According to alderman

According to alderman According to Alderman (1999), motivation can be influenced by self-perception (Zimmerman, 2000). Self-perception can destroy ones motivation to accomplish a given task based on the belief that the ability to do the task is lacking; or the motivation is suppressed because of the belief that the task lacks challenging components (Alderman, 1999; Bandura, 1997; Calder Staw, 1975). Research indicates that students perceive themselves as more, the more challenging the goals they pursue will be (Zimmerman, Bandura Martinez-Pons, 1992). According to Zimmerman (2000), research during the past two decades has revealed that self-efficacy is a highly successful predictor of a students motivation and learning. Self-efficacy is a performance-based measure of ones perceived ability and therefore differs theoretically from motivational constructs such as outcome expectations or self-concept (Zimmerman, 2000). Frequently, the terms self-efficacy and self concept are misunderstood to have the same meaning. Self-efficacy pertains to ones perceived abilities to accomplish a specific task; whereas, self concept is a composite look at oneself believed to have been formed from ones experiences and accepted evaluations from family and / or friends. Self-concept and self-efficacy may both be used outside the context of learning (Bandura, 1997; Zimmerman, 2000). The role self-efficacy plays in ones motivation and attitude toward language learning is an important one having influence on ones performance (Bandura, 1997; DÃ ¶rnyei, 2001a; Ehrman, 1996). When looking at language learning many learners feel they have to be risk-takers because their self is put before others to perform. Those with low self- efficacy perceive tasks of difficulty as threats; these are people that dwell on their deficiencies and remember the obstacles they encounter when pursuing challenging tasks (DÃ ¶rnyei, 2001a). There is a reason for connecting the concept of self-efficacy with the motivation to learn an additional language. For students to be able to focus on the task of learning with all their might and determination, they must have a healthy view of themselves as learners (DÃ ¶rnyei, 2001). Although prior successes combined with other general measures of ones ability are considered exemplary predictors of achievement, (Zimmerman, 2000) many studies suggest that self-efficacy beliefs add to the predictability of these measures. One such study was that of students self-monitoring. The findings pointed to the fact that the efficacious students monitored their working time more effectively and were more persistent. The study also indicated the more efficacious students to be better at solving problems than inefficacious students of equal aptitude (Zimmerman, 2000). Zimmerman Bandura (1994) did a path analytic study for writing and found that self-efficacy for writing was a considerable predictor of college students standards for the quality of writing measured as self-satisfying. The self-efficacy beliefs also motivated the students use of learning strategies. According to Zimmerman Martinez- Pons (1992), there was a substantial relation between efficacy beliefs and strategy use across the grade levels being studied. The greater the motivation and self-regulation of learning in students with a high self-efficacy the higher the academic achievement according to a range of measures. (Zimmerman, 2000, p. 88) Another study Zimmerman (2000) notes illustrates a finding of an overall effect size of .38 which this indicates that self-efficacy accounts for approximately 14% of the variance in students academic outcome across various sets of student samples and criterion measures. Concerning the effects of perceived self-efficacy on persistence, resear ch has shown that it influences the learners skill acquisition by increasing persistence (Schunk, 1981; 2003; Zimmerman, 2000). Observably, self-efficacy plays a mediational role in motivation, persistence and academic achievement. The findings signify evidence of the validity of self-efficacy beliefs and their influence on a students method of learning and motivational process (Zimmerman, 2000).

Feng Shui :: essays research papers

When it comes to Feng Shui, I think there are generally three groups of people. There are the Believers, Skeptics and the In-Betweens. In-Betweens are those that are neither Believers but nor are they absolute Skeptics. Being in the industry, obviously, I meet people who believe in Feng Shui all the time. But I do not ignore the fact that like many other metaphysical sciences, is often skeptically perceived by the public in general. The problem lies with the fact that there is so much hocus-pocus in this field, that one cannot help but feel a sense of misconception shrouding the practice. In actual fact, the art, science, study and practice of Feng Shui is a principled subject and no different to other traditional studies. I think it is up to the practitioners of this art, the believers, to help put it in a better light. And I believe, the best way to do this through education. I asked a group of advanced students once, what they believed to be the definition of Feng Shui. To my surprise, almost everyone responded with a different definition. It was such a fundamental question – yet most of their replies were different. Some said that Feng Shui is â€Å"an art of placement†, others claimed that it was â€Å"about harmony† or â€Å"wind and water† and another group said it was about â€Å"living in harmony with nature†. It was interesting experience. It seems, almost everyone has a different ‘definition’ of Feng Shui. Even the professionals in this field seem to have different definitions. Not surprisingly, even the same author, may have different definitions on the subject depending on which book you read! What exactly is this art? Is it really an art? Or is it a science? It is because of this lack of understanding that people tend to lose respect for Feng Shui. If even the professionals don’t have a common denominator on what Feng Shui is, then what value is there in it? Some of the more common definitions circulating today are: 1. Feng Shui is an Art of Placement 2. Feng Shui is Interior Design 3. Feng Shui is about decorating your house with good luck objects 4. Feng Shui is about living in harmony with nature 5. Feng Shui is about enhancing Wealth 6. Feng Shui is about enriching lives. Which one of these is correct? Actually, lets start with the wrong ones, it’ll make it simpler? To begin with, Feng Shui is definitely NOT the art of decorating your home with good luck objects NOR is it the so-called ‘art of placement’ of furniture and objects.

Cognitive Development Essay

Social cognition is dealing with thoughts and beliefs about the social world. Social cognition allows the focus about oneself and people. Some aspect examples are thoughts, desires, and emotions. Social-cognitive development understanding can be a positive achievement for a child in child development. Social cognitive development allows a child to explore and figure out how things work. Jean Piaget had thoughts about how development is a â€Å"general process† and it allows children to have way of thinking that is useful bout the development of social cognition. Piaget suggested that during infancy, reality begins primarily at the start of the child and his or her actions actions and the outside environment. From this starting point, development proceeds both inward, allowing children to gain a better understanding of themselves, and outward, allowing them to gain a better understanding of the broader world. (Siegler, 2005) Social cognitive development is view in a way that children do not learn from influences of the environment but can often learn and use behavior due to their own personal thoughts, motivation, feelings and actions. While observing children, something to think about are consequences and examples of setting performance goals. This can be a great way to set up boundaries for children. Also these are just a few example of how social cognitive theory function. This theory can also be split up into three different but equally valid components: observational learning, self-efficacy and self- regulation. (Wood, 1989) â€Å"Observational learning is the process of learning through observing, imitating and reflecting from the behavior of others. In most cases, observational learning occurs when someone examines the actions of another and reflects upon the other and their consequences† (Ngai, 2007). Depending on the type of consequence in the action that was performed, the child that is observing can imitate that behavior. The child observing can perform the behavior in a positive or negative way. Observational learning can be seen as reinforcement but it is self-reinforcement that the child can perform. An example is a group of 4 and 5 year olds are experimenting in the dramatic play area and another child comes along to interact with the group that had been watching their interactions from afar. That child is most likely to follow their ways and choices because he has observed it. In second component of social cognitive theory is self-efficacy. Self-efficacy is the belief that a child is capable to perform task successfully and complete the task as well. Self-efficacy in a child’s view can take place and their actions can be affected by past experiences or from prior knowledge they have gained. Self-efficacy is not a strong trait component but is affected by experiences and past successes while performing the specific task. â€Å"Self- efficacy is also influenced by perceiving others performing the task, verbal persuasion, encouragement and one’s physical and/or mental state† (Wood, 1989) . An example is a child that sets a goal for them to achieve and they reach that goal. They then have that self- fulfillment. There can be a down side and the low self- esteem can come in if a child does not reach the goal intended. The last component of the social cognitive theory is self-regulation. Self- Regulation is to apply the learning principles and adjusting to the behavior that was learned. Self- regulation involves two things. Observation and then actions should be compared. When a child meets the behavior intended or if the behavior is exceeded then they can feel this self-reward fulfillment. It is a way to manage one’s own behavior with little external influences. An example of self- regulation is the dos and don’ts for a child. For a child, the ‘dos’ include doing things or finishing things they really do not want to do. ‘Don’ts’ include stopping themself from doing something they want to do. Children deal with ‘dos’ and ‘don’ts’ in very different ways. (Wood, 1989) Piaget stated that young children and their way of thinking are characterized by egocentrism. He also stated that children can have difficulty in separating their own perspective from that of what they observe from others. Preschool children can often conclude that the way that other children or people think or feel or wish exactly what they do, which is common in their social-cognitive understanding. â€Å"Subsequent research has demonstrated that Piaget somewhat underestimated young children’s perspective-taking abilities. His work did identify a central challenge in any social-cognitive activity which is separating one’s own viewpoint from that of others† (Ngai, 2007). When it comes to young children, there are two important tasks they are capable of facing. One is learning how to communicate. Children can have a hard time expressing how they feel or what they want. Sometimes children express how they feel only through their emotions instead of using their words. The next hard thing children are capable of facing is learning how to think about themselves and the social world around them. Children can be one sided and only want what they want and not think about any consequence that can occur in the environment around them. The more that they communicate in language the better their social cognition can develop and grow. This also allows for more peer and social interactions. A goal for early child development that continues to grow and that is important is that children are continuing to develop and are able to role play with other children and subconsciously they are actively constructing their own knowledge. In social learning theory, behavior can be explained in a three-ways. The first theory is called dynamic theory. This is when influences in the environment, personal factors and behavior that is performed will continue to interact. Something basic in the social learning theory is that children learn from their experiences and they also learn from their observations and actions of the other children or people around them. â€Å"Like Piaget, in the 1970s, Albert Bandura published a comprehensive framework for understanding human behavior, based on a cognitive formulation which he named the social cognitive theory† (Valkenburg, 2004). Children that have special needs or cognitive impairment should be able to have the same privileges as children that do not have any special needs. They can be successful in school and live normal fulfilling lives. They may just need a bit of individual help in learning new things. Children with special needs or cognitive impairment may need extra time, things repeated to them and the right kind of modeling behavior to help them learn the skills they need to know to live a normal fulfilling life. Practice can help them master these skills that may seem simple but are difficult to those children. Skills that may seem simple and easy to people without disabilities can be done with people with cognitive impairment. Skills such as learning appropriate hygiene, how to be safe and how to use manners are made possible. Encouragement should be promoted to these children that have a social impairment because independence can be learned, they can have progress in their development and they are learning new skills. Keep in mind that patience is required and any extra time needed. The same things can apply to the children that have special needs but their scenarios will be a little different because we will not know specific kind of need needs to be addressed. Children that have special needs can gain the same credibility. It is best if educators and parents collaborate to help children with cognitive impairment. Children with learning disabilities may experience difficulties encoding and interpreting social cues. They may be less competent than non-disabled students in understanding and interpreting social cues. Children with learning disabilities may also experience difficulty with development process of social cognition, wherein the variety of solutions proposed by these children is less than that of their normative comparison peers. â€Å"For instance, in studies involving roleplaying measures of social problem-solving skills, children and adolescents with learning disabilities may experience more difficulty with generating alternative solutions to hypothetical social situations than their peers without learning disabilities (Tur-Kaspa, 2002). Toro, Weissberg, Guare, and Liebenstein (1990) obtained a similar finding when they compared the social problem solving skills of children with learning disabilities to non-learning disabled peers† (Ngai, 2007). When simple tasks are broken down into steps that may seem more simple, this will children that have a social impairment learn easier. An example is something as simple as getting dressed. If steps are explained to the child like first put your shirt on, button it, put you pants on and then put on your belt. When the belt is on, then it is time for socks and shoes. These repeating steps can be demonstrated verbally and physically to help the child with the social impairment learn the skill. It is encouraged to give positive praise and support for the child as well. Always give positive praise from any attempt. â€Å"This process, referred to as task analysis, can be used to teach proper hygiene techniques, household chores, or any other skills† (Ngai, 2007). Parents can also be a part of the support process. Parents can stay involved in their child’s academic learning. Parents should be knowledgeable about stuff that goes on I the classroom and try to find activities or different ways to reinforce learning at home. If a child is learning new shapes or colors, parents can take their child on a walk and point out different shapes to ask the child if they know what it is. The same activity can apply with colors. Working together with the child ad being on the same page as the educator can benefit the child greatly. (Ngai, 2007) â€Å"Social activities in the community can serve as a valuable learning tool as well. Children with cognitive impairment can model the behavior of their peers, improve social skills, experience new and different settings and most importantly, have fun. To support the child’s success, family members and the professionals providing services to the child should work together to understand the child’s strengths, weaknesses, and interests† (Ngai, 2007). This is called collaboration, which any school should be responsible for doing with all families and communities. The down fall for my chosen theory can be how much society are changing and the ups and downs to it. In today’s world many negative issues are arising and no matter how much we shield our children they still can learn from their environment. Some children are exposed to too much violence, drugs and negativity that they may carry that with them to a school setting. When they do, this is brought on other children that may not know about these things and now they are finding out about it because of that one child that has been exposed to it. Things that used to be innocent such as cartoons, Disney movies, toys, dolls, and music are all being contaminated by selfish people in the society today. Things are also so fast paced where everything seems to be rushed. Parents do not have the time for their children that should be dedicated to them. An example is during homework help. If a parent is in a rush to get something else done and are trying to help their child out with homework, that parent is more likely to give their child the answers the allowing their child to use and develop their social cognition. Another issue I feel that may arise is the lack of support from educators. Along with an increase in teachers comes growing classrooms. Children are already lacking that one on one support from their educators. People are having more and more children which means our nation is growing in population. Children will suffer more because they will have a lack of material and less teacher interaction time. Where I currently work, the director accepts more and more children because she is so interested in gaining more money. In this change, the children are hurting socially emotionally because they are transitioning into older classrooms at a younger age and are forced to mature much more quickly. Like Piaget’s theory and model he broke down different stages as to how children change and the way they think during that stage. In some of the stages there are large age gaps where children should have the time to develop appropriately. If the population continues to rise and children are forced to mature much faster than they should, than the question is are they going to be socially ready t advance to their next level in school and will their social cognition be where it should be considering there are no disabilities of any kind?

The Importance Of Teamwork And An Effective Individual...

Teamwork is said to be the capability to work as one. The power to direct individual achievement toward organizational purpose. It is a drive that permits average people to reach unattainable tasks, making the impossible possible. In order for a team to be effective, it has to be composed of the right mix of people, the correct attitude and the same goal. According to one of my favourite authors and political activists, Helen Keller, states that â€Å"Alone we can do so little, together we can do so much.† That is true in every sense of the word because with teamwork you can accomplish bigger things, so much can be done in a period of time compared to someone who is working on a task alone. With proper teamwork everything works faster, better and easier. In a historical perspective of teamwork, even in the primitive era, our ancestors have learned about teamwork by sticking together forming groups, clans, tribes and families. In that period, teamwork was evident in hunting, t o acquire food for nourishment and then later on sharing that food to other members to make their team strong, so that no one is left out and starve. Being territorial is also one of the many characteristics of a good teamwork in the ancient times, the hunters claim a land or an area where they can rest, do their activities, and be at peace. Basically, how teamwork operates in the olden days can still be seen in today’s modern time with a few advancements. Moreover, the same purpose remains that a team isShow MoreRelatedThe Impact of Technology in Developing Effective Teamwork in Organizations1147 Words   |  5 PagesDeveloping Effective Teamwork in Organizations: Teamwork is one of the most important elements for the effectiveness of an organization in achieving its goals because people are an essential building block of total quality management within the organization. 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