Collaboration phase I


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Collaboration phase I

  1. 1. Collaboration phase I Sasha Lazareva Lyana Parzhetskaya
  2. 2. The caseA first-year university student at one of the Russian universities is studyinglinguistics. She is really interested in this field, but during first year ofstudies there are several “general” (not field-specific) compulsorydisciplines, and she isn’t interested in some of them. Now she is in themiddle of her first examination session. She has already passed theexams in English and Latin and got excellent marks. Although it was a lotof work to do, she felt very calm and it was quite interesting for her toprepare for those exams. The next exam is going to be in History. Shehasn’t missed any class in History and has always been prepared.Though, she isn’t interested in history that much and it is challenging forher to keep concentrated on the subject. She decides to prepare for theexam just by cramming the main dates and events, trying to memorizefacts.
  3. 3. The case (continuation)The exam is quite difficult: it includes 30topics the student is supposed to be able totalk about and discuss with the professor.Since the size of the task is enormous, shehas difficulties in remembering dates,names and events. She doesn’t see the waythe task can be accomplished and how it ispossible for her to get ready for the examat all, because the more she reads, themore mess there is in her head.
  4. 4. The case (continuation)She feels that she is succeeding very well in herstudies, and she is really enjoying them in general. Shehas therefore decided that she can study excellent andreceive a “red” diploma. But now she also feels reallystressed, because now she is doubting if she can get anexcellent mark for this exam. She didn’t think that thisexam was going to be so difficult for her. Now she isdoubting - is it worth trying to get an excellent markfor the History exam, and can she do it at all? Maybeshe should give up and just pass it somehow? What ifthere will be more exams like that one, also verydifficult and boring? There is a week left before theexam and the girl is getting more and more nervousabout that.
  5. 5. Analysis• general level of motivation is high• the student is responsible and has good abilities for studying• the student doesnt see the reason why she should suffer preparing for the exam, and she doesnt think its worth it• the problem is not in understanding the material, but in keeping concentrated, not losing motivation to pass the exam well + making studying more enjoyable
  6. 6. Solutions• new learning strategies → studying is more enjoyable• goal-oriented self-talk + positive self-talk → reminding herself that she can cope with this task and that its worth trying to get an excellent certificate• efficacy management: proximal goal setting → stable visible progress, feeling of success• self-reinforcement → deserved rest• resource management → scheduling study time can bring thoughts to order
  7. 7. Thank you for your attentionReferences:• Boekaerts, M., Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199-231.• Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, Vol. 95, No. 4, pp. 667-686.• Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339.• Dowson, M., McInerney, D. M. (2003). What do students say about their motivational goals?: Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology 28, pp. 91-113.• Wolters, C. A. (2003). Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning. Educational Psychologist, 38 (4), pp. 189- 205.