Assign. 3 - Self Development Plan

1. Self regulation theory, from 5.5

1.1. Self-regulation can play an important role in relationships, wellbeing and overall success in life.

1.2. People who can manage their emotions and control their behaviour are better able to manage stress, deal with conflict and achieve goals

1.3. Self-regulation theories have their roots in social-cognitive theories of behaviour

1.3.1. three processes that self-regulation involves

1.3.1.1. Self-observation (self-monitoring)

1.3.1.1.1. Before changing a behaviour, you need to become aware of it, which involves monitoring the behaviour. The more systematically the behaviour is monitored, the more quickly you will become aware of what you are doing.

1.3.1.2. Self-evaluation (self-judgement)

1.3.1.2.1. The next step is to decide if what you are doing is congruent with what you want, or more generally, your personal standards.

1.3.1.3. Self-reaction (self-incentive)

1.3.1.3.1. Self-judgements are typically accompanied by affective reactions. When you succeed or do well, you typically experience pleasure or satisfaction. However, when you fail or perform poorly, you typically experience a negative mood or dissatisfaction. These self-reactions can lead to setting higher goals or abandoning goals.

1.3.2. cyclical model of self-regulation, Zimmerman et al. (2003)

1.3.2.1. motivation is a continuous process whereby the ending of one part of a task towards achieving a goal naturally leads to the next part of the task.

1.3.2.1.1. ///

1.4. Barriers to achieving goals, 4.5

1.4.1. Implementation Intentions

1.4.1.1. Implementation intentions are an effective way to get started and to sustain goal-directed behaviour. They are plans that specify what an individual intends to do when a certain situation arises (e.g. What I will do when I get up in the morning).

1.4.1.2. What these intentions do is delegate the initiation of goal-directed behaviour to anticipated situation cues (e.g. time, place and circumstances) that, when encountered, will automatically trigger the desired behaviour. These implementation intentions must be carefully designed so that they will, in fact, trigger the desired behaviour.

1.4.1.2.1. For example, an implementation intention that includes a precise time that someone will do something, e.g. 9 o'clock in the morning rather than sometime tomorrow, is much more effective.

1.4.1.2.2. The more specific the cue, the more likely the response will be triggered.

1.4.1.3. Implementation intentions usually take the form of, 'If situation A occurs, then I will do X behaviour'. The situation then becomes a trigger for the behaviour when it comes up in real life. Take this one, for example: 'If there are stairs, then I will take them.' Seeing a staircase becomes a trigger for walking up them. Another could be ‘If I’m feeling stressed, then I’ll do some yoga.’ Feeling stressed becomes the trigger to do some yoga.

1.4.2. implementation intentions are a self-regulatory strategy that help to translate any kind of plan into action, thereby increasing the likelihood that your academic goal will be achieved.

1.5. Core Beliefs (in forethought stage)

1.5.1. Living a purposeful and fulfilling life only happens when you live according to your core values and follow your personal beliefs

1.5.2. Often people struggle in decision-making and finding direction in day-to-day life situations. This murky dilemma clears out when you have your list of values and beliefs clearly defined. They are like the needle in a compass, pointing in the direction of a meaningful and fulfilling life

1.5.3. Core belief: A belief is a premise that we hold to be true and into which we place trust and confidence. Core beliefs are our fundamental beliefs about who we are and what we want to be, about other people and about how the world around us should operate. They are an intrinsic part of who we are.

1.5.3.1. Core beliefs can be formed during our childhood, based on our interpretation of our experiences, or transmitted from those important to us. They may be positive or negative, and broad or specific to a particular context.

1.5.3.1.1. Core beliefs are so fundamental that they often sit below our awareness, yet they impact the way we see and engage with the world around us. In some ways, they are like a window through which we see the world—we are so used to looking through it that we don’t often look at it.

1.5.3.1.2. Sometimes, these core beliefs guide us to behave in optimal ways that are aligned with our values; however, sometimes they produce suboptimal responses and often result in an over-reaction to a situation.

1.5.3.2. Beliefs are assumptions we hold to be true. When we use our beliefs to make decisions, we are assuming that the causal relationships of the past, which led to the belief, will also apply in the future

1.5.4. Some of my core beliefs

1.5.4.1. The world is a dangerous place; people should be treated with respect; women can be as successful as men, other people matter, being honest matters to me, people should act with integrity

1.5.4.2. i don't deserve love, im not important, i dont fit in, im not a worthwhile person, im boring, im not respected, i can't live up to my self-image, relationships don't last, i take away the energy of the person im with, the ones i love will abandon me, the world isn't a safe place, the world won't survive and neither will i, life is hard

1.6. Core Values

1.6.1. values are not based on information from the past, and they are not contextual. Values are universal. Values transcend contexts because they are based on what is important to us—they arise from the experience of being human

1.6.1.1. 5 of my core values

1.6.1.1.1. Growth

1.6.1.1.2. Stability

1.6.1.1.3. Autonomy

1.6.1.1.4. Compassion

1.6.1.1.5. Self-respect

1.6.1.2. ///

1.7. Procrastination

1.7.1. Sirois, F. M., and Kitner, R. (2015) Less Adaptive or More Maladaptive? A Meta-analytic Investigation of Procrastination and Coping. Eur. J. Pers., 29, 433– 444, doi: 10.1002/per.1985. [3]

1.7.1.1. Procrastination

1.7.1.1.1. a form of self-regulation failure involving the unnecessary and voluntary delay of important tasks for the purpose of short-term mood repair

1.7.1.1.2. personality is linked to characteristic ways of coping with stressful events that will either result in

1.7.1.1.3. procrastination–health model

1.7.1.1.4. Stress

1.7.1.1.5. Coping responses

1.7.1.1.6. neuroticism, one of the Big Five Factor traits that is associated with procrastination is grounded in a disposition towards avoidance

1.7.1.1.7. less use of adaptive coping by procrastinators may not necessarily contribute to the stress they experience, however it may exacerbate some of the other negative consequences from using maladaptive coping strategies to deal with stress.

1.7.1.1.8. Interventions that focus on reducing the use of avoidant, self-blaming and substance use coping among procrastinators may therefore be one way to address the stress associated with procrastination

1.7.2. Sirois, F. and Pychyl, T. (2013), Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7: 115-127. https://doi-org.ezproxy.ecu.edu.au/10.1111/spc3.12011 [4]

1.7.2.1. voluntary delay of an intended action despite knowing that one will probably be worse off for the delay

1.7.2.1.1. we prioritize our current mood over the consequences of our inaction for our future self

1.7.2.1.2. primacy of short-term mood repair over long-term goal pursuit

1.7.2.1.3. overall level of negative affect is likely to be even greater than if we had worked on the task all along

1.7.2.2. basic breakdown in our self-regulation

1.7.2.2.1. short-term mood repair and emotion regulation

1.7.2.3. faced with a task that is viewed as aversive (i.e., boring, frustrating, lacking meaning and/or structure), and therefore leads to unpleasant feelings or negative mood

1.7.2.3.1. experience negative emotions or a negative mood in relation to the task and lack motivation for task engagement

1.7.2.3.2. aversive tasks lead to anxiety and worry, and that task avoidance is a strategy to avoid this negative mood

1.7.2.3.3. focus is on feeling better now, we fail to override our impulse to avoid the task, and “give in to feel good”

1.7.2.3.4. judgmental and reactive thoughts associated with such tasks promote negative states such as frustration and self-criticism that can fuel impulsive decisions to abandon the tasks

1.7.2.3.5. negative mood is also associated with recognizing the consequences of not acting in a timely manner in the past and the self-judgmental thoughts linked to this awareness

1.7.2.3.6. negative mood motivates avoidance and disengagement from necessary and intended tasks

1.7.2.3.7. Tasks that are perceived as difficult or challenging can activate negative self-talk that interferes with task persistence

1.7.2.3.8. Counterfactual thoughts

1.7.2.4. measures of procrastination share variance with some core personality traits, particularly Conscientiousness of the Big Five

1.7.2.4.1. more likely to needlessly delay tasks when we lack self-discipline and/or we are very impulsive

1.7.2.4.2. more likely to delay on tasks which we find unpleasant in some regard and/or for which reward for task engagement is temporally delayed

1.7.2.5. procrastination was negatively associated with mindfulness, a form of adaptive present-focused time orientation

1.7.2.5.1. low mindfulness explained the negative mood state (e.g., feeling stressed) associated with procrastination

1.7.2.5.2. Mindfulness has been identified as an important quality for self-regulation, because it reduces stress and permits non-judgmental awareness of discrepancies between current and desired future states that can increase persistence on challenging tasks

1.7.2.6. Consequences of Procrastination for Health and Well-being

1.7.2.6.1. associated with poor mental health, anxiety and depression and stress

1.7.2.6.2. procrastination-health model

1.7.2.6.3. some may argue that this type of stress may actually fuel their motivation to perform well on such tasks by enhancing their performance, this arousal-based perspective on procrastination is unfounded

1.7.2.6.4. procrastination is linked to stressful negative states such as shame guilt worry and anxiety nd negative self-perceptions which may increase stress and even increase procrastination

1.7.2.6.5. a form of self-regulation failure that involves the primacy of short-term mood repair and emotion regulation over the longer-term pursuit of intended actions

1.7.2.6.6. procrastination is associated with less consideration of the future consequences of current behavior

1.7.2.7. procrastination as a self-defeating temporal choice.

1.7.3. Sirois, F.M. and Giguère, B. (2018), Giving in when feeling less good: Procrastination, action control, and social temptations. Br. J. Soc. Psychol., 57: 404-427. https://doi-org.ezproxy.ecu.edu.au/10.1111/bjso.12243

1.7.3.1. problematic and ubiquitous form of self-regulation failure that has important negative consequences across multiple life domains including academics, work life and health

1.7.3.2. voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay

1.7.3.2.1. focus on regulating immediate mood

1.7.3.3. often takes the form of disengaging from intended tasks which may have immediate costs (e.g., are difficult, boring or aversive) yet distant gains, to engage in activities that are more immediately rewarding.

1.7.3.4. Mood regulation model of procrastination, Sirois & Pychyl 2013)

1.7.3.4.1. the temporal ‘trade-off’ that occurs when people unnecessarily delay intended tasks reflects the prioritization of short-term mood regulation over long-term goal achievement

1.7.3.4.2. choosing to engage in pleasurable activities rather than the intended task helps to regulate negative, or less positive, task-related mood - ‘we give in to feel good’

1.7.3.4.3. disengagement from intended tasks which serves as a means to correct or improve immediate mood provides only temporary relief that can contribute to a continued cycle of making poor intertemporal choices with respect to tempting activities

1.7.3.4.4. he high levels of negative affect and low levels of positive affect associated with procrastination may contribute to a present-orientated bias

1.7.3.4.5. competing action tendencies, or temptations, serve a mood-regulating function that provides immediate relief from negative states associated with a challenging or aversive task

1.7.3.4.6. cyclic nature of poor intertemporal choices that are driven by the prioritization of present mood over future outcomes

1.7.3.5. mood-repair conceptualization of procrastination

1.7.3.5.1. regulation of immediate mood is prioritized over taking instrumental action towards achieving distal goals

1.7.3.6. tend to procrastinate on tasks perceived to be aversive

1.7.3.6.1. associated with avoidant coping

1.7.3.7. procrastination is linked to lower levels of positive affect

1.7.3.7.1. negative affective states can arise from the anticipation of having to complete an aversive task, from the negative self-evaluations and cognitions that are pervasive with procrastination

1.7.3.7.2. loss of positive mood regarding the task may promote procrastination

1.7.3.8. low levels of state positive affect may narrow the temporal perspective of procrastinators and make it difficult for them take into account the future implications of their current behaviour choices, especially in the context of high levels of negative affect

1.7.3.8.1. Affect-driven short-sightedness, combined with a mindset that encourages becoming ‘absorbed in the moment’ with pleasurable distractions as a means to escape from negative mood

1.7.3.9. Action Control Theory, Kuhl 1984

1.7.3.9.1. successful translation of an intention into action depends on the control strategies used to bolster the intention and inhibit competing action tendencies

1.7.3.9.2. two affect-related action control strategies are particularly relevant for understanding the role of affect in procrastination

1.7.3.9.3. poor motivation and emotion control can increase susceptibility to distractions from competing action tendencies and thus threaten the successful completion of intended action.

1.7.3.9.4. individuals who are state-oriented tend to become pre-occupied with past, present or future states, and accordingly have difficulty controlling the negative emotions associated with a difficult task

1.7.3.9.5. ‘giving in to feel good’ is consistent with poor emotion control, whereas ‘giving in when feeling less good’ may reflect poor motivation control to the extent that the individual is unable to evoke positive, motivating feelings for engaging in an action tendency

1.7.3.9.6. mood regulation difficulties that characterize procrastination are reflective of poor emotion and motivation control and that shielding action tendencies from goal-derailing temptations will be compromised under such circumstances

1.7.3.9.7. continuous frustrations with completing a difficult task can lead to rumination focused on task-irrelevant emotions that can interfere with taking instrumental action towards intended tasks

1.7.3.10. PSI (Personality Systems) theory, Kuhl 2000

1.7.3.10.1. biased activation of affect can influence key cognitive processes, such as intention memories, and the subsequent follow-through and implementation of intentions

1.7.3.10.2. positive affect facilitates intentions and especially the maintenance of intentions that are difficult because they cannot be carried out immediately, as well as their enactment

1.7.3.10.3. low positive mood maintains intention memory and makes it difficult to take action to fulfil the intention, thus increasing susceptibility to intuitive behaviour control, such as conditioned responses to external cues (i.e., temptations), whereas high negative mood interferes with finding meaning and value in ongoing difficult goals, making alternative activities that provide more immediate meaning (i.e., temptations) more attractive

1.7.3.10.4. failure to upregulate positive affect and downregulate negative affect can interfere with enacting intentions, and especially those that may be difficult because they cannot be immediately acted upon

1.7.3.10.5. frustration reflects inhibition of positive affect rather than being a negative affective state.

1.7.3.11. although academic procrastinators did not intend to study less or postpone studying until just before examinations, they nonetheless did, and the primary reason was a susceptibility to temptations, especially those of a social nature.

1.7.3.11.1. tend to use social media such as Facebook as a means to disengage from the negative affect associated with unpleasant tasks

1.7.3.11.2. susceptible to goal-derailing temptations

1.7.3.11.3. social temptations may be a particular threat to task completion for procrastinators when positive affect for a task is low

1.7.3.11.4. the self-motivation needed to upregulate positive affect is itself an executive function, and that temptation can impair executive functioning - links between procrastination and affect were stronger under conditions of high social temptation.

1.7.3.11.5. lure of socially based activities strengthened the relationship between procrastination and poor motivation control

1.7.3.11.6. social temptations may be particularly difficult to resist because they offer opportunities to increase positive affect both through social interaction and through engaging in desirable alternative activities

1.7.3.12. procrastination may be understood not just as an instance of ‘giving in to feel good’ when negative affect is high but also as ‘giving in when feeling less good’ when task positive affect is low relative to other more positive activities

1.7.3.13. task frustration was a key component of task aversiveness that was also associated with procrastination

1.7.3.13.1. frustration in the context of a longer range task that can threaten task completion for procrastinator

1.7.3.13.2. task frustration was the key negative emotion reported across each action stage of procrastinators projects

1.7.3.14. poor control of negative affect may not be such a liability for procrastinators engaged in short-term tasks, as negative affect may be more adaptive in this situation in that it orients focus towards immediate concerns

1.7.3.14.1. For long-term tasks where a focus on the future is adaptive, however, low levels of positive affect and high levels of negative affect may be particularly detrimental for procrastinators. To the extent that negative affect orients one's focus to more immediate rather than distal concerns and low positive affect narrows the temporal focus away from the future, these affective states may disrupt the focus on the future actions necessary for successful action control and completion of long-range tasks

1.7.3.14.2. the nature of the goals may have played a role and not simply the time to achieve the goal

1.7.3.15. low positive affect and high levels of perseverative negative affect disrupt one's ability to access cognitive networks that can provide a meaningful, ‘big picture’ perspective on one's goals, and the action options available to successfully follow through on intentions to realize these goals

1.7.4. https://www-sciencedirect-com.ezproxy.ecu.edu.au/science/article/pii/S0165032716315051

1.7.4.1. Procrastination

1.7.4.1.1. an episode when an individual is ‘putting off’ or failing to complete an activity (such as doing homework or filing a tax return) in any given moment.

1.7.4.1.2. associated with diminished academic and work performance, as well as poor mental health

1.7.4.1.3. viewed as a maladaptive attempt to manage behaviour or emotion

1.7.4.1.4. Some individuals may believe that by postponing a task they will perform better (and successfully) at a later date, however it is unlikely that this strategy consistently results in a successful outcome (e.g., students submit assignments late, people fail to file their tax returns on time, etc.).

1.7.4.1.5. Models

1.7.5. Kenneth G. Rice, Greg J. Neimeyer & Jennifer M. Taylor (2011) Efficacy of Coherence Therapy in the Treatment of Procrastination and Perfectionism, Counseling Outcome Research and Evaluation, 2:2, 126-136, DOI: 10.1177/2150137811417975

1.7.5.1. procrastination and maladaptive perfectionism can be debilitating and common conditions for many adults

1.7.5.1.1. nearly 20–30% of adults in cross-national samples significantly procrastinate

1.7.5.2. Problems associated with procrastination include higher levels of depression, stress, anxiety, lower self-esteem and self-efficacy and lower assertiveness, as well as lower grades and grade point average in school

1.7.5.3. One commonly presumed correlate, if not cause of procrastination, is perfectionism

1.7.5.3.1. dominant “fear of failure” factor that appeared to be a blend of indicators representing “anxiety about meeting others’ expectations (evaluation anxiety), concern about meeting one’s own standards (perfectionism), and lack of self-confidence.”

1.7.5.4. Coherence Therapy

1.7.5.4.1. achieve enduring therapeutic change through deeper understanding of the emotional truth of a symptom

1.7.5.4.2. Coherence Therapy as a potential treatment for self-critical, maladaptive perfectionism (discrepancy) but failed to support its efficacy in changing procrastination.

1.7.6. https://www-sciencedirect-com.ezproxy.ecu.edu.au/science/article/pii/S0191886914000701

1.7.6.1. two key elements of procrastination – delay and discomfort

1.7.6.2. tendency to delay initiation or completion of important tasks to the point of discomfort ties the phenomenon to the feeling of guilt, or generally lower levels of well-being

1.7.6.3. procrastination might not only be tied to a feeling of guilt but also to positive affect people experience during a procrastination episode, because they engage in enjoyable activities instead of the procrastinated task.

1.7.7. Abdul Saman & Hillman Wirawan | Peter Walla (Reviewing editor) (2021) Examining the impact of psychological capital on academic achievement and work performance: The roles of procrastination and conscientiousness, Cogent Psychology, 8:1, DOI: 10.1080/23311908.2021.1938853

1.7.7.1. procrastination is a form of a deliberate postponement from the activities that should have been accomplished and completed

1.7.7.1.1. tasks must be personally meaningful, even though the person might realise that the postponement could have more costs than benefits

1.7.7.1.2. delaying the completion of specific tasks, activities, or even policies which also breaches the deadline and the quality of the tasks

1.7.7.1.3. procrastination was the results of poor self-regulation and time management

1.7.7.2. students who possessed intrinsic motivation tended to procrastinate less compared to those who had extrinsic motivation

1.7.7.3. procrastination inflicted students’ low academic achievements to the point of even impeding students’ academic completion

1.7.7.3.1. procrastination decreased students’ academic achievement

1.7.7.3.2. Even though students are finally able to complete the assignments, it will be more likely that they only show a low quality result. Low quality assignments will lead to poor academic achievement that will eventually make the students disengaged from academic tasks.

1.7.7.4. not all students who put off their assignments will automatically fail in their academic endeavour or have low academic achievements

1.7.7.4.1. Some of them might practice active procrastination, which is advantageous under some circumstances.

1.7.7.4.2. Active procrastination is not the same as the type of procrastination that leads to failure in studies, but it is considered as students’ management strategy in dealing with work demands

1.7.7.5. procrastination brings undesired effects on individuals, such as low well-being and work performances

1.7.7.6. Personality

1.7.7.6.1. pattern of emotion, interpersonal, behaviour, and motivation that tends to be stable and distinguishes a person from others

1.7.7.6.2. personality can determine procrastination

1.7.7.6.3. Some personality traits show a negative relationship with procrastination.

1.7.7.7. Self-Regulation theory

1.7.7.7.1. self-capacity can modify psychological response in certain social environments

1.7.7.7.2. lack of personal resources can cause poor self-executive function

1.7.7.7.3. to improve performance one should optimise time management and work quality by exerting personal resources

1.7.7.7.4. A high level of self-regulation can influence self-management and eventually reduce procrastination.

1.7.7.7.5. A low level of personal resources encourages one to exert less effective self-executive function or might implement poor self-regulation.

1.7.7.8. High wellbeing = less procrastination, and vice versa

1.7.8. Further development and testing of the metacognitive model of procrastination: Self-reported academic performance

1.7.8.1. there are significant, negative associations between AP and depression, AP and negative metacognitions about procrastination, and AP and unintentional procrastination.

1.7.8.2. procrastination is not only harmful to academic performance, but also to mental well-being: e.g., it is significantly associated with anxiety and depression

1.7.8.3. Procrastination may not always be problematic; instead, it can reflect an adaptive marshalling of resources and lead to better outcomes. To this end, procrastination has been variously delineated into two subtypes: e.g., functional and dysfunctional, active and passive, and intentional and unintentional

1.7.8.3.1. intentional procrastination (IP) refers to a deliberate and conscious (i.e., active), but not necessarily advantageous (i.e., functional), behaviour

1.7.8.3.2. unintentional procrastination (UP) refers to a non-deliberate behaviour that is typically both dysfunctional and passive

1.7.8.3.3. UP has a stronger positive association with negative affect than IP

1.7.8.3.4. challenging to engage solely in IP without slipping into UP

1.7.8.4. . Metacognitions (or metacognitive beliefs) are defined as beliefs that individuals hold (both implicitly and explicitly) about their own attentional strategies, behaviours, repetitive thinking processes (e.g., rumination and worry), and emotions.

1.7.8.4.1. a positive metacognitive belief about procrastination is “Procrastination allows creativity to occur more naturally”, whilst a negative metacognitive belief is “My procrastination is uncontrollable

1.7.8.4.2. Positive metacognitive beliefs about procrastination are positively associated with IP and (less so) with UP, whilst negative metacognitive beliefs about procrastination are more strongly positively associated with UP than IP

1.7.8.4.3. . If the individual strongly endorses negative metacognitive beliefs about procrastination, UP (and IP) will be assessed as harmful, dangerous, and/or uncontrollable. Such appraisals will lead to worsening mood

1.7.9. Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

1.7.9.1. Perfectionism

1.7.9.1.1. setting exceptionally high standards of performance and unrealistic goals, accompanied by overly critical self-evaluations and concerns over making mistakes

1.7.9.1.2. combining perfectionism with procrastination, the effects can be detrimental to many aspects of life, causing fear of failure and constant task delay, which, more often than not, leads to unsatisfactory results

1.7.9.1.3. Two significant approach, Frost et al.

1.7.9.1.4. Multidimensional Perfectionism Scale

1.7.9.2. Procrastination

1.7.9.2.1. the purposeful delay of a task

1.7.9.2.2. links procrastination to worse performances, poor health, and a decrease in well-being

1.7.9.2.3. Ferrari

1.7.9.2.4. multidimensional model of procrastination

1.7.9.3. Link between perfectionism and procrastination

1.7.9.3.1. Conscientiousness

1.7.9.3.2. Emotion (Depression, Stress, Anxiety, and Satisfaction with Life)

1.7.9.3.3. Fear of failure

1.7.9.3.4. Temporal Orientation

1.7.9.3.5. Motivation and Self-Regulation

1.7.9.3.6. Boredom Proneness

1.7.9.3.7. Need for Affect

1.7.9.3.8. Self-Efficacy and Euthymia

1.7.9.3.9. Time Management

1.7.10. Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

1.7.10.1. involves procrastinating one or several activities, either at the beginning, development or conclusion of them and carrying out another or other unnecessary activities that prevent the completion of the original activity

1.7.10.2. sense of guilt and discomfort for the very fact of delaying and subsequent relief when the pending activity is executed, usually at the ‘last moment’

1.7.10.2.1. diminished sense of well-being, stress, difficulties in following instructions, unpunctuality, poor school performance and personality problems

1.7.10.3. Academic stress and anxiety can be defined as a relationship between the student and the demands of the academic environment, which is perceived by the former as threatening and endangers their well-being

1.7.10.3.1. Perceived demanding demands (e.g., exams, a competitive context, proximity to deadlines.) can affect students’ performance, as well as their physical and mental health, generating an imbalance that leads them to resort to different coping strategies to restore it

1.7.10.3.2. Stress and anxiety have been positively associated with depression, poor academic performance, school dropout, sleep quality

1.7.10.4. academic self-regulation negatively predicts young people’s procrastination

1.7.10.4.1. low negative correlation between academic self-regulation and procrastination

1.7.10.4.2. procrastination was positively related to academic stress and anxiety.

1.7.10.5. high academic performance showed a high capacity for self-regulation and the use of metacognitive and repetition strategies, which are contrary to procrastination

1.7.11. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9632482/

1.7.11.1. AP is a form of procrastination in school situations and is related to the fulfilment of studying tasks. Some researchers interpreted AP as emotional discomfort experienced by individuals who delay embarking on a task that must eventually be completed

1.7.11.1.1. AP will not only lead to a decline in school achievement, but also have a negative impact on college students’ learning attitud

1.7.11.1.2. essence of AP is the fear of failure and the lack of self-regulation ability in the face of the pressure of academic tasks

1.7.11.2. higher risk of negative emotions such as depression and anxiety

1.7.11.2.1. procrastination is closely related to irrational worry and self-criticism

1.7.11.3. Procrastinators often feel less confident in their ability to complete tasks, and thus delay the start of tasks

1.7.11.4. when faced with academic tasks, they are more likely to choose to procrastinate to avoid the execution of tasks

1.7.11.5. Perfectionism is a tendency to pursue perfection in everything, and it is a personality trait that has an important influence on people’s emotions and behaviors

1.7.11.5.1. maladaptive perfectionism tendency of critical self-evaluation and worry about others’ expectations and comments

1.7.11.5.2. MP was significantly predictive of procrastination

1.7.11.5.3. maladaptive perfectionists insist on setting unrealistically high standards for themselves, believing that things are either perfect or fail. This requirement makes them often worry that they cannot complete the task, which leads to the fear of failure and indecision

1.7.11.5.4. MP is significantly negatively associated with resilience

1.7.11.6. Resilience was defined as “an individual’s behavioral tendency to adapt to changing circumstances and the ability to recover from stressful situations”

1.7.11.6.1. Resiliency Model proposed by Richardson, resilience is not only affected by the individual’s cognition and behavior, but also has a protective effect on the cognition and behavior

1.7.11.6.2. as a special personality trait, there is a certain relationship between MP and self-esteem while self-esteem and resilience have a certain correlation

1.7.11.6.3. resilience can mobilize individual protective resources, help individuals cope well with adverse situations and maintain positive emotional states so it should play a positive role in reducing AP

1.7.11.7. Coping is an individual’s cognitive and behavioral effort to reduce the negative effects of stress, which is usually divided into positive coping style (PCS) and negative coping style(NCS)

1.7.11.7.1. PCS refers to the individual’s problem-solving oriented, actively seeking internal and external resources, so as to construct problem-solving strategies

1.7.11.7.2. NCS refers to that individuals pay more attention to their own emotional experience when facing problems and solve problems by denying, escaping and fantasizing

1.7.11.7.3. Stress-Diathesis Model, individual coping style has an important influence on psychology and behavior

1.7.11.7.4. PCS will enhance the positive effect of resilience on AP to some extent, while NCS will weaken the protective effect of resilience on AP.

1.7.12. https://www.cci.health.wa.gov.au/~/media/CCI/Mental-Health-Professionals/Procrastination/Procrastination---Information-Sheets/Procrastination-Information-Sheet---01---What-Is-Procrastination.pdf [5]

1.7.12.1. ...making a decision for no valid reason to delay or not complete a task or goal you’ve committed to, and instead doing something of lesser importance, despite there being negative consequences to not following through on the original task or goal.

1.7.12.2. To avoid the guilt associated with procrastination, we often generate excuses for our procrastination which help us feel justified and OK with putting things off. These excuses often imply that because of some set of circumstances, we are better off leaving the task to another time.

1.7.12.3. The reason people procrastinate, is because they hold unhelpful rules and assumptions about themselves or how the world works. These unhelpful rules and assumptions often generate some form of discomfort about doing a task or goal (e.g., anger, resentment, frustration, boredom, anxiety, fear, embarrassment, depression, despair, exhaustion, etc), and procrastination then becomes a strategy to avoid the discomfort.

1.7.12.3.1. ///

2. Motivation

3. Emotional wellbeing

4. Procrastination Action PLan

4.1. https://oce-ovid-com.ezproxy.ecu.edu.au/article/00005792-202303240-00036/HTML ////

4.1.1. Procrastination Action Plan

4.1.1.1. Procrastination behavior refers to the phenomenon that individuals, when faced with a task that must be completed, cannot immediately engage in it and finish it on time, but intentionally engage in other behaviors unrelated to it and postpone the task

4.1.1.1.1. hinder the achievement of learning and work goals, but also long-term procrastination will lead to anxiety, depression, learned helplessness and other negative emotions, and the accumulation of negative emotions will lead to a series of physical or psychological problems

4.1.1.2. Achievement motivation is the internal motivation of individuals to set high standards for themselves, motivate themselves to pursue excellence and achieve the set goals, and is an important predictor of reducing the occurrence of procrastination in college students

4.1.1.2.1. Individuals with high achievement motivation tend to set difficult goals for themselves, and often get achievements and satisfaction from completing challenging tasks. Driven by such intrinsic motivation, they often experience pleasure in the process of learning, thus reducing the possibility of procrastination

4.1.1.2.2. achievement motivation is closely related to psychological factors, and mindfulness is one of them

4.1.1.2.3. when individuals have a high achievement motivation, their procrastination will be reduced, but some students have a strong motivation to pursue success, but lack good time management and self-control, so they procrastinate more

4.1.1.2.4. desire for success was negatively correlated with procrastination, while procrastination was positively correlated with failure avoidance

4.1.1.2.5. Improving achievement motivation, thereby improving procrastination, is the way to go

4.1.1.3. can set up reward programs to stimulate students’ learning enthusiasm and reduce procrastination behavior by enhancing achievement motivation

4.1.1.3.1. make plans according to the time and the difficulty of tasks to improve their time management ability, and gradually enhance the sense of achievement through the progress of tasks completed.

4.1.1.4. establish a mindfulness state, thus having a more positive life attitude and sense of goal and fulfillment to alleviate the procrastination behavior.

4.1.1.4.1. nonjudgmental part of mindfulness is less likely to make individuals resent the task, and its awareness and attention components are less likely to lead to loss of self-control and distraction, which play a direct role in improving procrastination

4.1.1.4.2. open, accepting and nonjudgmental attitude contained in mindfulness can enable individuals to truthfully accept themselves and their relationships with the outside world, which may make individuals less susceptible to negative cognition and emotions in the face of pressure and difficulties, thus helping individuals to form a more objective and positive self-evaluation (core self-evaluation), and thus more confident in their own abilities.

4.1.1.4.3. mindfulness can help nursing students enhance their achievement motivation, thus reducing procrastination

4.2. https://www-tandfonline-com.ezproxy.ecu.edu.au/doi/epdf/10.3200/GNTP.166.1.5-15?needAccess=true&role=button

4.2.1. PROCRASTINATIONis the lack or absence of self-regulated performance andthe tendency to put off or completely avoid an activity under one’s control

4.2.1.1. habitually procrastinate believethat their tendency to procrastinate significantly interferes with their academic standing, capacity to master classroom material, and the quality of their lives

4.2.1.2. detrimental to academic performance, possibly leading to greater coursewithdrawal and lower grades

4.2.1.3. procrastination was a significant negative predictor of college grade pointaverage.

4.2.2. motivational problem that involves more than poor time man-agement skills or trait laziness

4.2.2.1. Procrastinators are difficult to motivate and, there-fore, are likely to put off doing school assignments and studying for exams untilthe last possible moment

4.2.3. lack orabsence of self-regulated performance.

4.2.3.1. elf-regulationconcerns the way in whichindividuals use internal and external cues to determine when to initiate, when tomaintain, and when to terminate their goal-directed actions.

4.2.3.2. self-regulation can have powerful effects on academic outcomessuch as persistence, performance, learning, and affect

4.2.4. theory of self-regulation, Deci and Ryan 1985, 1991

4.2.4.1. four main types of motivation that exist along a self-determination con-tinuum. The four forms of motivation (from most self-determined to least self-determined) are:

4.2.4.1.1. (a) intrinsic motivation

4.2.4.1.2. (b) self-determined extrinsic motivation,

4.2.4.1.3. (c) non-self-determined extrinsic motivation

4.2.4.1.4. extrinsic reasons were more likely to procrastinate

4.2.4.1.5. high extrinsic motivation did not elicit procrastinating behaviors if it wasself-determined.

4.2.4.1.6. procrastination was an individualbehavioral tendency associated with the lack of self-determination.

4.2.4.1.7. (d) amotivation

4.2.4.2. help students to have clear goals in their work, to concentrate on the task athand, and to not be excessively self-conscious in learning

4.2.4.3. students who were outof balance between the perceived skills of themselves and the perceived chal-lenges of a task were likely to procrastinate in their studies

4.2.4.4. some people procrastinated as an avoidance technique toprotect their self-esteem

4.2.4.4.1. If they did poorly, then they could say that it was becausethey put off studying until the last moment. If they did well despite procrastinating,then others would perceive them as particularly abl

4.2.4.4.2. cloud the causal factors involved in performance, such that in the event of poor per-formance, one may attribute the low grade to lack of effort rather than to low abil-ity

4.3. https://www.sciencedirect.com/science/article/pii/S221478292300012X?ref=pdf_download&fr=RR-2&rr=7bf8905b89a20697

4.3.1. Procrastination, which refers to the process of voluntarily yet irrationally delaying an intended or necessary course of action

4.3.2. associated with several negative consequences such as low self-esteem, excessive worrying, anger problems, shame, increased stress, depression, anxiety, and overall lower satisfaction with life

4.3.2.1. lower grade point averages (GPAs), assignment scores, and examination scores when compared to those who do not

4.3.2.1.1. adverse long-term consequences such as poor general health, problems in social relationships, financial struggles and limited career opportunities

4.3.3. cognitive behavior therapy (CBT) being the most effective treatment

4.3.4. potential barrier to effectively treating procrastination is treatment adherence

4.3.4.1. individuals who receive treatment for procrastination struggle to adhere to and keep up with treatment

4.4. https://www-sciencedirect-com.ezproxy.ecu.edu.au/science/article/pii/S0005789417300898 ////

4.4.1. Procrastination can have a negative impact on course grades and the ability to achieve a university degree, but can also lead to psychological distress.

4.4.1.1. negative impact on academic achievement, career, and financial success

4.4.2. Cognitive behavior therapy (CBT) is believed to reduce procrastination

4.4.2.1. psychoeducation and interventions primarily related to behavioral techniques (e.g., stimulus control), while the others were characterized by cognitive strategies (e.g., managing maladaptive thoughts).

4.4.2.1.1. accountability

4.4.2.2. Temporal Motivational Theory points to the importance of increasing the value of one’s tasks and assignments, decreasing the delay between one’s effort and its rewards, as well as minimizing susceptibility to temptation by removing any distractions

4.4.2.2.1. all of which can be targeted by behavioral techniques

4.4.3. students attending university are often referred to as having more severe difficulties with procrastination

4.4.3.1. at least half of the student population report being troubled by their delay of tasks and assignments

4.4.3.2. affects both well-being and the ability to succeed in different curricular activities

4.4.3.3. can result in lower course grades and grade point averages

4.4.3.4. postponing one’s commitments while studying seems to result in emotional and physical issues, such as stress, anxiety, anger, worry, and shame

4.4.3.5. creating great difficulties in completing important course work, and, in turn, causing problems achieving the grades that are needed to finish the semester or obtaining a university degree. This can then lead to other long-term negative consequences in their lives, for example, financial concerns and limited career opportunities

4.5. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6125391/ ////

4.5.1. significant relationships between self-report measures of procrastination, depression, anxiety, stress, and quality of life, perfectionistic concerns, rumination and lowered mood, excessive worry and generalized anxiety disorder

4.5.1.1. negative impact on academic achievement, such as lower grade point average and that it impedes career and financial success

4.5.2. 20% of the adult population regard themselves as struggling with procrastination in their everyday lives

4.5.2.1. university students that number has been found even higher, with at least 50% reporting severe difficulties completing their curricular activities in certain settings

4.5.3. psychodynamic and psychoanalytic treatments

4.5.3.1. coherence therapy

4.5.3.1.1. insight-oriented and focuses on experiential methods

4.5.3.2. cognitive behavior therapy (CBT)

4.5.3.2.1. rational-emotive behavior therapy, has long been regarded as helpful for targeting procrastination by clinicians, with one of the first self-help books on the subject conceptualizing it as a result of irrational beliefs

4.5.3.2.2. procrastination as the result of schedules of reinforcement, sensitivity to delay, and biases and heuristics

4.5.3.2.3. self-monitoring, and goal setting techniques.

4.5.3.2.4. four variables can be used to explain why individuals procrastinate: the value of completing an intended course of action, the expectation to achieve that value, the timing of that value, and sensitivity to delay.

4.5.3.3. concept of ego defense, i.e., avoiding task completion because failure or success can be threatening to one's self-concept, the influence of attachment styles, and parental control.

4.5.4. motivational or volitional standpoint

4.5.4.1. overcome procrastination by providing corrective feedback to the individual with regard to how time is being spent, removing distractions to prevent the pursuit of more immediate gratifications, or to increase motivation by manipulating the time frame of completion by using sub-goals, in line with the theoretical understanding of procrastination

4.5.4.2. self-regulation, implementation intentions, goal-setting techniques, and time management

4.5.4.2.1. implementation intentions are verbal statements that delineate when and how something should be done, e.g., “When in situation X, I will enact behavior Y”

4.6. https://ct.counseling.org/2019/10/procrastination-an-emotional-struggle/ /////

4.6.1. as many as 20% of adults worldwide are true procrastinators, meaning that they procrastinate chronically in ways that negatively affect their daily lives and produce shame or guilt.

4.6.1.1. procrastination becomes problematic when it runs counter to one’s own desires

4.6.2. Managing emotions, not time - procrastination is a problem of emotion regulation, not time management

4.6.2.1. chronic procrastination is often a sign of an underlying, unresolved emotional problem. People’s emotional triggers influence how they feel, which in turn influences how they behave

4.6.2.1.1. aversion to a task, a fear of failure, frustration, self-doubt and anxiety

4.6.2.2. Procrastination can also show up in conjunction with various mental health issues — ADHD, eating disorders, perfectionism, anxiety, depression — because it is an avoidance strategy

4.6.2.3. finding the root cause

4.6.2.3.1. eg not feeling worthy, feeling anxious, stressed, judged, depressed

4.6.3. Addressing irrational thoughts- You can do all the time-management skills in the world with someone, but if you haven’t addressed the underlying irrational beliefs fueling the anxiety, which is why they’re procrastinating, they’re not going to do [the task they are avoiding],

4.6.3.1. rational emotive behavior therapy (REBT)

4.6.3.1.1. four core irrational beliefs

4.6.3.1.2. sometimes when people think something will be too difficult, they don’t do it.

4.6.3.1.3. fear that they could fail, and they interpret failure to mean that something is inherently wrong with them

4.6.3.1.4. challenge unhealthy thinking and break the vicious cycle

4.6.3.1.5. REBT helps clients quickly “take responsibility for their behavior and recognize that they have agency to change it,

4.6.4. Learning to tolerate discomfort - procrastinating on beginning a complex task at work out of fear of failure, or avoiding having a difficult conversation with a friend - helping clients become aware of the discomfort they are avoiding

4.6.4.1. name it to tame it” technique

4.6.4.1.1. ask clients what they are feeling when thinking about the task they are avoiding

4.6.4.2. imaginal exposure

4.6.4.2.1. coping skills such as breathing exercises to use when they experience discomfort.

4.6.4.2.2. identify, challenge and replace irrational thoughts that contribute to emotional distress and self-defeating behaviors

4.6.4.2.3. imagine walking through the scenario they have been avoiding.

4.6.4.3. “surfing the urge” mindfulness-based technique

4.6.4.3.1. stop when they feel the urge to procrastinate and ask themselves what the urge feels like in their bodies and what thoughts are going through their heads

4.6.4.3.2. For instance, clients may notice having an urge to get up and grab a snack rather than work on their task. This technique helps them learn to sit with their discomfort and face the urge rather than distracting themselves from it or trying to change it,

4.6.5. The power of rewards and consequences - rewards and consequences a useful motivational tool for those clients who are good at identifying irrational beliefs and who already possess coping and emotion-regulation skills yet are still procrastinating when faced with certain tasks

4.6.5.1. help clients determine appropriate rewards - smaller rewards, such asa going out with a friend or taking a walk to celebrate

4.6.5.2. accountability and consequences

4.6.6. Giving yourself permission - shame is a big factor with people who procrastinate

4.6.6.1. inner critic is shaming them constantly with “should” statements (e.g., “I should work out four times a week”). Procrastination is their way of rebelling against this harsh judgment

4.6.6.2. Self-compassion is one way to address critical thoughts and shaming

4.6.6.2.1. For example, the critical inner voice that declares a client lazy if he or she doesn’t go to the gym could be changed to use more motivating statements such as “It feels good when I go outside and move my body.”

4.6.6.3. use a self-compassionate voice to remind themselves that they will feel better after they take a break

4.6.6.3.1. the act of giving oneself permission to take a break, practice some self-care, and rest and relax can sometimes break the cycle of procrastination,

4.6.6.3.2. students who forgave themselves for procrastinating when studying for a first exam were less likely to procrastinate when studying for the next one

4.6.7. Strategies for success - Procrastination does offer momentary relief and reward, which only reinforces the behavior and continues the cycle of avoidance, the more times that an individual avoids a task, the more difficult it becomes to stop the cycle of procrastination.

4.6.7.1. learn strategies that are more effective than avoidance

4.6.7.1.1. breaking tasks into smaller ones that are realistic and obtainable

4.6.7.1.2. important to get these clients to succeed at some task, even if it is a small and relatively meaningless one such as going to the grocery store or getting the car washed

4.6.7.1.3. create specific — rather than generic — goals

4.6.7.1.4. identify optimal times to complete tasks that they have been procrastinating on

4.6.7.1.5. Shifting clients’ focus to what they will do — rather than what they won’t do — is another way to motivate clients

4.7. https://www.sciencedirect.com/science/article/pii/S221478292300012X?ref=pdf_download&fr=RR-2&rr=7bf8905b89a20697 ///

4.7.1. treatments available to target procrastination in students, with cognitive behavior therapy (CBT) being the most effective treatment

4.7.1.1. Guided treatments have previously been shown to result in better treatment outcomes

4.7.2. barriers include underestimating the problem, fear of stigmatization, perceived lack of time, low financial resources, preference for self-management and low awareness of available resources

4.7.3. potential barrier to effectively treating procrastination is treatment adherence

4.7.3.1. many individuals who receive treatment for procrastination struggle to adhere to and keep up with treatment

5. PERMA Model

5.1. From PSY6008.1: 3.4

5.1.1. wellbeing theory

5.1.1.1. outlines five key pillars for flourishing and thriving at work and beyond: Positive emotions, Engagement, Relationships, Meaning and Accomplishment.

5.1.1.1.1. people pursue because they are intrinsically motivating and they contribute to wellbeing. These elements are pursued for their own sake and are defined and measured independently of each other

5.1.1.2. help you increase your wellbeing by focusing on combinations of feeling good, living meaningfully, establishing supportive and friendly relationships, accomplishing goals, and being fully engaged with life.

5.1.1.3. PERMA activities and interventions are applicable in a clinical setting to individuals suffering from mental health disorders, as well as to those who simply want to improve levels of flourishing.

5.1.1.4. https://positivepsychology.com/perma-model/

5.1.1.4.1. significant positive associations between each of the PERMA components and physical health, vitality, job satisfaction, life satisfaction, and commitment within organizations

5.1.1.4.2. PERMA is also a better predictor of psychological distress than previous reports of distress

5.1.1.4.3. P – Positive Emotion

5.1.1.4.4. E – Engagement

5.1.1.4.5. R – Positive Relationships

5.1.1.4.6. M – Meaning

5.1.1.4.7. A – Accomplishments/Achievements

5.1.1.4.8. Additionally

5.1.1.4.9. Training in PERMA

5.1.1.4.10. Activities & Interventions

5.1.2. Martin Seligman

6. SMART goals

6.1. from psy6800.1, 4.3

6.1.1. Setting SMART goals allows you to clarify your ideas, focus your efforts, use your time and resources productively and increase your chances of achieving what you want in life.

6.1.2. A SMART goal is a carefully planned, clear and trackable objective.

6.1.2.1. this strategy saves you the wasted time of not knowing precisely what you want or how to get it.

6.1.2.2. Example: 'I will [write your goal here] by [write how you will do the goal]. I will know I am making progress because [write how you will measure the goal] for [time goes here].'

6.1.3. SMART

6.1.3.1. Specific

6.1.3.1.1. Saying you want to earn more is too vague. Instead, be specific and pick a number that reflects how much money you want to earn. Do you want to start making $150,000 per year, $500,000 or another amount? Set a clear number to track your progress against. Having a specific goal is helpful in two ways: you can better visualise your outcome—imagine all those zeroes in your bank account—and you will know without a doubt when you’ve achieved it

6.1.3.2. Measurable

6.1.3.2.1. SMART goal setting involves tracking your progress. If your goal is not measurable, you cannot objectively say you’ve achieved it. In our example, the specific goal is already measurable: You can check the numbers as the year goes on to see if you’ve reached $150,000. You can also make other goals measurable. For example, instead of learn how to play golf, your measurable goal might be reduce my handicap from 25 to 20. This allows you to see your development. How are you matching up to your goal? Are you on track to succeed?

6.1.3.3. Achievable

6.1.3.3.1. Setting an achievable goal means choosing an objective that, while you are required to push yourself, is also attainable. If you pick a goal that you know is outrageous—say you are currently earning $30,000 and you want to earn $5 million next year—you are most likely going to come up short of your goal. When you create a goal that's too lofty, it can seem impossible, and you may eventually give up. Use SMART goal setting to ensure you can achieve tangible progress, and avoid setting yourself up for failure with out-of-reach goals.

6.1.3.4. Realistic

6.1.3.4.1. Extraordinary goals get extraordinary results, so you want to be bold. However, for effective SMART goal setting, you also want to ensure that your goal is realistic. Realistic goals are those that you are willing and able to work toward and that can be achieved by improving your current habits. Your goals aren’t meaningful if they aren’t based on your reality right now. What is it you will need to do to reach your monetary goals? Whether you need to make more sales, get promoted to management or take the lead on a big client, make sure your goal is something you will have the time and energy for. While setbacks can be a catalyst for change and re-energise you, if your goal is not realistic, you will find it difficult to get back on track.

6.1.3.5. Time-bound

6.1.3.5.1. The final principle in SMART goal setting is having a clear time frame in which you can achieve your goal. Give yourself a reasonable amount of time to accomplish your goal. Do you think you can start earning your desired salary in six months, one year or two years? Having a clear time frame is essential for checking your progress along the way to reaching your goal. If you don’t reach your goal within the time frame, then it’s time to reassess: Was your goal achievable and realistic? Was your time frame too short? Or did you just not give it your all? When you employ the SMART goals acronym to map out what you want, there’s nothing wrong with resetting your goals as long as you have clarity on why you didn’t meet them.

7. SWOT analysis, from 4.4

7.1. strategic planning tool used to assess your or your clients’ strengths, weaknesses, opportunities and threats in achieving a goal.

7.2. aims to

7.2.1. promote your strengths

7.2.1.1. Strengths include the abilities and skills you have, experience that can be useful for achieving a goal, your knowledge of the topic and any other resources such as money, technologies, instruments or the time you have.

7.2.1.1.1. What are you good at?

7.2.1.1.2. What advantages do you have over others?

7.2.1.1.3. Do you have any resources available to you that others do not?

7.2.2. reduce your weaknesses

7.2.2.1. Weaknesses are the opposite of strengths such as the skills you lack, contacts you need to make or other limitations. Listing your weaknesses is not meant to discourage you. On the contrary, you list what you are lacking, so that you can plan how to acquire the skills or things you need to achieve your goal. Strengths and weaknesses are down to you. They relate to what you as an individual either have or need to obtain.

7.2.2.1.1. What skills do you struggle with?

7.2.2.1.2. What areas do you need to improve upon?

7.2.2.1.3. What holds you back?

7.2.3. exploit the opportunities available to you

7.2.3.1. Opportunities are situations in the environment that can be positive for achieving your goals. You can identify, grab or create opportunities. For example, an opportunity can be a positive trend, support that is available for you to access, networking channels to tap into, available training or new technologies that are being developed and which could help you.

7.2.3.1.1. Is the industry you are in/looking at in a promising position?

7.2.3.1.2. Is there an undeveloped niche in certain markets that you can tap into?

7.2.3.1.3. Do you have contacts in your network who could assist you?

7.2.4. minimise threats to your success.

7.2.4.1. Threats are things that can be an obstacle for you in achieving your goal. The idea is that you identify threats, so you can find ways to overcome them. If threats cannot be overcome, you can at least prepare to minimise their impact.

7.2.4.1.1. What could derail your success? E.g. competition, finances, changes in technology and any other obstacles.

7.2.4.1.2. Is there a risk of your weaknesses becoming threats?

7.2.4.1.3. Are there any external changes beyond your control that could be a threat?

7.2.4.2. Threats can be any type of obstacle, including risks to do, for example, with a change in the state of the economy (this can also be an opportunity, depending on the situation) or sudden changes in your circumstances.

8. Self development plan, from 4.6

8.1. an action plan that you can use to identify your individual goals and what you want to achieve, your strengths and weaknesses, and the areas you need to improve and develop to meet your goals

8.1.1. Steps

8.1.1.1. 1. Complete a SWOT analysis

8.1.1.1.1. You can complete a SWOT analysis as the first step of your self-development plan and as a self-assessment. That way you can:

8.1.1.2. 2. Set your goals

8.1.1.2.1. Think about the things you really want to achieve in your education, career or personal life. To meet your overall aims, you should set goals so that you can fulfil your objectives.

8.1.1.3. 3. Create your action plan

8.1.1.3.1. Once you have your clear SMART goals, you should break them down into action points, which will make them more manageable. You can put these points into an action plan with your priority goals at the top.

8.1.1.4. 4. Detail the strats and resources for achieving your goals

8.1.1.4.1. You now have your list of goals in your action plan, but how will you go about achieving them? Now, you should write down the strategies and resources you need to achieve your goals.

8.1.1.5. 5. Assessing your progress

8.1.1.5.1. You now have your list of goals in your action plan, but how will you go about achieving them? Now, you should write down the strategies and resources you need to achieve your goals.

9. Resilience

10. BP and MDD

10.1. The Associations of Common Psychological Problems With Mental Disorders Among College Students

10.1.1. Mental disorders such as depression, anxiety disorders are highly prevalent during this phase of life

10.1.1.1. affect academic functioning

10.2. https://www-sciencedirect-com.ezproxy.ecu.edu.au/science/article/pii/S0165178117300902

10.2.1. Major depressive episodes in both bipolar disorder (BP) and major depressive disorder (MDD) significantly impact patients' cognitions, emotions, and behaviors and cause substantial impairment

10.2.2. Dysfunction in decision-making is a core feature of major depressive episodes and is reported by patients as among the most bothersome symptoms

10.2.2.1. Decision-making is a complex process of option assessment and outcome evaluation that is heavily influenced by mood state and emotional processin

10.2.2.2. Among the factors thought to disturb decision-making in mentally ill patients are increased impulsivity, reduced working memory function, reduced reward expectation, altered tolerance for uncertainty or risk, and increased sensitivity to punishment

10.2.2.3. Higher depression severity is associated with impaired intuition mediated by negative affectivity and impaired flexibility of decision-making styles

10.2.3. MDD patients more steeply discount future gains compared to healthy controls, preferring smaller short-term gains over larger delayed gains

10.2.3.1. BP patients demonstrate decision-making deficits across all three phases of illness (depressed, manic, and euthymic), choosing from the “risky” decks significantly more frequently than healthy controls

10.2.3.1.1. likely translate to real world deficits in making decisions supportive of long-term goals.

10.2.4. Janis and Mann's decisional conflict model

10.2.4.1. People cope with decisional stress in divergent ways, classified into four distinct styles: vigilance, hypervigilance, buckpassing, and procrastination

10.2.4.1.1. conditions and the identified sources of decision-making stress make this model particularly relevant to understanding decision-making in actively depressed MDD and BP patients

10.2.4.1.2. Hypervigilance, buckpassing, and procrastination styles are each negatively associated with problem-focused coping typical of adaptive decision-making.

10.2.4.1.3. person's reliance on a given style is theorized to stem from three conditions:

10.2.4.2. failure to achieve high-quality decision-making stems from two sources of stress:

10.2.4.2.1. 1) the personal, social, and material losses that may result from a choice

10.2.4.2.2. 2) the adverse impact on one's reputation and self-esteem resulting from a poor decision

10.3. https://www-tandfonline-com.ezproxy.ecu.edu.au/doi/full/10.1080/00223980.2022.2027854 [1]

10.3.1. Poor mental health, specifically that relating to depression and anxiety, has been found to detrimentally and longitudinally impact the lives of its sufferers

10.3.2. Maladaptive perfectionism and poor self-esteem, particularly, have been identified as important risk factors for mental health problems in adolescents

10.3.2.1. perfectionism and self-esteem as significant predictors of student mental illness, and clarified resilience’s moderating role.

10.3.2.2. higher levels of maladaptive perfectionism (i.e. perfectionism discrepancy) and poor self-esteem were associated with greater depression and anxiety, with the strongest association revealed for individuals also demonstrating low resilience.

10.3.3. maladaptive perfectionism

10.3.3.1. persistent striving for unattainably high standards

10.3.3.2. higher levels of depressive symptoms

10.3.3.3. pathological worry

10.3.3.4. dissatisfaction with oneself

10.3.3.5. poor self-esteem produces enduring vulnerability for development of depressive symptoms

10.3.3.6. positively associated with anxiety

10.3.4. Resilience

10.3.4.1. capacity to recover from significant stress

10.3.4.2. students with higher resilience and self-esteem tended to display fewer depressive symptoms