Presentation on theme: "STUDY SKILLS- CHAPTER 5 MANAGEMENT of EMOTION and EFFORT You must have both the will and the skill to achieve."— Presentation transcript:
STUDY SKILLS- CHAPTER 5 MANAGEMENT of EMOTION and EFFORT You must have both the will and the skill to achieve
I. The role of emotions in academic performance Positive emotions (enjoyment, hope, satisfaction, pride, relief,..) Negative emotions (boredom, hopelessness, disappointment, shame, …) FACTS + ATTITUDE = RESULTS KNOWLEDGE + SKILLS + ATTITUDE = SUCCESS
Assess your emotions by checking the appropriate response to each of the following questions
II. How are emotions influenced by events and experiences? Emotional- physical reactions Environmental events Interpretation Self-talk (irrational ideas) Beliefs, perceptions A person or event can’t make you feel bad. You make yourself feel bad. In other words, you feel the way you think.
II. How are emotions influenced by events and experiences? Irrational thinking patterns: 1. Filtering 2. Polarized thinking 3. Overgeneralization 4. Mind reading 5. Catastrophizing 6. Magnifying 7. Personalization 8. Shoulds
Filtering: You focus on the negative details while ignoring all the positive aspects of a situation. Example: Your boss in a summer job tells you that your work is good, but he thinks you socialize too much with the other personnel in the workplace. You go home thinking that your boss doesn’t like you. Polarized thinking: Things are black or white, good or bad. You have to be perfect or you’re a failure. There’s no middle ground, no room for mistakes. Example: You have an argument with one friend and explain the problem to the second friend. You tell the second friend: “Either you support me or you are not my friend.”
Overgeneralization: You reach a general conclusion based on a single incident or piece of evidence. You exaggerate the frequency of problems and use negative global labels. Popular phrases for overgeneralization are all, every, none, never, always, everybody, and nobody. Example: You break up with your boyfriend or girlfriend and say: “No one will ever love me!” Mind reading: Without their saying so, you know what people are feeling and why they act the way they do. In particular, you have certain knowledge of how people think and feel about you. Example: “She is acting that way toward me because she is jealous of me.”
Catastrophizing: You expect, even visualize, disaster. You notice or hear about a problem and start asking, “What if?” “What if tragedy strikes? What if it happens to me?” Example: While talking the SAT exam, you have trouble concentrating because you keep saying to yourself, “What if I don’t get into college?” Magnifying: You exaggerate the degree or intensity of a problem. You turn up the volume on anything bad, making it loud, large, and overwhelming. Example: “This term paper is ridiculous. I’ll never finish it.”
Personalization: You assume that everything people do or say is some kind of reaction to you. You also compare yourself to others, trying to determine who is smarter, more competent, better looking, and so on. Example: “Everyone in this class appears smarter than me.” Shoulds: You have a list of ironclad rules about how you and other people should act. People who break the rules anger you, and you feel guilty when you violate the rules. Cue words used for this type of thinking are should, ought, or must. Example: “I never should appear hurt; I always need to appear happy and content.”
Exercise: Identify Irrational thinking patterns 1. I know that my friend is mad at me because I don’t want to go to the concert with him. 2. If my parents don’t like my boyfriend, they don’t care about me. 3. My aunt spent a great deal of money to see the concert. Therefore, I should like it. 4. I don’t think I can do well in this class, everyone seems so smart. 5. I know my speech professor liked my presentation, but my closing argument wasn’t that great. I’ll probably get a C.
Exercise: Identify Irrational thinking patterns 6. I received a C on my first chemistry test. I will never become a doctor. 7. My parents were not pleased with my final grade in English. I can’t do any thing to satisfy them. 8. My uncle has ulcers. It must run in my family, and I know that I’m going to get ulcers.
III. Approaches to change negative emotions and bad behaviors 1. The rational emotive approach 2. Self-talk 3. Relaxation 4. Sharing
III. 1. The rational emotive approach A Activating event B Irrational beliefs C Consequence D Disputing irrational beliefs E New effect
A (activating event): Phil receives a D on his history examination B (the irrational or helpless belief that follows the event): “I’ll never be a successful student.” C (consequence): Phil feels helpless and anxious and believes that he will not succeed in the class. D (disputing irrational beliefs): “Ok... so I did poorly on this exam. I know that if I prepare early and use better study techniques, I can learn this stuff.” E (new effect): “I still feel disappointed that I didn’t do well, but I now have a plan to do better in the future. I can be a good student!”
III. 2. Self-talk Self-talk operation Types of negative self-talk The Worrier The Critic The Victim The Perfectionist Procedures for improving self-talk An event occurs Thoughts about the event Emotions caused by the thoughts
III Self-talk operation Many individuals blame others for their negative emotional reactions: “He made me mad” or “My friend’s response to my question made me depressed.” People or events do not directly influence our emotional reactions. Instead, our self-talk related to events is the primary cause of our attitudes and emotions
III. 4. Sharing Depression/ stress Sharing feelings
Discussion Recently, there’re some events about idolizing foreign artist extremely of Vietnamese teenagers (Bi Rain, Big Bang…). Discuss about these events, the good/bad points, and what should you do to improve your emotional performance?