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| a promise we make to an idea, a group, another person, or ourselves |
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| pushes us to consdier what we really value and what we want as our life commitments |
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to think deeply and carefully about important issues and their relationship to one another
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| person independently competent in a wide of academic tasks, able to actively achieve goals based on values and self-skilled reflection |
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| learn about our effort to monitor and regulate our own behaviors, thinking, and emotions so as to reach our goals |
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| possible outcomes-some probable and some improbable |
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| a final product such as a certain GPA |
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| strategy to reach an outcome goal such as learning to use Cornelland T-notes |
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| 4 characteristics of an achievable goal |
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| believeable, realistic, desirable, measurable |
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| the first step in translating a goal into an action |
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| strategies and activities |
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| the second step of a goal by defining when where and how long the activity will take place |
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| third step of translating a goal into action by getting resources and supplies |
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| fourth step in making a goal a reality by seeing the sacrifices that need to be made |
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| fifth step in making a goal a reality by evaulating the action by setting specific deadlines |
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| Academic self regulated learning |
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| ability to monitor and control your own behavior, thinking, and emotions as you aquire knowledge and skill during learning |
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| thr power of conscious and unconscious control that we have over our own actions or emotions |
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| those thoughts and feelings that initiate, direct, and sustain action |
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| how rapidly do we begin the behavior |
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| what do we think and feel while we are engaged? |
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| a feeling of curiosity or concern about something that makes the attention toward it |
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| something that serves a useful purpose |
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| something that someone wants to achieve |
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| something that encourages or motivates somebody to do something |
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| standard of conduct or performance set by other people |
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| something that somebody has succeeded in doing, usually with effort |
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| the ability to do something well |
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| an individual's confidence in his/her personal value |
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| the ability ro use the imagination to develop new and original ideas or things |
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| the total of the things that have happened to an individual and of his or her past thoughts and feelings. |
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| opinions and reactions to some actions |
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| the confidence that we can meet whatever performance standards the situation requires |
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| how we explain our academic success or failure |
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| accomplish goals in a timeley manner without guilt or self punishment |
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| when we deliberately choose not to do the neccesary action to reach a foal in a timely way |
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| how we accept ourselves and the value and woth we place on ourselves. |
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| when we feeel confident that we deserve joy and happiness |
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| behaviors that will help us reach our goals |
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| believe that our talents and intelligence are unchanging and have to be proved again and agian |
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| beliefs that effort and hard work will develop abilities and intelligence |
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| measured in minutes and hours by clock and calendar, this is the time sense we chare with everyone else |
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| our own unique sense of time passing |
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| those amitions that we want to achieve and acquire |
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| an array of implements, circumstances, and mindsets that hamper and sometimes stop our efforts to achieve |
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| addiction, depression, and intense anxiety |
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| those 5 or 6 behaviors that keep us from chaos and move us toward mastery |
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| a consequence that follows a behavior and increases the likelihood that the behavior will increase in frequency |
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| consequences that follow a behavior and decrease the frequency of the behavior from occurring |
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