Quiz 3

Time-Management Strategies

- Set regular study periods (routine!) -Create an environment that is free of distractions and interruptions -Schedule tasks so they can be accomplished in 30-60 min blocks of time -Estimate the time needed for each assignment -Take short breaks -Be specific in identifying how you plan to use your time -Alternate subjects when you have a long time block available for studying (remember this idea from Dunlosky?)

Boredom - "the silent emotion"

-Cognitive-approach strategies (changing perception) -Think about the task differently and consider how it can be made more interesting or useful -Goals can counteract boredom and apathy by providing a sense of challenge and purpose -Behavioral-approach strategies (take action to change the situation) -Ask teacher if you can write paper in your area of interest -Alternate different subjects when you study -Take breaks every 50 min or so

emotions VS moods

-Differ in intensity and duration (Emotions are more intense with a shorter duration. Moods are less intense and with a longer duration -The chapter uses the word emotion to cover both of these

More time management strategies:

-Do the assignment for the course you dislike first - Work ahead of your assignments when possible - Use technology to manage your time (if it works for you)

What is the revised Bloom's Taxonomy

-Modified previous dimension -Cognitive process dimension (How/Verb) -Added another dimension: Knowledge dimension (What/Noun) Learning objectives: -Subject matter content (noun) + description of what is to be done with that content (verb) -"After taking this course, students will be able to cognitive process + knowledge" "After taking this course, students will be able to describe the history of American immigration policy."

What are some of the adaptive aspects of procrastination?

-Peak experience refers to the higher levels of work concentration with the pressure of an impending deadline and -cognitive efficiency maximizing learning in a minimal amount of time.

What is Bloom's Taxonomy used for?

-Used by instructors to align Standards/Objectives, Assessment, and Instruction -Fosters course planning: Write standards/objectives Then determine assessments Then instruction -Answers questions: "Am I teaching/assessing what I intended?" "Am I teaching/assessing with sufficient depth?"

How is Bloom's taxonomy useful?

-Useful for instructors as they design courses and exams -Can be useful for students too: -Syllabi from courses can be interpreted through this lens to know what your expected to learn -While creating self-testing questions, you can think about where in the taxonomy your questions fall

How do negative emotions disrupt academic performance?

1. Disruption in mental activity -WM limits 2. Physiological distress 3. Misdirected attention -Emotion can be an internal distraction that directs attention away from the task at hand 4. Inappropriate behaviors -Procrastination -Rushing through an exam to get it over with - Quitting as task before it's complete

Knowledge dimensions defined by Krathwohl for Bloom's Taxonomy

1. Factual/Declarative 2. Conceptual 3. Procedural 4. Metacognitive: - Strategic knowledge: knowledge of general strategies for learning, thinking, and problem-solving - Knowledge about cognitive tasks: e.g., knowing different tasks may be more difficult or easy. Recall is harder than recognition -Self-knowledge: knowing one's strengths and weaknesses

What are things to remember when integrating tech into the classroom?

1. First, think about what tech can't or can't do. Meaning, consider what you want to accomplish/teach first. Only then should you consider tech options that help achieve this goal. Ie: don't use tech just because. 2. Tech can act as a tool for *initiating* engagement in the classroom. Sustain this engagement throughout lecture by using it correctly for the purpose you chose in #1. Note: engagement from tech ≠ learning necessarily. It depends on how the tech is used.

Why might younger people be better at multitasking than older people?

1. Lab tests show they are better at it than older people; meaning they suffer less of a degradation in speed and accuracy 2. They have greater WM capacity, which is positively correlated with multitasking 3. So it's NOT because their brains have evolved and are different due to technology (digital native myth) -Brains don't evolve in 20-30 years 4.There is no evidence that students these days must multitask

Procrastinators tend to...

1. Overestimate the time they have left to perform tasks 2. Underestimate the time it takes to complete tasks 3. Overestimate future motivational states the next week, the next month, etc. 4. Think that succeeding at a task requires that they feel like doing it 5. Believe that working when not in the mood is suboptimal

When confronted with a challenge to self-regulation, what three factors in the immediate environment can lead to a failure to self-regulate? (Willingham, 2011).

1. cues 2. lapses 3. negative emotions

the pomodora technique (time management)

1. decide on the task that you need to do 2. set the timer to 25 minutes 3. work on the task until the timer rings 4. take a short 5 minute break 5. after 4 cycles take a 15-30 minute break

What 3 reasons do students give for postponement?

1. prioritizing personal fun. 2. Often, they held part-time jobs and volunteered for charitable organizations. Students recognized the importance of "blowing off steam" with their friends. 3. Fatigue and burnout.

How do goals enhance performance?

1.Effort 2.Duration or persistence 3.Direction of attention 4.Strategic planning 5.Reference point

Why are younger people better at multitasking?

Because they generally have a higher working memory (WM) capacity, which is positively correlated with better multitasking performance. (note: both younger people and older people are bad at multitasking/are harmed by it, but in comparison, younger people did better)

What causes our emotions?

Biology and cognition -We're focusing on cognition because it is something you can monitor and control -Reading for next class (Immordino & Yang, 2007) explore this idea more Self-talk: Our inner monologue

This is a SMART goal:

By March 29th, I want to sleep 8 hours a night by starting my bedtime routine at 11pm. S = 8 hours/night Sun-Thurs M = Time can be measured. A = Creating a bedtime routine that will be started 1 hour before lights out. R = I'm usually home by 10pm and don't have to get up until 8am. T = I will do this over the next week

The myth of digital natives:

Claim: "Kids these days are better at multitasking because of technology" -Information-savvy digital natives do not exist -Learners cannot multitask; they task switch which negatively impacts learning -Educational design assuming these myths hinders rather than helps learning

worry

Cognitive symptoms: -Negative self-talk -Irrational thinking patterns Managing Cognitive Symptoms -Meditation -Mindfulness -Reframing negative self-talk into positive self-talk

Procrastination strategies: Overestimate the time they have left to perform tasks

Estimating how much time an assignment will take to complete so you can effectively manage your time. You could possibly time how long an essay takes to write and use that evidence as a reference point so you know the exact time it takes to complete that task

Related Research on Multitasking: Sana, Weston, & Cepeda (2013)

Experiment 2: •Simulated classroom environment •Students were told to take longhand notes (pencil and paper) •Confederates were placed throughout the classroom •Confederates multi-tasked on laptops Results: •Multitasking also hurt peers nearby! •Students in direct view of the multitasker scored lowed than those not in direct view

What does Willingham mean when he says that "there is no evidence that students 'must' multitask?"

He means that people who multitask often choose to multitask, probably because they are more easily distracted/lack mental control. They choose to do, but they don't have to.

Making a SMART goal:

I want to get a 90 or above on my final exam by the end of the semester by studying the chapters and readings every day. 1. Generate and evaluate alternative plans I will make a set of flashcards for each chapter with conceptual questions relating to the main ideas of the chapter to test my comprehension. I'd study every day, but if I skip a study day, I will study extra content that I failed to study the day before. 2. Make an implementation plan After reading a chapter and taking notes in the Cornell format, I will write mirror questions that can be answered by my notes. After this, I will make a set of flashcards based on my notes so I can self-test my knowledge after each reading. -What tasks need to be done? I need to read the chapter, take Cornell notes, develop mirror questions that reflect my notes, and make a set of flashcards based on my notes. After this, I will use those flashcards to self-test my knowledge. 3. What "if-then plans" can you create? If I am reading/ taking notes on a chapter then I will put away my phone to avoid distractions. 4. How can you evaluate progress while implementing the plan? You can check how many tasks were completed in the plan and what problems came up while implementing the study plan. If the implementation plan seems ineffective or unrealistic adjust the plan. 5. How can you evaluate progress after achieving the goal? Compare your midterm score to your final score and see if your performance has improved.

Goal setting: identity, values, and goals:

Identity: Who am I? What do I want to become? -We're NOT focusing on the Marcia's identity status matrix. -Just that identity is developed through crisis and commitment Values: principles, beliefs Goals: what an individual is trying to accomplish

Procrastination strategies: Overestimate future motivational states the next week, the next month, etc.

Incorporating a study routine and designating a block of time where you have to work an assignment will eliminate the desire to only work when you're in a "motivational state". Mandating a time block for studying and keeping yourself on track with a timer will force you to work. Incentivizing yourself by offering positive reinforcement if you complete a task will decrease your belief that you can only work when you're feeling inspired. Visualizing how happy and self-efficacious you'll feel after the task is completed will motivate you to get into that state.

How does procrastination effect quality of work?

Individuals with a mastery goal orientation felt they lost opportunities to develop a better understanding of the topic. For the most part, individuals didn't feel like their quality of work was impacted but some did.

Willingham's definition of self-regulation:

Inhibiting an automatic, non-conscious response and enacting a thoughtful, conscious response

What are some of the maladaptive aspects of procrastination?

Laziness, fear of failure, and postponement of work

Productivity pyramid: Three levels of goals

Long-term goals: (What?) Take a year or years to accomplish; they're broad Intermediate goals: (How?) Take weeks or months to accomplish Daily tasks: (How?) Take hours, days, or a couple of weeks to accomplish. They're very specific productivity pyramid (from top to bottom) -Daily tasks -Intermediate goals -Long-range goals -Values (Why?)

Strategies to combat anxiety and stress

Managing Physiological Symptoms: -Diaphragmatic breathing -Progressive muscle relaxation Managing Cognitive Symptoms -Meditation -Mindfulness -Reframing negative self-talk into positive self-talk

Self-regulation of emotions: negative VS positive emotions

Negative emotions: -Anger -Stress -Anxiety -Boredom -Shame Positive emotions: -Enjoyment -Excitement -Hope -Pride Stress: comes from events that make people angry, frustrated, or worried Anxiety: feeling of fear or uneasiness, source is not always clear

textbooks VS e-textbooks

No difference in performance

How would the consequences of procrastination vary for those with performance VS mastery goal orientation?

People with a mastery orientation would have difficulty encoding information into LTM and fully grasping the course content. There's a lost opportunity to develop knowledge of the content

Perceived value of learning tasks

Perceived value of learning tasks -Intrinsic interest: How much you personally enjoy the task -Extrinsic interest or utility value: How useful the task is in relation to your goals -Attainment value: How important the task is for one's self-concept or identity -Benefits vs cost: How much the benefits of engaging in a task outweighs the costs

Emotionality vs. Worry

Physiological Symptoms (emotionality): -Rapid heart rate -Shallow (chest) breathing -Muscle tension -Headaches -Stomach distress Cognitive symptoms (worry): -Negative self-talk -Irrational thinking patterns

Emotionality

Physiological Symptoms: -Rapid heart rate -Shallow (chest) breathing -Muscle tension -Headaches -Stomach distress Managing Physiological Symptoms: -Diaphragmatic breathing -Progressive muscle relaxation

covey's quadrants

Quadrant 1 (urgent & important): -Crisis -Pressing problems -Projects completed at the last minute Quadrant 2 (NOT urgent & important) - Essay due in a week - Exercise - Planning - Long-term projects Quadrant 3 (urgent & NOT important) - Interruptions -Time specific but non-essential events Quadrant 4 (NOT urgent & NOT important) -Busy work -Time wasters

How does procrastination effect quality of life?

Quality of life was negatively impacted. People experienced higher levels of irritability, stress, fatigue, and damage to personal relationships. People experienced high levels of guilt for low-effort attribution. Most respondents felt they should've and could've worked harder. People also felt isolated.

What were the findings for print textbooks vs. e-textbooks regarding multitasking?

Reading e-textbooks at home -> higher reported multitasking than reading print textbooks at home

bloom's taxonomy: Which of the cognitive dimensions would be captured in lower-level questions? What about higher-level?

Remembering and understanding would be lower-level questions. Apply and analyze would higher-level question

SMART Goals: 5 characteristics

Specific Measurable Action oriented Realistic Time-bound

Steps in the Goal-Setting Process

Step 1: Identifying and Defining the Goal -SMART goals Step 2: Generating and Evaluating Alternative Plans -Did I give myself enough time to complete the last paper? Do I understand why my last paper was graded lower than expected? Step 3: Making Implementation Plans -Make a checklist of intermediate tasks Step 4: Implementing the Plan -Check your progress as you implement each task in the plan Step 5: Evaluating Your Progress -How well did my plan work? What problems came up? How many tasks did I complete? What strategies worked well?

Why is multitasking hard?

Task-switching requires time to adjust to different circumstances given by the 2 different tasks. Multitasking causes more errors (less accuracy) and less productivity (less speed).

What is multitasking?

Task-switching: Working on 2 tasks that really require their own respective/dedicated places in working memory.

Bloom's Taxonomy

Taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster. Bottom to top (lowest level of knowledge to highest level): -Remember -Understand -Apply -Analyze -Evaluate -Create

What is Bloom's Taxonomy?

Taxonomy: a classification into ordered, hierarchical categories Bloom's Taxonomy of Educational Objectives: a framework for the intended learning goals of instruction

Procrastination strategies: Think that succeeding at a task requires that they feel like doing it

Telling yourself that working is the best way to break writer's block. Also understanding that waiting to complete the task until you're in the right mood is a form of procrastination that's hurting your ability to perform well on an assignment.

What properties of goals enhance motivation?

The effects of goals on behavior depend on three properties: 1.specificity 2.proximity 3.difficulty

What is the digital native myth?

The idea that younger people are better at multitasking because they grew up with technology; their brains developed/evolved differently from older people because of technology. These claims are false. Although younger people are better than older people at multitasking, this isn't actually the reason why.

Procrastination strategies: Believe that working when not in the mood is suboptimal

There's no such thing as a suboptimal mood for working. That's a mental fallacy meant to dissuade you from working. Putting yourself to work is the best way to get into that suboptimal mood.

Integrating Technology into the Classroom

Think about what the technology can and can't do -Don't use tech just because it is there. -Consider what you need to accomplish and teach, THEN consider how different technologies can meet that need Technology can lead to interest, engagement, excitement -But excitement alone doesn't = learning content -Use that excitement as a start for engagement, make sure instructional goals are still being met

Procrastination strategies: Underestimate the time it takes to complete tasks

Utilizing time management strategies such as the Pomodoro technique, and planning time blocks for specific tasks so you know can designate enough time for completing a task. Also visualizing previous experiences when you had to rush an assignment because you underestimated how much time it took to complete. These strategies help you effectively manage time so you're not constrained by an impending due date.

procrastination and the causes

What is procrastination? The voluntary delay of an intended course of action past the time most likely to produce the desired performance Some causes 1) Lack of conscientiousness (being aware, careful, vigilant) -Associated with behaviors such as discipline, self-control, and responsibility 2) Avoidance -Associated with feelings of fear and failure

Experiments show that ____ people are better at multitasking than ____ people.

Younger people are better at multitasking than older people

Diaphragmatic breathing

breathing with the use of the diaphragm to achieve maximum inhalation and slow respiratory rate.

Multitasking causes...

lowered accuracy and less speed (more mistakes and less productivity, respectively).

In which quadrant do you fight fires?

quadrant 1

In which quadrant do you prevent fires?

quadrant 2

covey's quadrant: Where do procrastinators spend most of their time?

quadrants 3 & 4

Time management VS procrastination

time management: Skill: Do you understand how to organize your time? knowledge: Do you need to learn how to manage your time to accomplish all of your work? manage tasks: Do you know to prioritize your responsibilities? procrastination: will: Do you not feel like dedicating the adequate amount of time to a task? Motivation: Do you need motivation to start the tasks you set aside time for? Manage affect: Do you feel overwhelmed with the number of tasks you have to accomplish?

Why is task switching (multitasking) hard and time-consuming?

•Different tasks follow different rules and require different types of responses •It's takes time to readjust to these different circumstances •There's always a cost to speed and accuracy

These are not SMART goals

•I want to try to learn how to study better. •I hope to get along better with my parents. •I hope to stop procrastinating

Multitasking

•Performing 2 tasks that require conscious processing (working memory) -It's really task switching

What were the findings for print textbooks vs. e-textbooks regarding reading time?

•Reading e-textbooks -> took more time than print textbooks

Cost of multitasking

•Reduces productivity (speed) •Make more mistakes than if you engage in one task at a time (accuracy)

Procrastination takeaways:

•Some kinds of procrastination are simply students effectively self-regulating multiple goals: academic and social •BUT, if procrastination leads to anxiety, poor grades, poor health, etc then it is indeed maladaptive and poor self-regulation