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

WEBex tools Webinar Participants – Toolbar – Participants – Use to view webinar participant names Chat – Toolbar – Chat – Use to indicate problems – send to “All Panelists” and your message will be private

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

Believing in the ability to succeed Aiming for goals that matter Planning & self- regulating Putting the processes together Envisioning oneself as a college grad A developmental approach to college success

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

Review & questions from webinar 1 Feedback and questions from the lessons? Other follow-up questions about identity and self-concept?

Webinar 2: Motivation & self- regulation Objectives: 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

Motivation What it’s NOT: – A binary yes/no quality – Something you can give another person (but you can influence it) 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

Goals It’s not just whether but why we do things The reasons students attend college and make choices about courses, careers, etc. influence persistence and completion Two common reasons for attending college: – Is going to college to earn a higher salary enough? – Is going to college to please others enough?

Self-determination theory Intrinsic motivation: pursuing something for interest, enjoyment, satisfaction Extrinsic motivation: pursuing something for a reward or recognition, or to avoid sanctions When they have intrinsic motivation, students are more likely to: – Choose challenges, retain information, perform well – Persist when the going gets tough (Deci & Ryan, 2002)

How does self-determination theory matter for college success? Internalized regulation: pursuing something that is not intrinsically interesting but that will help one reach his or her ultimate goals Bottom line: – Money should not be the ONLY reason for going to college – Promote a BALANCE of goals – Promote internalized regulation

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)

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

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.

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

Putting motivation research into practice Lesson overview Questions & answers

Believing in the ability to succeed Aiming for goals that matter Planning & self- regulating Putting the processes together Envisioning oneself as a college grad

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

Executive functioning and self-regulation

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

How can we promote self- regulation? Helping students take agency – Providing a balance of support with structures for autonomy Simple organizational and regulatory strategies – Time management – Reasonable goals and expectations – Help-seeking

How can we promote self- regulation (cont.)? Helping them plan for and overcome obstacles – Breaking goals into subgoals – Mental contrasting Reflection and cycle of self-regulated learning – Forethought – Performance control – Self-reflection

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

THANK YOU & PLEASE REMEMBER TO COMPLETE THE SURVEY! May 30, 2012