale • Escore = b+e+h+k+n+w+t+w+z+CC • Perceived Self Efficacy scale

5. Procrastination • Score > 25 is a procrastinator • Score < 25 is a doer. • On larger test study mean is 25.7 STD 4.72 • Overall people tend slightly toward procrastination

6. Innovation • New measure… We Don’t have a “norm” yet. • Show of hands and compute mean…

7. Self-EfficacyAlbert Bandura (1997, 2000) • A person’s knowledge and belief regarding one’s own abilities • Not so much about whether one actually has acquired and can utilize these skills • Relevant r/t current and future goal-directed behaviors (Maddux & Gosselin, 2003) • **It is learned and it can be changed

8. What is Self-Efficacy? • Bandura’s Social Cognitive Model says that there are 3 factors that influence self-efficacy: behaviors, environment, and personal/cognitive factors. They all affect each other, but the cognitive factors are important. Person Behavioral Self-Regulation It is the expectation that one can master a situation, and produce a positive outcome Covert Self-Regulation Environment Behavior Environmental Self-Regulation • Bandura believed that there is more to learning than just ‘behaviorism’, what you believe about a situation is important too.

9. SELF-EFFICACY Levels of confidence (self-beliefs) individuals have in their ability to complete certain courses of action or achieve specific outcomes or goals Influences: Choice of behaviors Effort and persistence Thought patterns and emotions Self-confidence generally results in successful outcomes 9

10. SELF-MANAGEMENT CHARACTERISTICS Determine academic goals, objectives, and expectations Identify appropriate behaviors or activities to achieve academic goals and objectives Make and keep commitments to achieve those academic behaviors or activities Self-evaluate their performance of the behaviors and activities that will lead to the achievement of academic goals and objectives Seek support and/or resources for self-improvement and academic development 10

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12. HYPOTHESES Students who strongly manifest self-management characteristics will demonstrate a higher level of academic success. Specific self-management characteristics are more strongly correlated to student academic success than others. Students who manifest strong self-management character traits are more likely to demonstrate a higher level of competency in all areas identified as essential employability skills, and are more likely to be motivated to learn and to use those skills more quickly and more appropriately. 12

13. FINDINGS TO DATE Self-efficacy affects goal-setting, which influences self-evaluation, self-satisfaction, commitment and effort, which in turn affect outcome expectations, goal implementation and academic performance. Early identification of students who are at risk for poor academic performance could be facilitated by the use of assessment instruments that focus on relatively stable aspects (i.e. personality) of the student

14. FINDING TO DATE Understanding a student’s character traits we may determine which students are more likely to have higher levels of self-efficacy than those who do not. Personality also has an impact on how students learn, and understanding this is very important as academic success may be increased if personality and success characteristics are taken into account. The quality of a student’s learning experience, especially in the first year, is an important indicator of students’ academic adjustment and of their chances of persevering in college.

15. Perceived Self-Efficacy is the belief that one can perform a novel or difficult task, or cope with adversity -- in various domains of human functioning.

16. Perceived Self-Efficacy FACILITATES: GOAL SETTING EFFORT INVESTMENT • PERSISTANCE IN THE FACE OF BARRIERS • RECOVERY FROM SETBACKS

17. Why is efficacy important? Efficacy beliefs impacts/determines… • whether thinking is • erratic or strategic • optimistic or pessimistic • what courses of action people choose • goals people set and their commitment to them • how much effort they put forth • their expectations of success • perseverance in the face of obstacles and failure • their resilience to adversity • how much stress and depression they experience • AND the accomplishments they realize

18. Distribution of Self-Efficacy E-Scores (N= 17,553)

19. Self-Efficacy Sum Score of German Teachers (N = 302) Proactive Coping .55 Self-Regulation .58 Procrastination -.56 Emotional Exhaustion -.47 Depersonalisation -.44 Lack of Accomplishment -.75 Correlations Between Self-Efficacy And Other Constructs

20. Self-Efficacy Sum Score of Costa Ricans Women (N = 393) Men (N = 258) Anxiety -.43 -.42 Depression -.46 -.33 Optimism .60 .52 Expected Social Support .43 .30 Correlations Between Self-Efficacy And Other Constructs

21. Self-Efficacy’s impact • Correlates are present with respect to: • Improved Learning effectiveness • Improve health (Maddux & Gosselin, 2003) • Treat psychological problems • Phobias (Williams, 1995) • Test anxiety (Smith, 1989) • Fear of sexual assault (Ozer & Bandura, 1990) • Eating disorders (Goodrick et al., 1999) • Substance abuse (DiClemente, Fairhurst, & Piotrowski, 1995) • Improved Innovation Ability ??

22. Four variables directly influence interest: • Conflict • Complexity • Novelty • Uncertainty How are these related? • Self-efficacy is directly related to all four of these, so self-efficacy indirectly influences interest through 4 variables… quadratically. The Emotion of Interest • Uncertainty plays the biggest role in interest. • Self-efficacy affects uncertainty: “How will the activity end up?” • If ADHD children have interest in an activity, it leads us to think that they might have a better chance at improving their attention for that activity.

23. What research says… • distance was adjusted at varying length for different groups, as well as varying the lengths for another group. • interest decreased when it got too easy. Fuzzy dart test – skill test, try to hit target with dart at various distances. • those put in the moderate difficulty condition were most interested in repeating the task. • those who were placed farthest from the target agreed that it would be more interesting if the line was moved closer to the target.

24. 7 6 difficulty What research says… 5 4 confidence 3 2 interest 1 low moderate high

25. Developing Self-EfficacyBandura (1997, 2000) • Mastery Experiences • Vicarious Experiences • Persuasion and Encouragement • Interpretation of Emotional Arousal

26. Self-efficacy Paradox • Self-efficacy is gained through “mastery experiences” (Bandura, 2006). • As “hand holding” increases, opportunities for mastery experiences decrease. Ergo, there is less improvement on self-efficacy. • As “hand holding” decreases, pre-course self-efficacy’s influence grows. • At right level post-event efficacy improves. In the BI we won’t hold your hand much, but we’ll not assigning things too far beyond you

27. Emotional and Physiological arousal • Relaxation techniques, calming fears How can I use this information?! • Verbal Persuasion • Encouragement: convince yourself (or your friends) success is result of self. • Vicarious Experiences • observation of modeled behaviors 5 strategies for Enhancing Self-Efficacy • Imagined Experience • imagining yourself in the experience • Performance Experience • actual practice of the activity, “Practice makes perfect!” Maddux (1995)

28. Reducing Procrastinationand Time Management Develop a mission, goals, and a strong work ethic. Sort out your tasks. Prepare a to-do list and assign priorities. Streamline your work (minimize low-value work; do work that adds value). Work at a steady, rapid pace.

29. Improving Work Habits and Time Management, continued Minimize time wasters and interruptions. Concentrate on one task at a time (multitasking is best for routine tasks). Concentrate on high-output tasks. Do creative and routine tasks at the same time or interleave frequently

30. Procrastination and Time Management, continued Stay in control of paperwork, e-mail, and voice mail. Make effective use of office technology (wisely invest time saved). Practice the mental state of peak performance (be in the zone).

31. Improving Work Habits and Time Management, Work smarter, not harder Plan carefully, and be imaginative Use technology that fosters collaboration. Build flexibility into your system Allow some slack for dealing with unanticipated opportunities. Allow time for rest and relaxation.

32. Reducing and Controlling Procrastination Break task down into smaller units. Make a commitment to others. Reward self for achieving milestones. Calculate the cost of procrastination. Post encouraging notes (“Just do it.”). Counterattack (force yourself). Post progress chart in your work area.

33. Time Management Skills • Many good books on it. • Worth the time to read at least one