The Strengths to Succeed · Reporting that their strengths help them do what they do best • In...
Transcript of The Strengths to Succeed · Reporting that their strengths help them do what they do best • In...
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The Strengths to Succeed
Research on Strategies to Enhance Student Success in the First Year
Laurie A. Schreiner, Ph.D.Azusa Pacific UniversityFYE Conference 2009
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Before we jump in …
In pairs…
Spend a few minutes each describing:
What do you love about your work?
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Just think about…
What if every student could experience that same feeling on your campus?
What if students experienced that same fulfillment of being at their best while learning?
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The success of an institution and the success of its students are inseparable.
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Higher Education’s Track Record
• Only about half of students who start college finish with a degree
• Low-income, African-American, Native American, and Latino/a students are less than half as likely to graduate as Asian, Caucasian, and high-income students
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An Increase in Diverse Learners
• 80% of the growth in new student enrollments in the next decade will come from low-income students and students of color
• Diverse learning styles and needs of students
• A key advantage will be the ability to help diverse learners capitalize on the talents they bring to the learning environment
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What gets in the way of student success?
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Students’ Beliefs Affect Their Success
The question: Negative answers result in
• What does it take to succeed?
• Do I have what it takes to succeed?
• Do I care?• Does anyone else care?• Do I belong here?
• Floundering
• Avoiding
• Disengaging
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Students’ Beliefs Affect Their Success
The question: Construct
• What does it take to succeed?
• Do I have what it takes to succeed?
• Do I care?
• Does anyone else care? Do I belong here?
• Perceived Academic Control
• Academic Self-Efficacy and Mindset
• Motivation Engagement
• Psychological Sense of Community
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These four variables are important predictors of student success:
▫ Perceived academic control
▫ Academic self-efficacy and mindset
▫ Motivation—especially to engage in the learning process!
▫ Psychological sense of community
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Perceived Academic Control
• Students’ beliefs about their ability to influence academic outcomes (Perry, 2003)
• Often declines during major transitions
• Predictive of:
▫ motivation for academic work
▫ quality & duration of effort
▫ academic achievement
▫ persistence, dropped courses
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Academic Self-EfficacyAcademic Self-Efficacy
High self-efficacy approach a task persist in face of obstacles more likely to succeed
Low self-efficacy avoid a task quit when it gets tough fail
Bandura, 1997
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Mindset
Intelligence is something very basic about a person that can’t be changed very much
You can always change how intelligent you are
Dweck, 2006
FIXED MINDSETFIXED MINDSET GROWTH MINDSETGROWTH MINDSET
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Fixed MindsetFixed Mindset Growth MindsetGrowth Mindset
Goals Performance Learning
Role of Effort
Avoid it—if you have to try, you’re not smart
Plan on it—it’s how you learn
Enjoyment Only if I’m good at it Love the challenge
Attributions for failure
“I’m not good at that subject”
“I didn’t invest the right effort”
Strategies for success
Defensive, avoid failure at all costs
Mastery-oriented and positive
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MotivationMotivation
• Motivation directs energy – it is the fuel that sustains effort▫ We are motivated to pursue goals we expect we
can achieve (Hope)▫ We are motivated to engage in activities we value
or to work toward goals that we value
• Predictive of academic performance and persistence
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Engaged Learning• Meaningful Processing
• Focused Attention
• Active Participation
“I’m energized by learning”
Predicts grades, satisfaction, and Predicts grades, satisfaction, and intent to graduateintent to graduate
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A strengths development approach can significantly improve ALL of these variables that impact student success
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Strengths Philosophy
“Individuals gain more when they build on their talents, than when they make comparable efforts to improve their areas of weakness.”
--Clifton & Harter, 2003, p. 112
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Strengths: Not Just ‘What You’re Good At’!
Strengths lead to success, but they also
▫ Energize you – they “strengthen” you
▫ Fulfill a need within you
▫ Create positive emotions which open up the channels for learning and complex problem solving
▫ Lead to greater investment of time and effort because they are self-reinforcing
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What Are Strengths?
Talent x (Knowledge + Skills) =
Strengths
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Start with Talent… a naturally recurring pattern of thought, feeling, or
behavior that can be productively applied.--Clifton & Harter, 2003
Ways of processing information
Ways of interacting with people
Ways of seeing the world
Habits, behaviors, or beliefs that lead to greater effectiveness
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Methods to Identify Talent
• Questions to ask students:▫ What did you learn with the greatest ease in high school?▫ What did your teachers compliment you about?▫ What do your friends say they like best about you?▫ What was your favorite assignment?▫ What subjects do you enjoy studying the most?▫ What fascinates you?▫ Tell me about a time in your life when you accomplished
something you were proud of.• Previous successes, things that seem to come
naturally, learning that occurs with little effort – all are indicators of talents that can be developed into strengths
• Instruments specifically designed to measure talents
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Outcomes from Using an Instrument to Identify Talents
• Provides a common language to talk about talents
• Validates and affirms students’ experiences
• Jumpstarts the conversation and provides a springboard for discussion
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Strengths Finder Development
“What would happen if we studied what was right with people?”
Don Clifton
The Gallup Organization launched a massive study of excellence in various types of organizations.
▫ Conducted over two million interviews of the “best of the best”In a wide variety of occupations
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Clifton StrengthsFinder
• Online instrument
• Identifies 5 signature themes of talent5 signature themes of talent that can be developed into strengths
• 34 possible themes
• Used with over 4 million people in 17 languages – and 300,000 college students
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The Clifton StrengthsFinder Measures Themes of Greatest Talent
A talent theme is a group of similar talents
Achiever
Talents Talent Theme
Enjoying hard work
Having internal motivation
Desire to achieve
A tendency to push hard to complete tasks
Finding satisfaction in getting things done
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Develop Strengths
By refining our dominant talents with skill and knowledge, we can create strength: the ability to provide consistent, near-perfect performance in a given activity.
--Clifton & Harter, 2003
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Strength: A point guard who consistently gets the ball to the open player to score
KnowledgeUnderstanding the basic rules of
basketballKnowing the plays
SkillsBasics of dribbling, rebounding, and shooting
Talent themesFocus Strategic
Adaptability Ability to Having Plan B Being
fully in theconcentrate Reading the defense moment
ExperiencesGoing to basketball camp
Investing full effort at practice
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But what about weaknesses?
• Difference between a “non-strength” and a “weakness”
• Weaknesses interfere with your own ability to perform to expected levels—or interfere with others’ ability to do their work
• We can teach students to apply their talent themes to areas in need of improvement (ex: a failing student with “relational” talents)
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The Basics of Strengths Development Programs• Identification of talents• Affirmation and ownership of those talents• Envisioning the self one wants to become• Planning for that future and developing
strengths (multiplying talents with skills and knowledge)
• Applying talents and strengths to new situations as well as to challenges
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Important Aspects That Few Do
• How my talent themes affect others• How to work with others on teams• How to capitalize on my talents in specific
situations• Strengths approaches woven into existing best
practices and content• Multiple “touches” – and longer-term follow-up
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The Focus ChangesFROM TO
• Problems
• Attendance
• Preparation
• Putting into the student
• Average
• Possibilities
• Engagement
• Motivation
• Drawing out from the student
• Excellence
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How Strengths DevelopmentPrograms Affect Student Success
• Strengths awareness strategies for success within them perceived academic control and academic self-efficacy
• The specific strengths pathways for achieving their goals hope
• Strengths development growth mindset that emphasizes the important role of investing effort
• Connect strengths with who they are and how they learn Motivation and Engaged Learning
• Learn others’ strengths psychological sense of community
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Impact of Strengths Intervention on Perceived Academic Control (Louis, 2008)
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Posttest 2
S
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Academic Self-Efficacy
• Students’ perception that they are capable of achieving academic success – they know how to take notes, pass tests, study, schedule their time, and write papers
• Significantly related to GPA, persistence, and personal adjustment
Chemers, Hu, & Garcia, 2001
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First-Year Students at Azusa Pacific University
Schreiner, 2004
N = 972; p<.05
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Strengths Development and Engaged Learning
• In first-year students, 14% of the variation in Engaged Learning Index scores can be accounted for by strengths variables: ▫ Applying strengths to academic tasks
▫ Learning study habits that capitalize on their strengths
▫ Reporting that their strengths help them do what they do best
• In sophomores, learning to apply their strengths to achieve academic success explains 12-15% of the variance in engaged learning
(Schreiner, 2008)
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Strengths-Based LearningCantwell, 2005
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And in at-risk first-year students…
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Hope
• GPA = Goals + Pathways + Agency
• Students with high hope are more likely to graduate from college and to get better grades
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Hope• GPA =
Goals thinkingPathways ThinkingAgency Thinking
“I have a realistic goal, am motivated to reach it, and know how to do so”
Predicts grades and intent to Predicts grades and intent to graduategraduate
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Strengths Development and Hope
• Controlled study of at-risk first-year students
▫ Pathways Hope was significantly higher in the strengths development group
• Longitudinal study of first-year students
▫ Hope scores were highly predictive of grades and reenrollment as sophomores
▫ Strengths ownership predicted Hope scores
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Sense of Community • Membership
• Ownership
• Relationship
• Partnership
“I feel like I belong here and have a contribution to make”
Predicts grades Predicts grades and intent to and intent to graduategraduate
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Sense of Community in a Private University
• Highly predictive of grades, overall satisfaction with college, and reenrollment as sophomores
Learning to apply strengths to academic tasks
+
believing that their strengths helped them do what they do best high sense of community
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Sense of Community on a Two-Year Commuter Campus
p < .000; Schreiner, 2008
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Student Satisfaction
• Three controlled studies▫ Cantwell (2005) – first-year Public Speaking course▫ Schreiner, et al (2006) – first-year seminar ▫ Gomez (2008) – first-year seminar with at-risk
students• Significant differences between strengths groups
and control groups in:▫ Overall satisfaction with the college experience▫ Course satisfaction
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Encourages a growth mindsetFosters academic self-efficacy & hopePromotes engaged learningHelps students maintain a sense of control over academic outcomesBuilds a sense of community
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• Emphasize strengths development beyond mere identification and affirmation of talent
• Not the presence of talent, but the productive use of it produces success!
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I think when you know who you are and you have a good grasp on that, you can be okay even with what are not your strengths--because other people have those strengths and you can learn how to work well with other people and say okay, I have this weakness, but that’s your strength. And so we can kind of team together, and good things happen….
--First-year student
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For more information
The Noel Strengths AcademyThe Noel Strengths Academy
Engaging Learners, Inspiring Leaderswww.apu.edu/strengthsacademy