Developmental approaches to peer advocacy for college success

1. Developmental approaches to peer advocacy for college success A Connect2Complete webinar series with Suzanne M. Bouffard & Mandy Savitz-Romer August – September 2012

2. WEBex tools • Hand Raising • Toolbar – Participants – Hand Icon • Use when directed to indicate you have completed an activity • Chat • Toolbar – Chat • Use to indicate non-technical problems – send to “All Panelists” and your message will be private • Use during Q & A to ask content related questions – send to “All Participants” and your question will be viewable by all

3. Webinar series Webinar 1: Identity & Self Concept Webinar 2: Motivation & Self Regulation

4. Agenda • Review and questions from Webinar 1 • Motivational beliefs: What they are, why they matter, how to develop them • Q & A • Self-regulation: What it is, what it does, how to build it • Q & A • Tying it together: Links among identity, motivation, and self-regulation

5. Review & questions from webinar 1 Feedback and questions from the lessons? Other follow-up questions about identity and self-concept? How today’s webinar connects

6. Webinar 2 Motivation and self-regulation: How beliefs and behaviors support college success

7. Objectives To understand the link between beliefs, goals, and behavior To understand why the reasons people attend college matter for persistence and success To learn how to support motivational beliefs that promote college success To understand how self-regulation is central to success To learn simple ways to build self-regulation through regular classroom and campus practices

8. identity motivation self-regulation persistence

9. Motivation • What it’s NOT: • Something you can give another person (but you can influence it) • A binary yes/no quality • What it IS: • A process • A combination of the kinds of goals people set, the reasons they set them, and the actions they take to achieve them

10. Goals It’s not just whetherbut whywe do things The reasonsstudents attend college and make choices about courses, careers, etc. influence persistence and completion Going to college ONLY to earn a higher salary isn’t enough Going to college ONLY to please others isn’t enough

11. Achievement goal theory • Mastery orientation: Engaging in an activity for the sake of learning and experience • Performance orientation: Engaging in an activity to prove one’s ability • Performance approach – Goal is to demonstrate ability • Performance avoidance – Goal is to avoid demonstrating failure (Dweck 1999; Dweck & Leggett, 1998)

12. How do mastery & performance goals matter for college success? Mastery goals are associated with persistenceand success, especially in the face of challenges Students in college solely to please others often don’t know why they are there and lose their way Students must have ownership of and agency in their college paths

13. Why students need mastery goals “ There’s a difference between wanting to go to college and someone telling you they want you to go to college. Because when you go to college for reasons you don’t know why, then you drop out. Because you don’t know why you’re there. You’re going for someone else. It’s like a promise you’re keeping that’s not yours. It’s not your own promise.” - Student quoted in “The Summer Flood” by Arnold et al.

14. Self-determination theory Intrinsic motivation: pursuing something for interest, enjoyment, satisfaction Extrinsic motivation: pursuing something for a reward or recognition Internalized regulation: pursuing something that is not intrinsically interesting but that will help one reach his or her ultimate goals (Deci & Ryan, 2002)

15. How does self-determination theory matter for college success? • When they have intrinsic motivation and internalized regulation, students more likely to: • Choose challenges, retain information, perform well • Persist when the going gets tough • Balance is KEY

16. How do we promote mastery orientation and intrinsic motivation? Provide opportunities for choice Support autonomy Send message that success is controllable Encourage incremental theory of intelligence Provide opportunities for students to explore interests Emphasize learning for its own sake and for long-term goals

17. Putting motivation research into practice Lesson overview Tips Questions & answers

18. identity motivation self-regulation persistence

19. Self-regulation • Self-regulation: Ability to manage thoughts, emotions, behaviors in the service of attaining goals • Specific skills: • Attention and focus • Cognitive flexibility/shifting • Delay of gratification • Planning • Organization • Reflection and reassessment

20. Executive functioning and self-regulation Courtesy of Bailey, Jones, et al., 2012

21. Executive functioning and self-regulation Courtesy of Bailey, Jones, et al., 2012

22. Courtesy of Bailey, Jones, et al., 2012

23. How does self-regulation influence college persistence? • Self-regulation predicts college persistence through: • Academic achievement (via planning, memory skills, etc.) • Organizational skills (e.g., choosing courses, managing deadlines, etc.) • Establishing clear but flexible routes to goals

24. How can we promote self-regulation? • Helping students take agency • Providing a balance of support with structures for autonomy • Helping them plan for and overcome obstacles • Breaking goals into subgoals • Mental contrasting

25. How can we promote self-regulation (cont.)? • Reflection and cycle of self-regulated learning • Forethought • Performance control • Self-reflection • Simple organizational and regulatory strategies • Time management • Reasonable goals and expectations • Help-seeking

26. Tying it together identity motivation self-regulation persistence

27. Putting self-regulation research into practice Lesson overview Tips Questions & answers

28. THANK YOU!