Transcript ISE/CEG 490/690 Technology-Based Ventures Winter 2006

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Procrastination,
Innovation
and
Self-Efficacy
Some slides on Self Efficacy derived from talk on Psychometric Findings from 22 Cultures by
Ralf Schwarzer & Urte Scholz Freie Universität Berlin, Germany
Self-Concept
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-An organized collections about the self
-A subjective acknowledgement of who one
“actually” is
AKA, “Knowing the facts about who you are”
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Factors shaping one’s
Self-Concept
Subjective Observations
Feedback From Others
Filtered by our self-perceptions
Cultural Values
Individualistic vs. Collective Cultures
Independent view of self
vs. interdependent view of the self
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PIE Scoring
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Scoring
Pscore = a+j+p+y+BB +25 - (d+g+m+s+v)
Procrastination Scale
Iscore = c+f+i+l+o+r+u+x+AA+DD
Innovation teaming scale
Escore = b+e+h+k+n+w+t+w+z+CC
Perceived Self Efficacy scale
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Procrastination
Score > 25 is a procrastinator
Score < 25 is a doer.
On larger test study mean is 25.7 STD 4.72
Overall people are slightly procrastination
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Innovation
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New measure.. We Don’t have a “norm” yet.
Show of hands and compute mean..
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Self-Efficacy
Albert Bandura (1997, 2000)
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A person’s knowledge and belief regarding
one’s own abilities
Not so much about whether one actually has
acquired and can utilize these skills
Relevant r/t current and future goal-directed
behaviors (Maddux & Gosselin, 2003)
**It is learned and it can be changed
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What is Self-Efficacy?
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It is the expectation that one can master a
situation, and produce a positive outcome
• Bandura’s Social Cognitive
Model says that there are 3
factors that influence selfefficacy: Behaviors,
Environment, and
personal/cognitive factors.
They all effect each other, but
the cognitive factors are
important.
Person
Behavioral
Self-Regulation
Covert SelfRegulation
Environment
Behavior
Environmental
Self-Regulation
• Bandura believed that there is more to learning than just
‘behaviorism’, what you believe about a situation is important too.
SELF-EFFICACY
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• Levels of confidence (self-beliefs) individuals
have in their ability to complete certain courses of
action or achieve specific outcomes or goals
• Influences:
– Choice of behaviours
– Effort and persistence
– Thought patterns and emotions
– Self-confidence generally results in successful
outcomes
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SELF-MANAGEMENT
CHARACTERISTICS
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• Determine academic goals, objectives, and expectations
• Identify appropriate behaviours or activities to achieve
academic goals and objectives
• Make and keep commitments to achieve those academic
behaviours or activities
• Self-evaluate their performance of the behaviours and
activities that will lead to the achievement of academic
goals and objectives
• Seek support and/or resources for self-improvement and
academic development
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Self-Efficacy
Components
confidence (selfbelief) in ability to
complete tasks and
achieve goals
effort
Academic/Business Success
Characteristics
conscientiousness, intellectual
efficiency (self-confidence/need for
achievement), achievement-striving,
self-discipline, set goals, be
accountable, communicate clearly
conscientiousness, show interest,
initiative and effort, work
independently or in a team, manage
time and resources, problem-solving
persistence
conscientiousness, show interest,
initiative and effort, work
independently or in a team
resilience to
adversity
emotional stability, manage conflict
positive/negative
mindset
extraversion, agreeableness,
openness to experience
Psychometric Profile
Character Trait Measures
self-management,
motivational profile, selfconfidence, self-directedness
environmental fit,
independence, achievement
analytical orientation,
environmental fit, motivationa
profile, enterprising,
achievement, team
orientation, enterprising,
people orientation, listening
style
analytical orientation,
motivational profile,
achievement, people
orientation, independence
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comfort with conflict, lifestyle
management, self-confidenc
acquiescence, relaxed
social orientation, approach
networking/self-promotion,
commitment to career,
acquiescence, relaxed
• Students who HYPOTHESES
strongly manifest self-management
characteristics will demonstrate a higher level of
academic success.
• Specific self-management characteristics are more
strongly correlated to student academic success
than others.
• Students who manifest strong self-management
character traits are more likely to demonstrate a
higher level of competency in all areas identified
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as essential employability skills, and are more
likely to be motivated to learn and to use those
skills more quickly and more appropriately.
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FINDINGS
TO DATEwhich
• Self-efficacy
affects goal-setting,
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influences self-evaluation, self-satisfaction,
commitment and effort, which in turn affect
outcome expectations, goal implementation
and academic performance.
• Early identification of students who are at
risk for poor academic performance could be
facilitated by the use of assessment
instruments that focus on relatively stable
aspects (i.e. personality) of the student
FINDING TO DATE
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• Understanding a student’s character traits we may
determine which students are more likely to have
higher levels of self-efficacy than those who do
not.
• Personality also has an impact on how students
learn, and understanding this is very important as
academic success may be increased if personality
and success characteristics are taken into account.
• The quality of a student’s learning experience,
especially in the first year, is an important
indicator of students’ academic adjustment and of
their chances of persevering in college.
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Perceived Self-Efficacy is
the belief that one can
perform a novel or difficult
task, or cope with adversity
-- in various domains of
human functioning
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Perceived Self-Efficacy
FACILITATES:
GOAL SETTING
EFFORT INVESTMENT
PERSISTANCE IN FACE OF
BARRIERS
RECOVERY FROM SETBACKS
Why is efficacy important?
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Efficacy beliefs impacts/determine…
whether thinking is
erratic or strategic
optimistic or pessimistic
what courses of action people choose
goals people set and commitment to them
how much effort they put forth
their expectations of success
perseverance in the face of obstacles and failure
their resilience to adversity
how much stress and depression they experience
AND the accomplishments they realize
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Distribution of Self-Efficacy E-Scores
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(N= 17,553)
4000
3000
2000
Frequency
1000
0
10,0
14,0
12,0
Self-Efficacy
18,0
16,0
22,0
20,0
26,0
24,0
30,0
28,0
34,0
32,0
38,0
36,0
40,0
Correlations Between Self-Efficacy
And Other Constructs
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Self-Efficacy Sum Score of
German Teachers (N = 302)
Proactive Coping
.55
Self-Regulation
.58
Procrastination
-.56
Emotional Exhaustion
-.47
Depersonalisation
-.44
Lack of Accomplishment
-.75
Correlations Between Self-Efficacy
And Other Constructs
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Self-Efficacy Sum Score of
Costa Ricans
Women
(N = 393)
Men
(N = 258)
Anxiety
-.43
-.42
Depression
-.46
-.33
Optimism
Expected Social
Support
.60
.52
.43
.30
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How are these related?
The Emotion of interest
• Four variable directly influence interest:
– Conflict
– Complexity
– Novelty
– Uncertainty
• Self-efficacy is directly related to all four of these, so self-efficacy
indirectly influences interest through 4 variables… quadratically.
• Uncertainty plays the biggest role in interest.
•Self-efficacy affects uncertainty: “How will the activity end up?”
• If ADHD children have interest in an activity, it leads us to think that
they might have a better chance at improving their attention for that
activity.
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What research says…
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•Fuzzy dart test – skill test, try to hit target
with dart at various distances.
– distance was adjusted at varying length for different
groups, as well as varying the lengths for another
group.
– interest decreased when it got too easy.
– those put in the moderate difficulty condition were
most interested in repeating the task.
– those who were placed farthest from the target
agreed that it would be more interesting if the line
was moved closer to the target.
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What research says…
7
6
difficulty
5
4
confidence
3
2
interest
1
low
moderate
high
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Self-efficacy Paradox
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Self-efficacy is gained through “mastery
experiences” (Bandura, 2006).
As “hand holding” increases, opportunities for
mastery experiences decrease. Ergo, there is
less improvement on self-efficacy.
As “hand holding” decreases, pre-course selfefficacy’s influence grows.
At right level post-event efficacy improve.
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Developing Self-Efficacy
Bandura (1997, 2000)
Mastery Experiences
Vicarious Experiences
Persuasion and Encouragement
Interpretation of Emotional Arousal
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How can I use
this information?!
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5 strategies for Enhancing Self-Efficacy
• Emotional and Physiological arousal
– Relaxation techniques, calming fears
• Verbal Persuasion
– encouragement, convince them
success is result of self.
• Vicarious Experiences
– observation of modeled behaviors
• Imagined Experience
– imagining yourself in the experience
• Performance Experience
– actual practice of the activity, “Practice makes
Maddux (1995)
perfect!”
Increasing Self-Efficacy
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Correlates are present r/t:
Improved Learning effectiveness
Improve health (Maddux & Gosselin, 2003)
Treat psychological problems
Phobias (Williams, 1995)
Test anxiety (Smith, 1989)
Fear of sexual assault (Ozer & Bandura, 1990)
Eating disorders (Goodrick et al., 1999)
Substance abuse (DiClemente, Fairhurst, & Piotrowski, 1995)
Improved Innovation Ability ??
Reducing Procrastination
and Time Management
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Develop a mission, goals, and a strong work
ethic.
Sort out your tasks.
Prepare a to-do list and assign priorities.
Streamline your work (minimize low-value
work; do work that adds value).
Work at a steady, rapid pace.
Improving Work Habits and
Time Management,
continued
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Minimize time wasters and interruptions.
Concentrate on one task at a time
(multitasking is best for routine tasks).
Concentrate on high-output tasks.
Do creative and routine tasks at the same
time or interleave frequently
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Procrastination and Time
Management, continued
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Stay in control of paperwork, e-mail, and voice
mail.
Make effective use of office technology (wisely
invest time saved).
Practice the mental state of peak performance
(be in the zone).
Improving Work Habits and
Time Management,
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Work smarter, not harder
Plan carefully, and be imaginative
Use technology that fosters collaboration.
Build flexibility into your system
Allow some slack for dealing with unanticipated
opportunities.
Allow time for rest and relaxation.
Reducing and Controlling
Procrastination
Break task down into smaller units.
Make a commitment to others.
Reward self for achieving milestones.
Calculate the cost of procrastination.
Post encouraging notes (“Just do it.”).
Counterattack (force yourself).
Post progress chart in your work area.
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