I Have, I Will, I See.
Let's make sure they do!
Do students believe they HAVE talents and abilities to succeed?
Do students believe they WILL bounce back from setbacks and continuously improve?
Do students SEE themselves reaching their goals?
It's self-evident that students who possess the "I have, I will, I see" mindset are far more likely to persevere and succeed in school, in the workplace and in the communities in which they live. To the extent students have an opportunity to develop the abilities and resources in support of these beliefs, such as problem solving skills, or goal setting skills, they will develop confidence in thier abilities and enjoy greater success.
The U.S. Department of Education's draft publication entitled "Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the The 21st Century" ( February 2013) outlines three major categories of psychological resources that contribute to perseverance. These psychological resources correspond to the I have, I will and I see characteristics.
1. Academic mindsets. A mindset is, in effect, how students sees themselves relative to the environment in which they learn, work and live. It includes the student's beliefs, attitudes and values, and reflects their sense of who they are, what they have and how they see themselves in comparison to those with whom they share a learning environment or workspace. While shaped to a great extent by one's early learning experience, for better or worse, it can be shaped and improved.
2. Effortful control. While one's mindset reflects one's belief system, effortful control speaks more so to emotional regulation. In other words, to what extent are students able to exert their will in a positive way, a way that effectively suppresses the counter-productive pursuit of short term, pain-avoidant behavior in favor of more fruitful, longer term goals.
3. Strategies and tactics. Students are also more likely to persevere if they have learned specific strategies and tactics for approaching challenges and tackling setbacks. Given a chance to learn and apply methods and skills for taking responsibility, defining tasks and overcoming obstacles, students will see opportunity and pathways to success.
While practitioners, researchers and educators readily see the far reaching, positive outcomes that generally follow those who posses these psychological resources, they also recognize we are still in the early stages of understanding how methods supporting the development of these resources might be best applied in the learning environment.
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Lyle Labardee, MS, LPC, BCC