Learners discover how apply to research methods to their study of Positive Psychology. In this course, we study with Dr. Angela Duckworth and Dr. Claire Robertson-Kraft. Through an exploration their work "True Grit" and interviews with researchers and practitioners, you develop a research hypothesis and learn how to understand the difference between internal and external validity. You also begin to understand and apply the strengths and weaknesses associated with different types of measurements and evaluation designs. You then interpret the results in an empirical study. Suggested prerequisites: Positive Psychology: Martin E. P. Seligman’s Visionary Science and Positive Psychology: Applications and Interventions.
Angela Duckworth: 3.1 WOOP
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En provenance du cours de University of Pennsylvania
Positive Psychology: Character, Grit and Research Methods
386 notes
University of Pennsylvania
386 notes
Cours 3 sur 5 dans Specialization Foundations of Positive Psychology
À partir de la leçon
Analyzing Data
Rencontrer les enseignants
Claire Robertson-Kraft, Ph.D.Director, ImpactED
Positive Psychology Center and Fels Insititute of Government
Angela Duckworth, Ph.D.Christopher H. Browne Distinguished Professor of Psychology
Positive Psychology Center
Here's an exercise that was developed by Gabriele Oettingen and
her husband Peter Howitzer at New York University.
And I had to work on it, as well.
Kids make a goal but instead of saying, you're going to make a goal.
because goal is not a fun word, I said make a wish.
Make a wish for today.
You're a student, and what's a study wish?
And kids wrote in whatever they wanted,
like, I wish that I could understand math class today.
I wish that I would get a better grade in history.
And then, we said, what would be the best outcome?
How would you feel?
What would happen, if your wish came true?
And they didn't really say what we wanted them to say.
We wanted them to say something like, I would understand mathematics.
And it would enable me to have a better life.
I wouldn't get in trouble.
My mom would get off my back.
They would just say things like, I don't know, I just feel better.
And so, that's the outcome.
And then, we have them tell us what the obstacle was.
So I said, that's the positive future, but what can negative reality,
what stands in the way?
What is it in you that is something that's a barrier to this wish coming true?
And it was important that we use that language when we train
them to do this because very often, kids will say,
long list of things that are not in them like math teacher sucks,
this school sucks, math sucks, I'm not from a math family.
And then, you're like, I hear you.
And I'm not disagreeing with you.
But is there any obstacle in you?
And they'll say like, well, I guess I could do my homework.
>> [LAUGH] >> I could ask for extra help.
I guess I could pay attention when I'm in class.
So these obstacles, we direct them to think about obstacles that are within us.
And then, we just make a plan.
Can I tell you right now how to make a to do list.
We all make to do lists, raise your hand if you make a to-do list.
Now, keep your hand up if you make to-do-lists that always have verbs in
them, because every time I make a to-do list, it's not like grant proposal.
I need a verb.
Grant proposal is a noun.
It's gotta be revised grant proposal.
It can't just be like, you know… .
It has to be like email this person.
Call this person.
So we made kids put an action word into their to-do list.
So you're plan has to have a verb, and an action verb.
Jump, walk, open, write.
And then, we ask them to locate it in time and
space, if it is seventh period and
I'm on the third floor, then Mr.
to talk to him about my grade.
If it is 3 o'clock and the bell rings then I am going to
remember to bring my history book home.
Action verb, when and where.
It's also hard if you use a trigger cue.
If Julia pokes me in the back with a ruler,
then I will tell the teacher that she's bothering me.
And when you do this exercise, what you can do with a client,
you do with pretty much any age person who can read this piece of paper.
You'll find that when you get to the obstacle and
the planning there's going to be a pause.
Because you're going to say, what's the obstacle in you?
And then, they're not going to say anything for a few seconds and
that's how you know it's working, because they are thinking about something they
would not have thought of if you hadn't prompted them to.
And then, we get to this plan part and they're like, then you know it's working.
Because that's what you need to do in advance to figure out what strategy
you're going to use.
If the waiter says would you like dessert?
Then, I would say, please take away the dessert menu, etc.
Let's look at data from a random assignment Placebo-controlled
longitudinal field study.
Half of the fifth graders in this study learned this technique,
which we called mental contrasting and implementation intentions.
I know, very sexy.
>> [LAUGH] >> Also known as WOOP, wish, outcome,
obstacle, plan.
That is the technical term.
This is the placebo control route.
Which who only fantasize about this.
What they do is they, they made wishes and
they said something positive and they said something again positive and
then if their plan was if it comes true then I will feel great.
So that's the control route.
Then, look at the GPA conduct, these are teacher ratings of classroom conduct.
Teachers were blind to the condition.
And at school records of attendance over the next semester.
And what we found is that there was a standard
deviation difference concurrency of 0.5.
Opportunist to conditions.
So 0.5, what size?
>> Moderate.
>> Moderate PSI.
0.5.
I thought that William James' premonition about this or
his intuition 100 years ago was right.
Which is that, character is a habit.
Not all habits are bad.
Our virtues are habits as much as our vices.
Our nervous systems are grown to the way in which they need exercise.
Just as a sheet of paper once creased or folded tends to fall forever afterward
into the same identical fold, when you make these if then plans and
you do them over and over and over again, suddenly you have a exercise habit.
Suddenly you have a healthy fruit eating habit.
Suddenly you have a habit of asking people whether you can get them coffee when you
go to Starbucks before class.
Suddenly all these strategies that seem like a lot to remember, and
that you might need to write them down, become auto-pilot.
And that's exactly what we find in our data.
So we find, for example,
that self controlled individuals tend to have better habits.
They do things the same place, they're creatures of ritual.
And that, in fact, actually partially mediates at least.
No, maybe it's not fully explaining everything, but
it's explaining a lot of why it is that self-controlled people do better in life.
So in sum, I believe Freud had something going there, when he said that what we
need to do across the life force is increasingly be in control,
when we are in conflict with ourself, let's choose a thing that is better for
ourselves and for others.
And there are many ways that we can do that, other than using sheer willpower.
We have a whole variety of hacks at out disposal.
Whatever hack or strategy you think will work, do a little planning, I guess.
I don't know, forethought, be prospective.
And do that over and over again so that eventually those hacks or
strategies become vigil.
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