Welcome to Life Talk Audios. These audio lectures reflect preliminary synthesis of the Life Setback Studies Research Project currently in progress. The audios are guided by a preliminary questionnaire and research goals.
The following list of questions is something I use in my Composition II classroom and that I believe has application to other contexts.
These questions are meant to gauge the students' understanding of goal-setting and goal completion.
Provide an example of a time you were reaching towards a goal but encountered a setback?
These questions presuppose that you understand what goal-setting means and that you are committed to the goal you set.
If you deviate from the initial goal, and get distracted by experiencing a setback, but still complete the goal, then this means that accomplishing the initial goal is important and worth preserving.
However, if you deviate from the initial goal and remain engrossed within the distraction/problem, and adopt a different goal, then this means that accomplishing the initial goal is not important and not worth preserving.
These are the following preliminary research goals connected to the Life Setback Research Project.
Goal #1: Create survey items.
The development of future survey items and measures will derive from some aspect of the above questionnaire, directly and indirectly.
Items will include references to status of setback, categories, approximate length of setback, and expectations about recovery from setback.
The development of research goals should aid in the development of preliminary research hypotheses.
Goal #2: Write a literature review.
Scholarly sources must reference the keyword "setback."
Preliminary research into the topic reveals scholarship on resilience studies, not necessarily on the concept of setback.
Goal #3: Review personality theory.
Personality may contribute to why people often commit to or abandon initial goals.
The Big 5 Personality Trait scale will be a primary source.
Goal #4: Review additional theories.
It is not clear which theories will work with this topic.
Goal #5: Create a bibliography of source materials.
This will help to create a list of supporting evidence.
Journal the risks you have taken and the impact they have had on your life academically, professionally, and personally.
What did you learn?
Journal why you believe someone would be hurt over losing you. What would they lose if the person no longer had access to you?
Do you care?
People who pull at you to pull back think they are superior. Journal your feelings about how a friend/family member/romantic partner sees you.
What do you think about the person?
Journal why you may be angry. Does your anger have anything to do with something you have not completed?
What is your plan for resolving anger?
How long do you spend talking about your pain? Journal the different times in your life that people have ignored you or ignored your pain.
How did you resolve the issue?
Think about the times you got into something using hurry. What was the thing you tried to make work? Why were you in a hurry?
Assess your hurry.
Life is filled with complexities and stresses. We often do not take the time we need for rest.
Where are you suffering burnout?
Journal the cause of burnout.
In Composition, we outline before writing an essay.
We can outline our first thoughts on a topic. We can outline how we will distribute sources.
Outlining is useful.
Therefore, outline your procrastination. Place these moments into different categories.
How useful was this exercise for you?
Where do you need to change?