ETHEREAL QUALITIES
RAGNAR PURJE PhD
Neuroscientist. Author: RESPONSIBILITY THEORY?. Adjunct Senior Lecturer CQUniversity. Saxton Speakers
Achievements, success and the pursuit of excellence is crafted
The application pertaining to the outcomes of achievements, success the pursuit of excellence along with perseverance and resilience can be thought of as being ethereal qualities that individuals either possess or lack.
?Research in this field suggests that these attributes are, in fact, developed over time through experience that involves self-motivated and self-directed deliberate applications.
?As such, the application pertaining to the outcomes of achievements, success the pursuit of excellence along with perseverance and resilience are not the result of one's genetic makeup or an automatic response to challenges.
?The research indicators are that the application pertaining to the outcomes of achievements, success the pursuit of excellence along with perseverance and resilience is an intrinsic self-initiated and self-applied conscious application of mental and emotional effort by the individual.
?This understanding is especially crucial for students, who are in the formative years of building their character and learning about what is at times referred to as coping mechanisms.
?Learning about and knowing that perseverance and resilience can be cultivated, this then suggests that students may then develop the intrinsic capacity of understanding that perseverance and resilience is something which they can personally apply.
?This insight then has the potential to shift an internal narrative from a fixed mindset (where abilities are seen as static, to a growth mindset), where students can begin to gain a deeper understanding that their abilities (especially pertaining to achievements and pursuit of excellence, perseverance and resilience) can be developed through their personal determination and dedication to doing all of the necessary work to achieve their goals.
?This internal and social perspective could be thought of as being particularly important in the educational context, where setbacks and failures are not just possible but are often an integral part of the learning process. In fact, research further informs and establishes the universal truth that mistakes, setbacks and failures are universal for life.
?From an educational institution perspective, teachers can play a pivotal role in this developmental journey. This type of thinking and applied action has the potential to help develop and foster a social environment that encourages perseverance and resilience.
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?This is achieved by normalising the all of the experiences, mistakes and failures, as being an inevitable part of life; where there is now an immediate opportunity for learning to take place, rather than being a negative experience.
?To this end, teachers can also teach and present specific strategies that build resilience, such as goal-setting, problem-solving, self-regulation techniques and also engage in the ongoing process of providing feedback. As Albert Bandura points out: self-regulation is about being able to “[e]xercise … influence over one’s own motivation, thought processes, emotional states and patterns of behavior.”
?By engaging in and providing ongoing feedback that especially focuses on effort and strategy, teachers can help students to perhaps better understand that it is their thoughts, behaviours, choices and actions that have a direct impact on consequences.
?The literature informs that feedback plays a critical role in the educational process. The educational and pedagogical thinking is that feedback could be thought of as being bridge between instruction and learning.
?As such, feedback therefore provides students with information on their performance relative to their learning objectives, that helps to guide them towards developing and further improving their skills, knowledge and understanding of what is being studied.
?Feedback also helps students to identify their strengths, weaknesses associated and areas for improvement. Overall constrictive, objective focused feedback, can, as the research suggests can help to enhance student learning outcomes.
?The implication here is that this type of thinking and mindset development helps to reinforce the idea that perseverance and resilience are the direct results of one's efforts and applied strategies.
Achievements, success and the pursuit of excellence is never an accident; achievements, success and the pursuit of excellence is crafted by and through the personal application of hard work, perseverance and resilience, all of which combine to advance outcomes of competence, merit and success.