DESCRIBES PREFERRED WORK ETHIC TRAITS OF VALUED EMPLOYEE

ADAPTABLE, SELF-MOTIVATED, COOPERATIVE, RESPONSIBLE

ACTION TO TAKE TO IMPROVE EXPECTATIONS FOR SUCCESS

AVOID BEING CRITICAL OF OTHERS & PRACTICE BEING HELPFUL

PART OF THE SELF-ASSESSMENT TO IDENTIFY WHAT YOU VIEW AS CORE VALUES, HOW YOU VIEW YOURSELF

WHAT ARE MY FIVE MOST IMPORTANT VALUES?

WHICH REFLECTS LEARNER WHO CAN EASILY OVERCOME ADVERSITY

LEARNER WHO KNOWS WHAT THEY VALUE

AN ACTION TO INCREASE SELF-WORTH

COMMIT TO LIVING BY YOUR PERSONAL STANDARDS

TOPICS FOR SPECIFIC QUESTIONS ASKED BY LEARNER TO ASSESS SEFL-MOTIVATION

DESIRES, FEARS, SUCCESS, FAILURE

HOW TO SET PERFORMANCE GOALS AS A LEARNER

SPECIFIC PERFORMANCES FOR THE OUTCOMES THEY WANT

IDENTIFY THE IMPACT THE PRACTICE OF GRATITUDE HAS ON LEARNERS

IMPROVES THEIR CAPACITY TO ENHANCE THEIR SELF-WORTH

TRUE STATEMENT ABOUT GOAL SETTING

SUCCESS WILL NOT OCCUR WITHOUT DEFINED GOALS

SUMMARIZES USE OF POSITIVE AFFIRMATIONS

CONNECT POWER OF WORDS WITH BENEFIT TO LEARNER

FOUR CATEGORIES TO DIRECT GOAL PLANNING

PROFESSIONAL, EDUCATIONAL, PERSONAL, COMMUNITY GOALS

SPECIFIC, MEASUREABLE, ATTAINABLE, RELEVANT, TIME BASED

DESCRIBE TECHNIQUE OF GOAL MANAGEMENT

SETTING GOALS & CREATING PLAN FOR IMPLEMENTATION

BEST ACTION TO INTEGRATE INTO DAILY ACTIVITITES TO RESTORE SELF-MOTIVATION

MAINTAIN POSITIVE MINDSET, REDUCE INNER NEGATIVITY

HOW EDUCATOR DESCRIBES SELF-FULFILLING PROPHECY TO LEARNERS

THE INDIVIDUALS PERSONAL EXPECTATIONS AFFECT THEIR ACTIONS

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CHAPTER 12 SUCCESS STRATEGIES FOR STUDENTS

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Questions 25

Answers

1
WORDS USED IN CONVERSATION TO RENEW SELF-MOTIVATION
"CANT"
"YEAH, BUT"
"I WONT"
"YES"
2
DESCRIBES PREFERRED WORK ETHIC TRAITS OF VALUED EMPLOYEE
INTEGRITY, SULLENESS, SELF-MOTIVATED, SEFL-CONFIDENT
HONEST, ADAPTABLE, SELF-MOTIVATED, INTOLERANT
ADAPTABLE, SELF-MOTIVATED, COOPERATIVE, RESPONSIBLE
WILLINGNESS TO WORK HARD, INFLEXIBLE, COOPERATIVE, LOYAL
3
INDICATES BENEFITS TO LEARNER WHO USES POSITIVE AFFIRMATIONS ON DAILY BASICS
EMBRACES MORE OPTIMISTIC LIFE
FOCUSES ON OTHER INDIVIDUALS WITH THEIR AFFIRMATIONS
RELFECTS ONLY ON PREVIOUS CIRCUMSTANCES IN LIFE
VOICES THEIR REGRETS AS PART OF AFFIRMATION
4
ACTION TO TAKE TO IMPROVE EXPECTATIONS FOR SUCCESS
PRACTICE PESSIMISM
STATE POSITIVE AFFIRMATIONS IN PAST TENSE
AVOID BEING CRITICAL OF OTHERS & PRACTICE BEING HELPFUL
PROCRASTINATE DIFFICULT TASKS
5
PART OF THE SELF-ASSESSMENT TO IDENTIFY WHAT YOU VIEW AS CORE VALUES, HOW YOU VIEW YOURSELF
DO I UNDERSTAND THE CONSEQUENCES OF FAILURE?
WHAT ARE MY FIVE MOST IMPORTANT VALUES?
HOW DO MY FEARS AFFECT MY LIFE CHOICES?
DO I PLACE ENOUGH EMPHASIS ON MY DESIRES?
6
WHICH REFLECTS LEARNER WHO CAN EASILY OVERCOME ADVERSITY
LEARNER W/ LOW SELF ESTEEM
LEARNER WHO KNOWS WHAT THEY VALUE
LEARNER WHO DOESNT KNOW THEIR WORTH
LEARNER WHO IS SLOW TO ACT
7
AN ACTION TO INCREASE SELF-WORTH
COMMIT TO LIVING BY YOUR PERSONAL STANDARDS
REJECT COMPLIMENTS
BE A PERFECTIONIST
COMPARE YOURSELF TO YOUR PEERS
8
TERM USED TO DESCRIBE LEARNERS INTERNAL MOTIVATION TO REACH GOALS
MINDFUL
MINDSET
MIND BENDER
MIND MAP
9
BENEFIT TO LEARNER WHO CREATES VISION BOARD
HELPS IDENTIFY ASPIRATIONS
HELPS IDENTIFY CHALLENGES
HELPS STUDY FOR SKILLS TEST
HELPS LAY OUT GROUP PROJECT
10
GREATEST BARRIER TO SUCCESS FOR TRAINED WORKER
AN UNSATISFACTORY WORK ETHIC
REMARKABLE OCCUPATIONAL SKILLS
LOW SELF-ESTEEM
SIGNS OF NERVOUSNESS
11
TOPICS FOR SPECIFIC QUESTIONS ASKED BY LEARNER TO ASSESS SEFL-MOTIVATION
DESIRES, CHALLENGES, FEARS, SUCCESS
DESIRES, FEARS, SUCCESS, FAILURE
CHALLENGES, SKILLS, SUCCESS, FAILURE
SKILLS, FEAR, SUCCESS, FAILURE
12
HOW TO SET PERFORMANCE GOALS AS A LEARNER
UNSYSTEMATIC APPROACH TO ALLOW RANDOM CHANGES
INCLUDING MANY OF THE GOALS LEARNER HOPES TO ATTAIN
SPECIFIC PERFORMANCES FOR THE OUTCOMES THEY WANT
UNREALISTICALLY HIGH LEVELS TO ENCOURAGE PERFORMANCE
13
TO KEEP IN MIND WHEN CREATING SMART GOALS
NOT BOUND BY DEADLINES
ATTAINABLE
GENERIC
NOT RELATED TO OVERALL OBJECTIVE
14
DESCRIBES HOW LEARNER APPROACHES FEARS IN CONJUNCTION WITH PERSONAL SUCCESS
FEAR COMPLES THEM TO SEEK THEIR COMFORT ZONE
FEAR MOTIVATES THEM TO ACT
FEAR PARALYZES THEIR ABILITY TO ACT
FEAR STUNTS THEIR CAPACITY TO LEARN
15
IDENTIFY THE IMPACT THE PRACTICE OF GRATITUDE HAS ON LEARNERS
EXPRESSES DISCOMFORT WHEN HEARING COMPLIMENT
IMPROVES THEIR CAPACITY TO ENHANCE THEIR SELF-WORTH
RESPONDS TO A COMPLIMENT WITH A DISMISSIVE REMARK
FLIPPANT RESPONSE SUGGESTS PRAISE WAS MEANINGLESS
16
TRUE STATEMENT ABOUT GOAL SETTING
HARD WORK IS ALL IT TAKES TO SUCCEED
TIME INVESTED IN PLANNING DOES NOT ACCELERATE PERFORMANCE
SUCCESS WILL NOT OCCUR WITHOUT DEFINED GOALS
ANNUAL REVIEW OF GOALS IS SUFFICIENT
17
SUMMARIZES USE OF POSITIVE AFFIRMATIONS
ENABLE LEARNER TO MAKE OTHERS FEEL IMPORTANT
CONNECT POWER OF WORDS WITH BENEFIT TO LEARNER
HELP LEARNER IDENTIFY EXPERIENCES WHICH THEY ARE THANKFUL
CREATE OPPORTUNITIES WHEN LEARNER IS FACED WITH BARRIER
18
CHARACTERISTICS COMMON TO INDIVIDUAL WITH STRONG WORK ETHIC
INCONSISTENT, UNCONTROLLED
RELIABLE, RECKLESS
RECKLESS, FICKLE
RELIABLE, RESPONSIBLE
19
NEEDED TO EXHIBIT IN ORDER TO ACCOMPLISH SOMETHING W/O EXTERNAL PRESSURE
SELF-MOTIVATION
SEF-WORTH
SELF-ESTEEM
SELF-DISCIPLINE
20
FOUR CATEGORIES TO DIRECT GOAL PLANNING
PROFESSIONAL, EDUCATIONAL, PERSONAL, COMMUNITY GOALS
FINANCIAL, PROFESSIONAL, FAMILY, HELATH GOALS
PROFESSIONAL, FAMILY, HEALTH, COMMUNITY GOALS
EDUCATIONAL, FAMILY, COMMUNITY, SPRITUAL GOALS
21
DEFINE SMART GOALS
SPECIAL, MAPPED, ATTAINABLE, RELEVANT, TIME BASED
SPECIFIC, MAPPED, ATTAINABLE, REALISTIC, TIME BASED
SPECIFIC, MEASUREABLE, ATTAINABLE, RELEVANT, TIME BASED
SPECIAL, MEASUREABLE, ATTAINABLE, REALISTIC, TIME BASED
22
REASON PEOPLE DO NOT REALIZE THEIR GOALS
COMMIT TO PROGRESSIVE GOALS
COMMIT TO VERY FEW GOALS
COMMIT TO A REALISTIC TIME FRAME
COMMIT TO HIGH EXPECTATIONS
23
DESCRIBE TECHNIQUE OF GOAL MANAGEMENT
USE OF AFFIRMATIONS TO SET GOALS
MEASUREMENTS USED TO DETERMINE SUCCESS
SETTING GOALS & CREATING PLAN FOR IMPLEMENTATION
REFELCTION ON & REVISION OF GOALS
24
BEST ACTION TO INTEGRATE INTO DAILY ACTIVITITES TO RESTORE SELF-MOTIVATION
MAINTAIN POSITIVE MINDSET, REDUCE INNER NEGATIVITY
HELP OTHER LEARNERS, FOCUS ON THEIR SUCCESS
REVIEW SUCCESSES OF FELLOW LEARNERS, VISUALIZE APPROACH
EXPLORE FEELINGS OF NEGATIVITY, LEARN ABOUT IMPACT ON HEALTH
25
HOW EDUCATOR DESCRIBES SELF-FULFILLING PROPHECY TO LEARNERS
LEARNERS INABILITY TO CONQUER BARRIERS TO LEARNING
THE INDIVIDUALS PERSONAL EXPECTATIONS AFFECT THEIR ACTIONS
HOW SOMEONE ELSES EXPECTATIONS AFFECT THE LEARNERS
INDIVIDUALS FEARS CAUSE THE PROPHENCY TO FAIL

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