Three Emotions That Can Help You Succeed at Your Goals

David DeSteno 

 A professor of psychology at Northwestern University and editor-in-chief of the journal Emotion.

Willpower and grit aren't the best route to persevering at our goals and achieving success; the key is emotion.

(David DeSteno | January 12, 2018)

 We’ve all wished for more willpower sometimes. If only we had more self-control, grit, or the ability to delay gratification, we would be more persistent in pursuing our goals. But there’s a problem with this scenario: Willpower doesn’t usually work. Willpower alone can’t ensure that you’ll delay gratification or resist temptation to achieve your long-term goals. It will fail, and probably just when you need it most.       

Some of you may have already discovered this to be true. Think of the diets you’ve started and stopped, the work assignments you put off to hang out with friends, or the extra beer you had when you wanted to stop at one. These are all instances when willpower failed you.
The problem is that when we are faced with choices between pleasure now and reward in the future, we will often choose the former. That’s because making hard choices is costly in terms of our cognitive resources: The more we have to resist temptation, the more primed we are to give in to it. And the more uncertain we are that our current efforts will pay off, the less likely we are to make the wiser decision. Sacrifice in the present works if future rewards are guaranteed, which they rarely are—and they seem even less so if you grew up in a difficult environment.
So what does help us?
In my new book, Emotional Success, I propose that you cultivate the positive emotions of gratitude, compassion, and pride. Why these emotions? Because they evolved to help us act in “prosocial” (kind and helpful) ways, effortlessly bringing out our better natures and encouraging a long-term view of our present-day actions. And these emotions have three advantages over reason, habits, and willpower: Their strength doesn’t wane after repeated use, they can’t be hijacked to favor immediate rewards, and they improve our decisions in different areas of life at the same time.

Gratitude

My own research has focused on how stimulating gratitude affects behavior, and I’ve found it to be very helpful for self-control.
In a study that was an adult version of Walter Mischel’s famous “marshmallow test,” we asked people to recall a time they felt grateful, happy, or neutral. We then asked them to make several choices of the form: “Would you rather have $X now or $Y in Z days (where Y was always greater than X, and Z varied). We found that feeling grateful almost doubled people’s self-control—they were more willing to wait for the future reward than those who were feeling happy or neutral. These findings mirror a more recent study showing a connection between daily gratitude and greater average patience and self-control. 
Gratitude’s benefits for self-control also extend to being willing to sacrifice to help others. In one experiment, for example, we made some people feel grateful by having an actor come to their aid in solving a problem we had rigged in the lab. After leaving the lab, participants were asked to help out another person with a project that involved doing hard problems. Those who had experienced gratitude volunteered to persevere with the problems longer, in spite of not being watched or paying a price for doing so.
Gratitude leads to perseverance in other contexts, as well. For example, researcher Alice Isen found that doctors who were nudged toward feeling grateful were more willing to spend the time necessary for a proper reading of a patient file, which led to more accurate diagnoses. Other experiments have shown that gratitude helps people be more future-oriented and exhibit more self-control. And, unlike willpower, gratitude doesn’t require much effort—people seem to enjoy it.
How can you increase your gratitude? Keep a gratitude journal, where you write down and reflect on a few things that you are grateful for. Two or three times per week is enough, and it’s useful to reflect on smaller, more frequent things—such as a modest bit of help from a friend or coworker.

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If you have problems being grateful—if you feel that your own hard work was responsible for any success you’ve experienced—try recalling events that were integral to reaching your goals. Maybe you had good mentoring early in your school or work career, or someone helped you financially, or you happened to be in the right place at the right time. Even luck, when reframed in this way, can lead to a feeling of gratitude.

Compassion

While gratitude stems from realizing that others have offered us something of value, compassion is caring about others without having received benefits. Interestingly, compassion also has a prosocial side that seems to help us prepare for a better future—especially if we can direct it toward our future self.
In one study, researchers used face-modeling software to create older versions of young participant faces and then interviewed the participants about their goals in life while they were looking at either their current face or the older version. After the interview, they were asked how they would respond if handed $1,000. Those who had seen their future selves decided to save twice as much for a retirement fund as those who hadn’t (rather than spend it on immediate pleasures). What’s more, the motivation to save increased as the older versions of their face were made to look sad—a change that would induce empathy and compassion.
So compassion for our future self can help us make wise about difficult choices. More compassionate people also seem less reactive toward others.
In one experiment, participants who had played an economics game were given a chance to punish cheaters, and they did so aggressively—something that serves no purpose but vengeance. But if primed to feel compassion first—not for the cheater, but for another participant—they didn’t act out aggressively. This type of self-control stops the normal tit-for-tat that often spirals out of control and causes people to lose out in the long run.
Similarly, self-compassion—compassion directed at oneself—has been found to be motivating, too: Self-compassion results in greater perseverance when people have to solve problems, make moral choices, and face personal weaknesses, compared to simply feeling high self-esteem.
How do we encourage compassion? Meditation can be an effective way—particularly types that focus on compassion and self-compassion. Long-term meditation practice leads to more compassion, but even short-term training can produce a more compassionate response: In one study, participants were more willing to give up their seat to a person on crutches after eight weeks of meditation than those who were waiting to take the meditation class.
Similarly, experiences with other people where we synchronize our movements or goals—such as singing in a choir, dancing together, or competing together—can help build compassion for them. Simply trying to look for commonalities with others, as opposed to emphasizing differences, will go a long way. And, when you are struggling, it helps to show yourself compassion rather than shaming yourself for failures.

Pride

Though perhaps more nuanced than either compassion or gratitude, pride can also help us to achieve our goals—as long as it doesn’t turn to hubris.
Pride is a natural response to successfully accomplishing your goals and being recognized by others for your abilities. When it is authentic, it signals to others that you are a capable and reliable person, which is how it evolved in the first place—as a way to raise one’s status in a group. People with greater authentic pride tend to attain their goals and have higher self-control.
People who are induced to feel pride significantly increase their efforts working on difficult tasks, including the demanding job of being a salesperson. And recent findings showed that when people experienced pride, they reduced their discounting of future rewards in a manner similar to when experiencing gratitude.
But pride can have a downside: It can lead to arrogance if it takes the form of false pride.
We can encourage authentic pride in ourselves and others by recognizing the importance of a growth mindset: the belief that we learn from our mistakes and that effort matters. Praising others who show effort—rather than simply success—can help protect them against hubris, as well.

The real keys to success

While positive emotions like gratitude, compassion, and pride can encourage us to be more persistent in reaching our goals—and help us stay away from immoral behavior—they all have another benefit: nourishing our social relationships, which leads to more success and happiness. In fact, this is the primary reason socially oriented emotions that build self-control exist in the first place: They foster social connection, which often requires cooperation and self-sacrifice.
Cultivating these states in ourselves will increase our motivation to act in ways that benefit others, including our own future selves. So, if you really want to persevere, stop trying to push through with willpower. Instead, start practicing gratitude, compassion, and pride. You—and those around you—will be glad you did.
https://greatergood.berkeley.edu/article/item/three_emotions_that_can_help_you_succeed_at_your_goals

How to Help Students Develop Hope

By

Vicki Zakrzewski, Ph.D.

  the education director of the Greater Good Science Center.

According to research, hope is key to academic achievement--and it's a skill students can develop over time. Here's how.

“I hope I get an ‘A’ on this test!” How many times have teachers heard these exact words from their students? Goodness knows, most teachers would certainly love for their students to get an A, too!
Well, for teachers eager to help their students get more A’s, research suggests they should help their students get more hope.
Though it may seem like a simple, wishy-washy emotion, research suggests cultivating hope is actually a complicated process—but there are significant rewards for those who make the effort.

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Researchers have found that students who are high in hope have greater academic success, stronger friendships, and demonstrate more creativity and better problem-solving. They also have lower levels of depression and anxiety and are less likely to drop out from school.
But does this mean hope causes these benefits—or couldn’t success in school and in making friends just give students more hope? In fact, studies suggest that having hope may actually predict a student’s future academic achievement more than having feelings of self-worth or a positive attitude towards life actually do.
So how do teachers know which students are high in hope? Easy: They are the students who don’t take failure personally. Instead, they use it to improve their performance next time. They’re also more optimistic, and, in the face of obstacles, they tell themselves, “I can do this. I won’t give up.”
Thankfully, scientists have found that the majority of students in the United States are very hopeful. But what about those who aren’t? Oftentimes, students lose hope as a result of their family circumstances. For example, one study found that students who had witnessed violence against a family member or friend were less hopeful.
The good news is that hope can be cultivated, even among students who are at risk for losing it. But first we have to understand what scientists mean when they talk about hope.
Hope doesn’t mean wishful thinking—as in “I hope I win the lottery.” Instead, a person who is high in hope knows how to do the following things.

• Set clear and attainable goals.
• Develop multiple strategies to reach those goals.
• Stay motivated to use the strategies to attain the goals, even when the going gets tough.

For educators who want to help their students build these skills of hope, here are five research-based guidelines.
1) Identify and prioritize their top goals, from macro to micro. Start by having students create a “big picture” list of what’s important to them—such as their academics, friends, family, sports, or career—and then have them reflect on which areas are most important to them and how satisfied they are with each. Keep in mind that the goals must be what the students want, not what their parents or schools want. Otherwise, as studies suggest, they will quickly lose their interest and/or motivation, especially as they come up against obstacles.
Next, using this list, teach students how to create goals that are both specific and take a positive, solutions-oriented approach. Their goals need to focus on accomplishing something in the future rather than avoiding something now—for instance, “I want to play on the basketball team” is a more effective, motivating goal than “I will stop drinking soda.”
Finally, students should rank their goals in order of importance. Researchers have found that this is particularly vital for students with little hope, as they often attempt any goal that comes to mind, which distracts their focus and energy from the goals that can have the greatest impact on their overall well-being.
2) Breakdown the goals—especially long-term ones—into steps. Research has suggested that students with low hope frequently think goals have to be accomplished all-at-once, possibly because they haven’t had the parental guidance on how to achieve goals in steps. Teaching them how to see their goals as a series of steps will also give students reasons to celebrate their successes along the way—a great way to keep motivation high!
3) Teach students that there’s more than one way to reach a goal. Studies show that one of the greatest challenges for students with low hope is their inability to move past obstacles. They often lack key problem-solving skills, causing them to abandon the quest for their goals.
So teaching them to visualize different paths to their goals will help them get beyond insurmountable barriers. Perhaps most importantly, teachers need to make sure that students don’t equate those barriers with a lack of talent; instead, they need to be reminded that everyone faces obstacles. Success usually requires creative ways to overcome these obstacles, not avoiding them altogether.
4) Tell stories of success. Scientists have found that hopeful students draw on memories of other successes when they face an obstacle; however, students with low hope often don’t have these kinds of memories. That’s why it’s vital for teachers to read books or share stories of other people—especially kids—who have overcome adversity to reach their goals.
5) Keep it light and positive. It’s important to teach students to enjoy the process of attaining their goals, even to laugh at themselves when they face obstacles and make mistakes. Above all, no self-pity! Research has found that students who use positive self-talk, rather than beating themselves up for mistakes, are more likely to reach their goals.
Helping our students cultivate hope might be one of the most important things we do for them. Not only will it help them get more A’s in the short-run; it’ll give them the confidence and creativity to reach their long-term goals in school and in life.

https://greatergood.berkeley.edu/article/item/how_to_help_students_develop_hope 

PUNCAK PUKATAN A CREATIVE TOURIST OBJECT IN KAMPAR REGENCY

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Puncak Pukatan is only  an ordinary hill, one of the hills among dozens of clusters of hills that adorn the road  along Riau-West Sumatra journey. But with the creativity of a group of local youth, it became  a beautiful tourist attraction, visited by hundreds, maybe even up to thousands of visitors on holidays. Examples of creativity that need to be imitated

The location of Puncak Pikatan is in  Tanjung Alai village, about 2 or 3 hours drive from Pekanbaru by car to West Sumatra, ahead of Stone Dog bridge. It is a beautiful village because from there we can see the view of the lake formed by Koto Panjang PLTA.

Because of the beauty of the scenery, the local community set up stops for tourists who want to rest, enjoy the scenic beauty while sitting in relax accompanied  by  coffee, coconut water and snacks such as super noodles, soup and so on.

Across the row of taverns, a bit of a hill is about 50 meters high and steep. I often pass by there. But a few months ago at the top of that hill I saw there is a tower of view as I have seen in the tourist attraction Kalibiru Lembang Bandung.

That is Puncak Pukatan, a new recreational object of the work of mutual help of local youth who change the hill of mediocrity into the favorite tourist attraction today that is loved by old and young.

To climb to the top of the steep,  the manager of the object  makes the stairs are quite steep and requires a good energy and stamina. From the peak of visitors can enjoy the panoramic beauty around, cross roads Riau and West Sumatra winding like a long snake that creeps. Kampar River dammed with surrounded hills  look very exotic.

Unfortunately the view tower is only one  so we take  pity to  see the crowd of visitors who queued to selfish photography  there. More attractive and rise adrenaline that is a swing “nirvana” because half swing already exceeded the top of the hill then as if we swing in the sky away from the surface of the earth. Very fascinating. But once again to gain opportunity to swing here also must queue because of crowded visitors.

To rise to the top of the manager only picked up five thousand rupiahs. We hope that managers do not raise this entry tariff  because they see a lot of visitors. And we are sure the peak of this hill will be more crowded in the future. But it's good to climb to the top not one just through the stairs as it is now it is better to  provide a path for those who like the challenge of climbing using a rope like Rock climbing.

Please, rather than nothing to do  in Pekanbaru, let us  look for a place of sightseeing, let's visit to Puncak Pukatan village Tanjung Alai district XIII Koto Kampar

The Influence of Using Multi Media toward the Motivation and Learning result of Matchmatic the Vocational school students

Fathur Rahmi, S. Pd

Tebing Tinggi

Abstract

Mathematics score and students motivation of mathematics learning in SMK is quite low.In the case of SMK Negeri 2 Tebing Tinggi, One of the causes is usage of not accurate learning media. The aim of this research are to know : (1) Influence the use of ICT as learning media to the student motivation on learning in SMK; (2) Influence the use of ICT as learning media to the result of Mathematics learning in SMK.

This research is a quasi-experimen.  Independent variable are  ICT’s media  and module using in mathematics learning, whereas dependent variable are student  motivation and the result of mathematics learning. The population of this research is the first level student of SMK Negeri 2 Tebing Tinggi.  Sampling methods used cluster random sampling. Data Collecting was done by using the instruments of studying motivation and multiple choice tests. The analysis of questioning the test consists of the analysis of different capacity of difficulty level. The analysis of instrument used content validity and reliability. Data analysis is done by using: the test balance of mean, normality test, homogeneity test, and test the research hypothesis.

The findings are: (1) Student’s motivation by using ICT  media is higher than using the media module of the fist level students of SMK Negeri 2 Tebing Tinggi (2) Average learning outcomes mathematic by using ICT media is higher than using the media module of the fist level students of SMK Negeri 2 Tebing Tinggi. Recommendations:  local government should provide facilities and infrastructure based on ICT in vocational school; conduct the training for the teacher on manufacture of ICT-based modules to become professional teachers. Central government should accelerate internet connection widely, and low cost, so that the problem of digital gap can be solved.

Keywords : ICT media, Motivation and the result of mathematics learing.

http://menulisbersamaaswir.blogspot.com/2015/05/pengaruh-penggunaan-tik-sebagai-media.html

National Character Building Based on the Islamic Bording School Traditions

Abstract

Zulkipli Matondang

(FT. UNIMET)

The aim this research is to know of building student character by education on pesantren (PP). The formula of this research problem,  how is teacher’s learning methods to character building  of student ?. This reseach done with qualitative methods, among 10 days on PP Syekh Burhanuddin Kampar Riau. The data through with books study and direct observation about character building. Than done interview with header PP, teachers, students and prominent society of about PP. Data analysis done with triangulation concept, pursuant  to data various  from research, such is by  interview,  observation and and book analyze. The result of this research are: 1) PP Syekh Burhanuddin used 62 books title as base for building students character, 2) Character building done on daily lives, 3) The learning methods for character building by kyai with by example, and 4) Character building of outside class  such as mutual aid at day and discussion activity at night. As for advice on research findings namely: 1) policy making, pesantren educational system to emulate in building student character 2) header shool, making a concrete program in shaping student characters 3) teachers, to attention the development of student characters and 4) parents, to support the shools in building student characters.

Keywords : Education, Character, Yellow Books, Tradition, Pesantren.

http://menulisbersamaaswir.blogspot.com/2015/06/pendidikan-karakter-bangsa-berbasis.html

THE INFLUENCE OF THE PEDAGOGIC COMPETENCE AND THE PROFESSIONAL COMPTENCE TOWARD THE PERFORMANCE OF TEACHERS

ABSTRACT

Research Report by Bill G. Wullur, S.Pd MAED and Mareike S. D. Lotulung, S.Pd M.Pd conducted in Jan – May 2011, in the Faculty of Education,

Universitas Klabat—Airmadidi, Manado

The purpose of this research is to analyze (1) the influence of the pedagogic competence and of the professional competence toward the performance of teachers, (2) the relationship of pedagogic competence and professional competence in combination, to the performance of teachers. Specifically, the statements of the problem seek to inquire:

1.      Is there any significant effect of pedagogic competence toward teacher’s performance?

2.      Is there any significant effect of professional competence toward teacher’s performance?

3.      Is there any relationship of pedagogic competence and professional competence in combination, to the performance of teachers?

The research design used a quantitative approach with influence-testing method.  A sample of 120 teachers from 16 private junior high schools, randomly selected to represent all teachers from 54 private high schools in the North Minahasa Regency.  A cluster sampling method is used.  The instrument for gathering data is a questionnaire distributed to teachers.  Data collected from the questionnaire is examined and analyzed using a simple regression and multiple correlation technique.

The findings of this research is (1) there is a significant, strong and positive influence of the pedagogic competence toward the performance of teachers (2) there is a significant, adequately strong and positive influence of the professional competence toward the performance of teachers, and (3) there is a significant, strong and positive relationship of the pedagogic competence and professional competence with the performance of private high school teachers.  .

Based on the findings, these recommendations are drawn: 1) the high level of pedagogic competence, professional competence and performance of teachers need to be maintained by trainings.  Pedagogic competence is increased by practical-oriented curriculum of teachers’ education, professional competence is increased by teachers’ involvement in knowledge building, scientific forum, research, and professional affiliation, and by media utilization and ICT, and by subject matter expertise.    2) The low point in professional competence of teachers, which are: “using internet in teaching” need to be upgraded by conducting special training and by upgrading the internet facility. A media and technology utilization skills in classroom instructions should be required for teachers’ certification, and 5) the low points in performance which is teacher’s tardiness and absence should be reduced by closed supervision.

Keywords:  Pedagogic competence, professional competence, teacher performance, teacher competency.

Human Right and Hypocrisy

Human right is the basic rights that a person has since he was in the womb of his mother. Human rights apply universally. The basics of human rights are contained in the declaration of independence of the United States (Declaration of Independence of the USA) while in Indonesia it is stated in the 1945 Constitution of the Republic of Indonesia, such as article 27 paragraph 1, article 28, article 29 paragraph 2, article 30 paragraph 1, and article 31 verse 1

In its development, the human rights that we know today are something very different from the previous rights such as those in the American Declaration of Independence or the French Declaration. The human rights referred to now are a set of rights developed by the United Nations since the end of World War II that do not recognize various state boundaries. As a consequence, states are obliged to protect the human rights of all their citizens and foreigners residing in their territories. Likewise, foreign countries should not act arbitrarily with citizens of other countries. Human rights guarantee that every human being, regardless of where he comes from, from which country, whatever his skin color and whatever his religion, gets protection from arbitrariness from any party. 

But in everyday practice all this is nonsense. European countries and the United States, which are human rights mouthpieces, are nakedly displaying their hypocrisy about the human rights they glorify. So we conclude that for a strong western country, human rights only apply to their group and those who agree with them. But for people who are not in line with America and especially those who are Muslim, human rights do not apply. 

It's not hard to prove it. How many humans were slaughtered in Egypt by the military, how many Muslims were massacred in Central Africa and other parts of the world, but the perpetrators were not subject to human rights violations because the government massacred its people according to the wishes of the United States of America. 

The most special and invulnerable to human rights is shown by the Jewish Zionist state of Israel. They are free to kill Palestinians anytime anywhere. Almost every day they kill Palestinians, either in Gaza or the west bank. There has never been a human rights claim against them. Likewise, the massacres carried out by the Israeli army in Shabra and Shatila, Lebanon are not considered as human On the other hand, the Former President of Sudan is categorized as a war criminal because he suppressed an insurgency in southern Sudan that is supported by western countries. Our soldiers who carry out their duties in East Timor are also subject to human rights violations, because East Timor at that time was supported by western countries.

Based on the history of the country that violates human rights the most is the country that always campaigns for human rights itself, namely the United States. They just arbitrarily killed civilians in the Vietnam war, Cambodia, Laos, Afghanistan, Iraq, and others. In conclusion, human rights are a hypocritical culture of western countries. rights violations.

On the other hand, , the Former President of Sudan is categorized as a war criminal because he suppressed an insurgency in southern Sudan that is supported by western countries. Our soldiers who carry out their duties in East Timor are also subject to human rights violations, because East Timor at that time was supported by western countries. 

Based on the history of the country that violates human rights the most is the country that always campaigns for human rights itself, namely the United States. They just arbitrarily killed civilians in the Vietnam war, Cambodia, Laos, Afghanistan, Iraq, and others. In conclusion, human rights are a hypocritical culture of western countries.

 However, it is very unfortunate that Arab countries or Muslims who are always victims are not moved to fight this injustice both organizationally and stately. It seems they are willing to be victims.