Why Emotions Matter:
Helping Students Develop Non-Cognitive Skills
That Lead to Success
Adam Peck, Ph.D.
Adam Peck, Ph.D.
Dean of Student Affairs
Stephen F. Austin State University (SFA)
POLL QUESTION:
Which factor do you believe is more important
in academic success?
- Emotional Mindset
- Academic Ability
How do we predict success in
college?
-
Standardized Tests
Rank in Class
Developmental Courses
Reading Proficiency
Writing Proficiency
What do we try to affect success
in college?
-
Study Skills
Math Skills
Reading Comprehension
Tutoring
Supplemental Instruction
So…
- Why do some students succeed, while some
fail?
- Why do some fail, when they appear likely to
succeed?
- Why do some succeed, when they appear
likely to fail?
Ability
Effort
Efforts and Abilities
Efforts
Abilities
Efforts and Abilities
Efforts
Abilities
Efforts and Abilities
Efforts
Abilities
Efforts and Abilities
Efforts
Abilities
Not just about programmatic
approaches
Many of us have mentorship programs,
tutoring, supplemental instruction, etc.
It is more important than these programs:
– Develop Self-Efficacy
– Internalize Locus of Control
– Increase Social Capital
– Establish Academic and Social
Integration
Beyond “at risk”
- Socio-Economic Status
- First-Generation Status
- Developmental Students
- Historically Underrepresented
Core self-evaluations (CSE)
Locus of control
•
The locus of control construct indicates a tendency for individuals to attribute life's events to their own
doing or to outside forces beyond their control. There are two basic classifications of locus of control:
internals and externals. Internals believe they control their own environment whereas externals
believe outside forces control their lives. Those with an internal locus of control are more likely to be
satisfied with their job and life because they believe in their own control over the situation.
Neuroticism
•
Neuroticism, also a Big Five personality trait, is defined as an enduring tendency to experience
unpleasant emotions (e.g., anger, anxiety, depression) easily. Those high in neuroticism react more
negatively to stress, are prone to anxiety, and susceptible to feelings of helplessness. Neuroticism,
when examined as part of core self-evaluations, is conceptualized as its opposite, emotional stability
(i.e., non-neuroticism). In fact, because neuroticism and emotional stability are simply labels for two
sides of the same trait, they are often used interchangeably in literature.
Generalized self-efficacy
•
Generalized self-efficacy, adapted from Albert Bandura's original definition of self-efficacy, is defined
as an individual's estimate of his or her own ability to perform well and handle a variety of situations.
Although an individual can differ in levels of self-efficacy across different domains, generalized selfefficacy is the global estimate of ability across a wide range of situations, and can be considered a
stable trait. Individuals high in generalized self-efficacy are more likely to take on new tasks that allow
for growth in their ability and are more persistent than those low in generalized self-efficacy.
Self-esteem
•
Self-esteem reflects a person's overall appraisal of his or her own worth. Self-esteem may, in fact, be
one of the most essential core self-evaluation domains because it is the overall value one feels about
oneself as a person.
Connection to Ethnicity and Income
Connection to Involvement
72%
79%
80%
Challenge
Connection to Values
Kohn (1959) suggested that the socialization of working class
children differs significantly from the approach favored by
upper-middle class families. Among working class families,
compliance with authority may be stressed through values
such as “neatness” or “cleanliness” while middle-class families
may stress values such as “happiness” and “self-control” (p.
349). Kohn found that, “parents' values are related to their
social position, particularly their class position.”
Spirituality and Locus of Control
Free Will
Prayer
Determinism
^
Spiritual Health Locus of Control
Free Will
Prayer
^
Intellectual Progress Locus of Control
Determinism
Programmatic Approaches
-
Ace Workshops
Week of Reflection
Ask Jack
Peer Involvement Advising
The SFA Way
Freshman Leadership Academy
iCare Program
ACE Workshops
Measuring of Locus Control
Peer Involvement Advising
“Many colleges claim to provide high-quality learning
environments for their students. As evidence, schools
point to educationally enriching opportunities they make
available, such as honors programs, co-curricular
leadership development programs, and collaboration
with faculty members on a research topic. Too often,
however, such experiences are products of serendipity
or efforts on the part of students themselves.”
“Moreover, for every student who has such an
experience, there are others who do not connect in
meaningful ways with their teachers, their peers, or take
advantage of learning opportunities. As a result, many
students leave school prematurely, or put so little effort
into their learning that they fall short of benefiting from
college to the extent they should” (p. 9 and 10).
Knowledge of Services
Collier and Morgan (2007) state that students must master
the “college student” role in order to successfully navigate
the collegiate experience. They define that role as one that
demands both academic and social skills.
Less likely to be knowledgeable about or utilize services.
(Inman & Mayes, 1999).
They are less likely to get involved in co-curricular programs
(Garcia, 2010).
At SFA, according to data from our 2012 NSSE, 55.5%
of first-generation college students reported spending
zero hours per week on involvement while only 36.7%
of continuing-generation college students were likewise
disengaged.
Ask Jack/Tell Jack
What do…
Childhood Obesity
Frisbees
A 5K Race
Zombies
…and graduation.
Have in common?
STEPHEN F. AUSTIN STATE UNIVERSITY
FRESHMAN
LEADERSHIP
ACADEMY
STEPHEN F. AUSTIN STATE UNIVERSITY
FRESHMAN LEADERSHIP ACADEMY
STEPHEN F. AUSTIN STATE UNIVERSITY
FRESHMAN LEADERSHIP ACADEMY
STEPHEN F. AUSTIN STATE UNIVERSITY
FRESHMAN LEADERSHIP ACADEMY
STEPHEN F. AUSTIN STATE UNIVERSITY
FRESHMAN LEADERSHIP ACADEMY
The Week of Reflection at SFA
- First Week of Reflection at SFA was
Spring 2009.
- Similar programs based on this model
have been held at Saint Louis University,
Eastern Illinois University and the
University of New Orleans.
- Received an Excellence Award from the
National Association of Student Personnel
Administrators (NASPA).
Goals of The Week of
Reflection at SFA
- To provide students with a context to
investigate what they have learned in the
previous year and how it has changed them.
- To encourage students to reframe their
role in college from learner to participant in a
community of practice in which they are
interconnected with others in a network of
teaching and learning.
- To make learning outcomes for Student
Affairs relevant to students.
Reflection Cookies
What did you learn from the Week of Reflection?
To think about those who I have impacted.
To show gratitude to everyone that has a
positive impact in your life
To think about diversity and what it means.
To think about more of how I can improve
my life and habits.
It was an interesting experience to think
of the environment around us more in
depth, although sometimes we take the
experience of life for granted. The week
of reflection really helped to slow me
down from studying all the time to take
a little while to look back on how I have
That inspiration can come from anywhere, changed as a person through the
even a fortune cookie :D
diversified experiences I have
I learned that being a student is more than encountered and how I may improve
just paying tuition.
my life through the future.
I learned that education is imperative for
I learned to look at myself and realize
my success.
that I need to look into the future and
not at the now, and that I need to set
personal goals for myself to reach my
ultimate payoff.
Nothing, I was confused on the concept.
The SFA Way (Building a
Culture of Persistence)
“The SFA Way is driven by a guiding principle that we ‘strive for
personal excellence in everything we do.’ One can easily see how
those who follow this principle can be successful.”
iCare Program
The iCare program is a unique, integrative approach to academic and behavior
intervention on campus. The program is administered through the Office of Student
Rights and Responsibilities.
The iCare program consists of tracks for early intervention in behavioral/classroom
management issues, attendance issues, and academic performance.
The iCare Program has the ability to improve:
At-risk students’ knowledge of and access to the resources they need to succeed at
SFA.
The frequency and quality of contact between at-risk students and university
employees committed to their success.
Faculty/student engagement.
The iCare Program can:
Significantly improve the retention of at-risk students; particularly first-year freshmen.
Help to identify students who have behavioral issues or may be in crisis.
Help identify and address students who may be disruptive to the learning
environment of others.
First-Year Success Survey and
Follow-up
Changing Mindsets
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