{"id":182,"date":"2019-09-03T11:15:04","date_gmt":"2019-09-03T11:15:04","guid":{"rendered":"http:\/\/blogs.calbaptist.edu\/cshb\/?p=182"},"modified":"2021-03-08T04:44:32","modified_gmt":"2021-03-08T04:44:32","slug":"september-is-the-new-january-and-a-giveaway","status":"publish","type":"post","link":"https:\/\/blogs.calbaptist.edu\/cshb\/2019\/09\/03\/september-is-the-new-january-and-a-giveaway\/","title":{"rendered":"September is the New January (\u2026and a Giveaway)"},"content":{"rendered":"\n

Although cultural encouragement for fresh starts are often\nreserved for the new year marked every January, the start of a new academic\nyear is, perhaps, a better time for those of us running on a traditional academic\ncalendar to take advantage of a new \u201cyear\u201d. With the new academic year comes a\nnew schedule, perhaps a new living situation, new friends, professors,\nresponsibilities\u2026.I\u2019m sure your list goes on. With all this new, there is also\nan opportunity: an opportunity for growth. Maybe it\u2019s about time for you to\nreally prioritize reading the Bible. Maybe you want to finally run that 5k or\neat the vegetables your doctor says you should. Perhaps you just want to have\nbetter relationships this year. Luckily for us, psychological science has a lot\nto say about how to make the most of these kinds of opportunities. Here I want\nto share just a few of these evidence-based practices for real, lasting change.\n<\/p>\n\n\n\n

\"\"
Photo by Est\u00e9e Janssens on Unsplash<\/figcaption><\/figure>\n\n\n\n

1. Set the right kind of goals.<\/h4>\n\n\n\n

Spoiler alert: The kinds of goals we set are directly\nrelated to the outcomes we attain. <\/p>\n\n\n\n

There is lots of research parsing this specific statement apart, specifying it, supporting it, and fine-tuning our understanding of it. For example, goals that emphasize growth and progress<\/a> over perfection and demonstration lead to better outcomes[1]. Pursuing goals that are inherently meaningful to you<\/a>, that you choose freely, are associated with a host of better outcomes for the goal itself, and for associated well-being. Factors like specificity of the goal and affect<\/a>, among others, also influence how successful goal pursuit<\/a> will be.<\/p>\n\n\n\n

\"\"
Author: Dungdm93; file is licensed under the Creative Commons Attribution-Share Alike 4.0 International license. <\/figcaption><\/figure>\n\n\n\n

Much of the research on goal success is organized around what researchers call the \u201cSMART goal framework.\u201d SMART is an acronym for Specific, Measurable, Attainable, Relevant, and Time-bound. Oftentimes, New Years\u2019 Resolutions (or new academic year opportunities!) fail because we never turn our \u201cgood ideas\u201d into \u201cactionable ideas.\u201d Take, for example, someone who has the admirable idea of wanting to be a better student this year. As a professor, I say, \u2018yes! Pursue that!\u2019, but then I have the SMART goal follow-up: How? What would being a better student look like for you? What kinds of behaviors are associated with the success of that goal? Perhaps it is reading all the assigned work for your social psychology course prior<\/em> to the lecture date and committing to studying, review, and assignment completion for that class three times a week for 1 hour each session. Those statements are specific<\/em> (read what has been assigned, study for three 1-hour sessions), measurable<\/em> (at the end of the week, did you do it? Yes\/No), attainable<\/em> (this will depend a great deal on your own schedule, but I would suggest that if you don\u2019t have three hours a week to devote to studying for a class, you may have too much on your plate[2]), relevant<\/em> (completing course reading, assignments, and studying is surely part of being a good student), and time-bound<\/em> (this goal will conclude at the completion of the course, since you don\u2019t need to study for a class that has finished!). <\/p>\n\n\n\n

It turns out that when we take the time to translate good ideas into SMART goals, we are much more likely to accomplish them. One potential reason is that SMART goals, when well-constructed, force us to face our reality honestly. For example, for someone with limited physical fitness it wouldn\u2019t be an attainable goal to run a marathon at the end of the month. Sometimes it is hard to know if your goal is indeed structured well in this kind of formula; keep reading (especially tip #4!). <\/p>\n\n\n\n

2. Consider Gold, Silver, and Bronze Medal Goals[3]<\/h4>\n\n\n\n

One problem, especially for perfectionists out there\n(seriously, go read Carol Dweck\u2019s book, Mindset<\/em>),\nis that goals are often framed as a \u201cpass\/fail.\u201d You either did it or you\ndidn\u2019t. This, on its own, can actually be de-motivating. Folks who have tried\nto eat better by restricting all kinds of \u201cbad\u201d\nfoods<\/a> can experience this; one slip up can often lead to a downward spiral\nof out-of-control eating of the supposed \u201coff-limits\u201d food. This kind of\nblack-and-white approach to goals is inherently self-defeating.<\/p>\n\n\n\n

\"\"
Photo by Jake Hills on Unsplash<\/figcaption><\/figure>\n\n\n\n

So, how do you set measurable, specific goals that also have room for grace and failure? One way is to have \u201ctiered\u201d goals: a gold medal, silver medal, and bronze medal goal. You want to start exercising? Maybe your gold medal goal is a SMART goal for exercising 5 times a week for 30 minutes [4]. So what about that week that every class has a paper due, your car breaks down, your best friend has a crisis\u2026.what then? Is your goal doomed? Maybe not. What if you can still make it to the gym 3 times that week for 20 minutes? That can be a silver medal goal. Because those days and minutes are better\u2014in terms of moving you toward your ultimate long-term goal of an exercise habit\u2014than nothing. And if you didn\u2019t make three times\u2026what about one day? Or intentionally <\/em>taking a parking spot that is crazy far away and sprinting to class or chapel a few days a week? Might that count as something, perhaps a bronze medal goal? Having thought through various levels of achievement allows you the flexibility to view \u201cnear hits\u201d of a goal not as a miss, but as a different level of achievement. The more successes you have, the more likely you are to continue in your goal pursuit<\/a> because intention to achieve a goal alone is insufficient to actually achieve that goal. <\/p>\n\n\n\n

3. Understand your time.<\/h4>\n\n\n\n

In order to set effective goals, given the parameters above,\nyou need to have a clear understanding of how much time you have and where it\nis spent. You can\u2019t honestly assess if it is realistic and attainable to\nexercise 5 days a week for 30 minutes or take on that part time job for 15\nhours a week or spend 45 minutes each morning in Scripture and prayer if you\ndon\u2019t have an accurate handle on your time. <\/p>\n\n\n\n

…we also need to be realistic about the time we have and the goals we chose to pursue in that time. <\/p><\/blockquote>\n\n\n\n

Time management skills are an important predictor for many\ngoals, including academic\nsuccess<\/a>. The more we think about time as a resource, the better we can\nsteward it. Just as we wouldn\u2019t build a tower without first counting the cost (Luke\n14:28<\/a>), we also need to be realistic about the time we have and the goals\nwe chose to pursue in that time. I find the visuals here<\/a> to be helpful:\ntime is fleeting. Understanding and using it appropriately (perhaps a topic for\na different blog) is key. By sitting down and being honest with how you\ncurrently spend your time and how you can reclaim it in pursuit of your goals,\nyou are (once again) adding to the stack of influences increasing<\/em> your odds at goal achievement. As you prepare for a new\nsemester, spend some time charting<\/a>\ntime in class, time at work, time studying\/doing coursework, time eating, time\nexercising, time spent with friends\u2026This kind of reverse engineering is an\nimportant reflection of what you are able to pursue, but also how what you\npursue reflects about your priorities, as you live them. <\/p>\n\n\n\n

\"\"
Photo by STIL<\/a> on Unsplash<\/a> <\/figcaption><\/figure>\n\n\n\n

4. Seek wisdom<\/h4>\n\n\n\n

Sometimes it is hard to know if the thinking inside your\nhead makes sense outside your head, or how to make the most of the time you\nhave. (I\u2019m just going out on a limb here, assuming that\u2019s not just me<\/em>.) Thankfully, we don\u2019t do this\nlife thing alone and, as Christians, we are specifically called not to! As you\nthink about what opportunities the new semester presents to you, what habits\nmight need to change, and how best to change them, don\u2019t have that conversation in a vacuum<\/em>. Seek counsel. Bounce\nideas off trusted friends. Ask a mentor for feedback on your goals. Visit a\nfaculty member you respect during office hours. It might sound scary or a bit\nvulnerable to do these things but consider Proverbs 4:7: \u201cThe beginning of\nwisdom is this: Get wisdom\u2026\u201d. I love this. You want wisdom? Get it. But how\u2014you\ncan\u2019t use what you don\u2019t have! I believe the Biblical answer lies in community;\nseek those who have wisdom and in those relationships, get it. What better\nplace to start than questions around how to improve your habits, habits which\nare the core of your character. <\/p>\n\n\n\n

\"\"
Photo by Kate Kalvach on Unsplash<\/figcaption><\/figure>\n\n\n\n

One important caveat: be strategic in your accountability.\nTurns out that there are some unexpected consequences of sharing your goals,\nsome of which can actually decrease the likelihood of goal achievement.\nHowever, when you choose\nwhom to share your goals with carefully<\/a>, such as sharing with a trusted\nfriend of mentor, the effect of accountability serves to increase the\nlikelihood of goal completion. In many ways, this mirrors what Scripture says\nabout wisdom: you can\u2019t get it from someone who doesn\u2019t have it. To pursue it,\nyou need to first go to the few who have it.<\/p>\n\n\n\n

\n\n\n\n

Most of these tips fall under a large umbrella called motivational science. <\/em>This literature\nhas a lot more to say about how to produce lasting change successfully. Check\nout some of the links above and explore the rabbit-hole of internet knowledge.\nHowever, even without traveling that rabbit hole, I hope that you will take\nsome of the cues in these tips and realize that you don\u2019t need to know everything in order to make small changes<\/em>.\n(That\u2019s right: you don\u2019t need to be an expert in motivational science to\nbenefit from the knowledge it has produced.) Big changes are, after all, often\njust a series of routinized small changes.<\/p>\n\n\n\n

With that in mind: where can you start fresh this academic year?<\/strong> What habit(s) need revision? Need better study habits? To prioritize your relationship with God? To take your eating or exercise habits more seriously? Or perhaps you need to develop better relational capacities. Whatever the change is, I hope that these tips will provide a starting point for thinking about how to make that change and make it last<\/em>. I also hope that you will check back to this blog and check out some of the curriculum in the College of Behavioral and Social Sciences here at CBU, as both will offer specific tools to help you in this journey.<\/p>\n\n\n\n

Where can you start fresh this academic year?<\/p><\/blockquote>\n\n\n\n

As an added incentive for you to think about these questions, leave a comment below: where are you hoping to start fresh or what evidence-based tip above did you find most helpful? One comment from a current CBU student will be selected at random to win a CSHB power bank\u2026.you know, to keep your cell phone charged and ready to check back for more blogs, all semester long.<\/strong><\/p>\n\n\n\n

Update<\/strong>: Comments are working again! Please comment below. For the hassle, we’ll give away an extra power bank to a lucky CBU student!<\/p>\n\n\n\n

Note: We will be\ngiving away power banks all semester when you read and engage with new blogs,\nso be sure you check back for new blogs and leave comments! Raffles will be\nheld a week after the blog is posted. Please email <\/em>CSHB@calbaptist.edu<\/em><\/a> if you have any questions. <\/em><\/p>\n\n\n\n

\n\n\n\n

[1] This is a statement I\u2019m particularly passionate about. There is a wonderful book on this topic, accessible to a non-technical audience, that I would heartily recommend. Check out more information here: https:\/\/mindsetonline.com\/whatisit\/about\/index.html<\/a><\/p>\n\n\n\n

[2] As a note on time: each unit of a course translates to 2 hours expected outside that course a week. Thus, a typical 3-unit class expects 3 hours in-class engagement and 6 hours out-of-class engagement in a typical week. Thus, the estimate above is actually a low <\/em>estimate of expectation.<\/p>\n\n\n\n

[3] Thank you to Dr. Iverson for sharing this model with me and a former Introduction to Psychology course. <\/p>\n\n\n\n

[4] Keep in mind that the more specific you can make \u201cexercise\u201d, the better (e.g., cardio? Weight lifting? A GroupX PiYo class?).<\/p>\n\n\n\n

\n\n\n\n
\"\"
Dr. Erin Smith is an associate professor of psychology and the Director of Research at the Center for the Study of Human Behavior.<\/figcaption><\/figure><\/div>\n","protected":false},"excerpt":{"rendered":"

Although cultural encouragement for fresh starts are often reserved for the new year marked every January, the start of a new academic year is, perhaps, a better time for those of us running on a traditional academic calendar to take advantage of a new \u201cyear\u201d. With the new academic year comes a new schedule, perhaps […]<\/p>\n","protected":false},"author":33,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[126,4],"tags":[12,29,33,34,25,18],"class_list":["post-182","post","type-post","status-publish","format-standard","hentry","category-dr-erin-smith","category-purpose","tag-cbu-faculty","tag-education","tag-goals","tag-planning","tag-psychology","tag-students"],"_links":{"self":[{"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/posts\/182","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/users\/33"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/comments?post=182"}],"version-history":[{"count":11,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/posts\/182\/revisions"}],"predecessor-version":[{"id":661,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/posts\/182\/revisions\/661"}],"wp:attachment":[{"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/media?parent=182"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/categories?post=182"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.calbaptist.edu\/cshb\/wp-json\/wp\/v2\/tags?post=182"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}