Application Of Reality Therapy To Develop Effective Achievement Goals

2015 ◽  
Vol 1 ◽  
Author(s):  
Sunawan Junmei Xiong
Keyword(s):  
Achievement Goals ◽  
Choice Theory ◽  
Learning Strategy ◽  
Reality Therapy ◽  
Individual Counseling ◽  
Comprehensive Review ◽  
Counseling Process ◽  
Student’S Performance ◽  
Motivation And Learning ◽  
Total Behavior

Achievement goals affected student’s performance, emotion, motivation, and learning strategy. Unfortunately, some students did not have effective achievement goals. The purpose of this article was to provide a comprehensive review about application of reality therapy to develop effective achievement goals in individual counseling setting. During the counseling process, student’s achievement goals was interpreted from basic needs, quality world, choice theory and total behavior perspective. The goals of reality therapy were human connection, using choice theory, understanding total behavior and developing effective plans. Those goals were basis to develop effective achievement goals. This article also discussed implementation of the WDEP system.

scholarly journals Pembinaan, Kesahan dan Kebolehpercayaan Modul Bimbingan Terapi Realiti Teori Pilihan

2017 ◽  
Author(s):  
ADAWIAH IDRIS ◽  
AZEMI SHAARI
Keyword(s):  
Literature Review ◽  
Choice Theory ◽  
Model Development ◽  
Doctoral Degree ◽  
Descriptive Study ◽  
Reality Therapy ◽  
Negative Behavior ◽  
Individual Counseling ◽  
Counseling Groups

This study aims to develop Choice Theory Reality Therapy Module. In addition, it is also to determine the validity and the reliability of the module in order to reduce the negative behavior of students in the classroom. The development of this module is based on Sidek Model Development Module (SMDM) and Choice Theory Reality Therapy. The design of this study is descriptive study. Three module experts and Reality Therapy experts were selected which is all had a Doctoral Degree in counseling and psychology. The instrument used for the validity of the module created by Jamaludin Ahmad (2002). Alpha Cronbach module validity is .80. Meanwhile, a group of twenty students who got the highest score for the Assessment of Behavioral Disaffection (Roeser, Eccles & Strobel, 1998) was selected for the reliability of this module. Alpha Cronbach module reliability is .90. Since the literature review finds the effectiveness of Reality Therapy, it is suggested that the use of the Reality Therapy thoroughly which is the Want, Doing, Evaluate, Planning to be apply in individual counseling, groups counseling or guidance modules.  

Cognitive Styles and Learning Strategies in Paired-Associate Learning

1974 ◽  
Vol 39 (2) ◽  
pp. 861-862
Author(s):  
Raymond L. Majeres
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Task Demands ◽  
Associate Learning ◽  
Task Strategy ◽  
Learning Conditions ◽  
And Performance ◽  
Motivation And Learning

Paired-associate learning strategy and performance of Ss ( N = 96) high and low on the Stroop Test color/word ratio under different motivation and learning conditions were studied. There was a significant relationship between task, strategy, and cognitive style ( p < .01), though no relationships with performance were found. Results indicated that strategy may be less dependent on specific task demands than performance.

scholarly journals Errors Behind Asking Open-Ended Questions: A Study in Individual Counseling Class

2020 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
Yeni Afrida ◽  
Fadhilla Yusri
Keyword(s):  
Quantitative Approach ◽  
Guidance And Counseling ◽  
Individual Counseling ◽  
Study Program ◽  
Counseling Process ◽  
The Right ◽  
Training State

<p style="text-align: justify;"><em>The skill of asking open-ended questions is one of the most important skills in counseling. </em><em>Asking the right questions may help a counselor to understand the counselee's situation. This study aims to reveal the errors in asking open-ended questions during the implementation of individual counseling conducted by  27 fourth-semester students of the Guidance and Counseling Study Program, Faculty of Tarbiyah and Teaching Training, State Islamic Institute (IAIN) Bukittinggi. The research was conducted through a quantitative approach. This research found that there were some common errors made by students when using open-ended questions; they were 1) 70.37% of students used open-ended questions that were not coherent, 2) 66% of students used open-ended questions “why” in their question, 3) 40.74% used repeated open-ended questions that have the same meaning, 4) 29.62% used open-ended questions that did not in line with the context, 5) 14.81% students used open-tailed questions, 6) 11.11% students used 2 open-ended questions simultaneously at the same time, and 7) there were 11.11% who did not use open-ended questions at all during the counseling process</em></p><div><em><br /></em></div><div><p style="text-align: justify;">Bertanya adalah salah satu keterampilan yang paling penting dalam proses konseling. Pengajuan pertanyaan-pertanyaan yang tepat dapat membantu konselor memahami situasi konseli, alasan konseli menemui konselor, harapan-harapan konseli, dan informasi-informasi yang relevan dengan situasi yang dihadapi oleh konseli saat itu. Keterampilan menggunakan pertanyaan terbuka merupakan salah satu dari keterampilan bertanya yang penting tersebut. Penelitian ini berupaya mengungkapkan pertanyaan-pertanyaan terbuka yang digunakan oleh 27 orang mahasiswa semester IV Program Studi Bimbingan dan Konseling Institut Agama Islam Negeri Bukittinggi dalam pelaksanaan konseling individual. Secara spesifik penelitian ini bertujuan untuk mengungkapkan kesalahan-kesalahan penggunaan pertanyaan terbuka dalam konseling individual yang dilakukan oleh mahasiswa. Penelitian dilakukan melalui pendekatan kuantitatif. Melalui penelitian ini diperoleh informasi bahwa, terdapat beberapa kesalahan umum yang dilakukan mahasiswa pada saat menggunakan pertanyaan terbuka yaitu 1) 70,37% mahasiswa menggunakan pertanyaan terbuka yang tidak runtut, 2) 66% mahasiswa menggunakan pertanyaan terbuka dengan kata tanya mengapa, 3) 40,74% menggunakan pertanyaan terbuka yang berulang dengan makna sama, 4) 29,62 % menggunakan pertanyaan terbuka yang tidak sesuai konteks, 5) 14,81% mahasiswa menggunakan pertanyaan terbuka mengekor, 6) 11,11% mahasiswa menggunakan sekaligus 2 pertanyaan terbuka dalam waktu yang sama, dan 7) terdapat 11,11 persen yang sama sekali tidak menggunakan pertanyaan terbuka selama proses konseling.</p></div>

scholarly journals Motivasi dan Strategi Belajar Siswa dalam Pendidikan Pembelajaran Berbasis Masalah dan Collaborative Learning di Fakultas Kedokteran Gigi Universitas Hasanuddin

2013 ◽  
Vol 2 (3) ◽  
pp. 233
Author(s):  
Ayub Irmadani Anwar ◽  
Yayi Suryo Prabandari ◽  
Ova Emilia
Keyword(s):  
Collaborative Learning ◽  
Learning Strategies ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Cross Sectional ◽  
Motivation And Learning

Background: Education providers in many ways short of expectations. Education strategy is essential in teaching and learning activities. Student who has motivation and learning strategies tends to devote all their ability to get the optimal learning results according to the expected goals. Understanding student motivation and learning strategies will help institution to facilitate students for their study success. This study aimed of determine differences in student motivation and learning strategies at Faculty of Dentistry, University of Hasanuddin among students with collaborative learning and problem-based learning educational strategies.Method: This was quantitative research with observational analytic cross-sectional study design. The subjects were all students of class 2007 and 2008 data were collected using Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive analysis and Mann-Whitney test were used to analysis the data.Results: The subjects consisted of 84 students of class 2007 and 79 students of class 2008. The mean score of learning motivation and learning strategy were higher among students with PBL than students with collaborative learning. There we are significant differences in learning strategies with different education strategies except in organization (p=0,369) and anxiety (p=0.058).Conclusion: There are differences in the learning motivation and learning strategies in students with collaborative learning and problem based learning education strategies, except in organization and anxiety component. Learning motivation and learning strategies in problem based learning students are higher than collaborative learning students.

scholarly journals Strategi Pembelajaran Kooperatif Pada Mata Kuliah Penataan Rambut

2020 ◽  
Vol 22 (2) ◽  
pp. 132-139
Author(s):  
Aniesa Puspa Arum
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Structured Learning ◽  
Is Research ◽  
Motivation And Learning ◽  
Is Design ◽  
Improve Student Learning

This study aims to design and develop cooperative learning strategies in hairstyling subjects in order to increase motivation and learning involvement of students through the implementation of cooperative learning strategies. This type of research is research and development (R&D) using the 4D development model that aims to find, design, develop and disseminate the products produced so that they can be used in the learning process to improve student learning outcomes. The result of this research is design cooperative learning strategy in hairstyling subject, based on the characteristics and components of structured learning strategy.

Systemic Applications of Choice Theory and Reality Therapy: An Interview With Glasser Scholars

2011 ◽  
Vol 19 (4) ◽  
pp. 427-433 ◽  
Author(s):  
Patricia Robey ◽  
Thomas K. Burdenski ◽  
Mark Britzman ◽  
Jeri Crowell ◽  
Gloria Smith Cisse
Keyword(s):  
Choice Theory ◽  
Reality Therapy
Sign in / Sign up

Export Citation Format

Share Document