Poor Performance Impacting Self-Esteem Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Poor Performance Impacting Self-Esteem Assignment
The anxiety can produce both physical and emotion reactions. It can be anticipatory
occurring while studying and be situational occurring while taking a test. While some
anxiety is expected and may even keep you somewhat alert, too much can be
debilitating. Research has shown (e.g. Elliot and McGregor, 1999; Hembree, 1988) that
excessive test anxiety results in poor performance impacting self-esteem, fear of
failure, defensiveness, and worry. Improved test performance and GPA (grade point
average) accompany reduced test anxiety.
There are a number of causes of test anxiety. Often there is a real or perceived
experience that, in the past, caused an inability to respond to the test questions and
now causing negative thinking and subsequent test anxiety.
Procrastination due to poor time management may be a legitimate cause of test worry
particularly so if one does not have good reading and study habits.
Avoidance is a common behavior of learners experiencing test anxiety. These same
learners may also be procrastinators and put off studying until one or two days before
the test and then cram. Consequently these learners will often deal with disorganized
information and worry about insufficient preparation.
In addition to feeling poorly prepared, text anxiety may result from the perception of
how others will view the results particularly if these results are poor. These learners
may have extremely high expectations for themselves and, having been very good
learners in the past, put an inordinate amount of stress on themselves to perform
perfectly.
Follow-up
Do you find yourself falling into any of the aforementioned causes of test anxiety?
Explain.
Whole Task Objectives Follow-up
How would you relate the concept of test anxiety to diverse and complex issues?
26.2 Objective
Develop successful strategies for taking tests.
Whole Task Objective
Describe factors addressing diverse and complex issues.
Relevancy
You are taking a test and you experience a mental block. But, after the test you seem to
remember everything that you could not remember during the test and you become
angry because you could not think during the test. How can you overcome this
scenario?
We aren’t going to get out of this alive, so let’s make the best of it. –Callahan
Prior Learning
Research has shown (e.g. Elliot and McGregor, 1999; Hembree, 1988) that excessive
test anxiety results in poor performance impacting self-esteem, fear of failure,
defensiveness, and worry. Improved test performance and GPA (grade point average)
accompany reduced test anxiety. Also, understanding how a test is constructed will
permit you to anticipate the range of test items and how they will be assessed.
Pretest
How would you rate your level of test anxiety?
Do you feel you are in control of your test anxiety?
What are some of your study strategies for overcoming test anxiety?
Activity
Preparation for a test involves methods that affect one’s study skills, as well as one’s
behavior. Establishing good study skills from the beginning of the class is a good way
to minimize test anxiety.
o Establish a time management plan that permits you adequate test preparation
time well before the test.
o Get into a study group.
o Identify the objectives and the sources of information that will be addressed on
the test.
o Identify the test format (e.g. essay, multiple choice) and anticipate the level of
cognition (Blooms’ Taxonomy) from which the test questions will be derived.
o Use a good reading method (e.g. SQ3R) to perform your reading as the learning
occurs,
o Use a good note taking method and continually review your notes.
Concurrently, establishing good behavioral skills can further minimize test anxiety.
o Get a sufficient amount of sleep prior to the test. Do not cram.
o Maintain good nutrition.
o If you become anxious while studying, consider some slow deep abdominal
breathing over a few minutes.
o Perform some stretching and/or aerobic exercise.
o Perform some guided imagery and focus on a peaceful scene for a few minutes.
o Try to identify and name the particular anxiety and the feeling it conveys.
o Use positive thinking and self-talk.
The day of the test, be sure to arrive early with the materials you need for testing.
During the test, remember to fully read the instructions. Read each question fully and,
if multiple choice, look at all of the responses. Do not dwell on any one question.
Rather, move on as you may get a clue as to the answer in another question. Answer
the easier questions first, particularly so if you have a limited time to complete the
test. Answer all questions unless there is a penalty for guessing.
Identify personal symptoms of test anxiety and identify potential solutions.
Follow-up
Do you feel you are in control of your test anxiety?
Whole Task Objectives Follow-up
How would you relate the concept of success test strategies to diverse and complex
issues?
Toolbox Time management plan Study group SQ3R Note-taking Nutrition Exercise Positive imagery and self-talk
26.3 Objective
Describe the internal and external ramifications of integrity.
Whole Task Objective
Describe factors addressing diverse and complex issues.
Relevancy
Engaging in prohibited academic conduct can have dire consequences on one’s
academic future. An awareness of the common prohibited activities may be useful in
avoiding activities that can negatively impact ones career.
Integrity is about doing the right thing–even when no one is looking. –unknown
Pretest
What does academic conduct mean to you?
What might you expect of some potential consequences of inappropriate academic
conduct?
Activity
The following is an excerpt from the Arizona Board of Regents policy regarding
academic integrity and is comparable to that seen in institutions of higher education.
CODE OF ACADEMIC INTEGRITY
February 2009
PRINCIPLE
Integrity and ethical behavior are expected of every student in all academic work. This
Academic Integrity principle stands for honesty in all class work, and ethical conduct
in all labs and clinical assignments. This principle is furthered by the student Code of
Conduct and disciplinary procedures established by ABOR Policies 5-308 through 5-
404, all provisions of which apply to all University of Arizona students. This Code of
Academic Integrity (hereinafter “this Code”) is intended to fulfill the requirement
imposed by ABOR Policy 5-403.A.4 and otherwise to supplement the Student Code of
Conduct as permitted by ABOR Policy 5-308.C.1. This Code of Academic Integrity shall
not apply to the Colleges of Law or Medicine, which have their own honor codes and
procedures.
PROHIBITED CONDUCT
Students enrolled in academic credit bearing courses are subject to this Code.
Conduct prohibited by this Code consists of all forms of academic dishonesty,
including, but not limited to:
- Cheating, fabrication, facilitating academic dishonesty, and plagiarism as set out
and defined in the Student Code of Conduct, ABOR Policy 5-308E.6, E.10, and F.1.
- Submitting an item of academic work that has previously been submitted or
simultaneously submitted without fair citation of the original work or authorization by
the faculty member supervising the work.
- Violating required disciplinary and professional ethics rules contained or referenced
in the student handbooks (hardcopy or online) of undergraduate or graduate
programs, or professional colleges.
- Violating discipline specific health, safety or ethical requirements to gain any unfair
advantage in lab(s) or clinical assignments.
- Failing to observe rules of academic integrity established by a faculty member for a
particular course.
- Attempting to commit an act prohibited by this Code. Any attempt to commit an act
prohibited by these rules shall be subject to sanctions to the same extent as completed
acts.
- Assisting or attempting to assist another to violate this Code.
STUDENT RESPONSIBILITY
Students engaging in academic dishonesty diminish their education and bring
discredit to the academic community. Students shall not violate the Code of Academic
Integrity and shall avoid situations likely to compromise academic integrity. Students
shall observe the generally applicable provisions of this Code whether or not faculty
members establish special rules of academic integrity for particular classes. Students
are not excused from complying with this Code because of faculty members’ failure to
prevent cheating.
FACULTY RESPONSIBILITY
Faculty members shall foster an expectation of academic integrity and shall notify
students of their policy for the submission of academic work that has previously been
submitted for academic advancement, as well as any special rules of academic
integrity or discipline specific ethics established for a particular class or program (e.g.,
whether a faculty member permits collaboration on coursework; ethical requirements
for lab and clinical assignments; etc.), and make every reasonable effort to avoid
situations conducive to infractions of this Code.
If the evidence supports a finding that the student has engaged in misconduct, the
faculty member shall impose sanctions after considering the seriousness of the
misconduct, the student’s state of mind, and the harm done to the University and to
other students. In addition, the faculty member shall consider mitigating and
aggravating factors in accordance with the provisions of ABOR Policy 5-308.H. A
faculty member may impose any one or a combination of the following sanctions: a
written warning, loss of credit for the work involved, reduction in grade, notation of
the violation(s) on the student’s transcript, a failing grade in the course, or revocation
of a student’s degree. The faculty member may also impose a sanction of suspension
or expulsion from the program, department, college, or University. When appropriate
faculty members may also assign students to participate in educational sanctions that
address the violation of this Code. If the faculty member assigns a notation on the
transcript, suspension or expulsion from the University or revocation of a degree as a
sanction, the student is automatically granted an appeal to the Dean of the College.
Within 10 days of the conference, the faculty member shall prepare a written decision
outlining the charges, evidence, findings, conclusions and sanctions imposed. The
faculty member should use the standard form entitled “Record of Faculty-Student
Conference,” and furnish copies to the student (as provided in the “Notice” section
under General Provisions) and to all others as noted on the form, including the Dean
of Students Office. When possible, the faculty member should have the student sign
the “Record of Faculty-Student Conference.” See the General Provisions section for
Grade Before Appeals.
What key issue related to prohibited conduct and the potential consequences of
engaging in these prohibited matters do you find most surprising?
Follow-up
What are some examples of prohibited academic conduct?
What are some potential consequences of inappropriate academic conduct?
Whole Task Objectives Follow-up
How would you relate the concept of integrity to diverse and complex issues?
Toolbox Awareness of prohibited conduct
References
Code of Academic Integrity. (2009). In Student Policies Procedures and Codes.
Retrieved March 22, from http://dos.web.arizona.edu/uapolicies/cai1.html
Elliot, A. J. McGregor, H. A. (1999). Test anxiety and the hierarchical model of
approach and avoidance achievement motivation. Journal of personality and social
psychology, 76, no4, pp. 628-644.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review
of Educational Research, 58, 47-77.
Test Anxiety. (n.d.) In University Counseling Center. Retrieved March 22, 2009, from
http://gwired.gwu.edu/counsel/index.gw/Site_ID/5176/Page_ID/14095/
- Asking the Right Questions about Leadership
27.1 Objective
Explore under what conditions does leadership matter.
Whole Task Objective
Describe the role of critical and creative thinking related to social interactions.
Prior Learning
Trait-based theory is an early leadership concept that describes the types of behavior
and personality characteristics associated with effective leadership. Zaccaro (2007)
argues that despite its long history, a consensus about the role of leader traits,
mechanisms of influence and role of situation has remained somewhat indefinable.
Instead, efforts should be directed towards combinations of traits and attributes,
integrated in conceptually meaningful ways, rather than additive or independent
contributions of several single traits that are intended to predict leadership. These
dominant leader trait patterns reflect a stable tendency to lead in different ways across
disparate organizational domains. Zaccaro (2007) professes a multistage model that
specifies leader traits as having distal or proximal influences on leadership
performance that are influenced by situation.
Vroom and Jago (2007) point to three distinct roles that situational variables play in
the leadership process. First, organizational effectiveness is affected by situational
factors not under leader control. Second, situations shape how leaders behave. And,
third, situations influence the consequences of leader behavior. Debate between
person or situation has moved to contingency theories that are capable of dealing both
with differences in situations and with differences in leaders. Empirically, contingency
theories focus research into the types of people and behaviors that are effective in
different situations.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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