Traits of good learners and how I am going to enhance them . Include Harvard style references
Good learners typically possess a growth mindset, are self-motivated, resilient, adaptable, curious, and have strong critical thinking skills (Dweck, 2006; Duckworth et al., 2007; Mercer & Sutcliffe, 2011). These learners are willing to take risks, seek feedback, and actively engage in the learning process.
To enhance these traits, I plan to:
1. Develop a growth mindset: I will work on embracing challenges, learning from failures, and believing in the power of effort to improve my abilities (Dweck, 2006).
2. Stay self-motivated: I will set clear goals, create a study schedule, and reward myself for achieving milestones to maintain my motivation (Deci & Ryan, 2000).
3. Build resilience: I will practice coping strategies such as mindfulness, self-compassion, and gratitude to bounce back from setbacks and stay focused on my learning goals (Fredrickson et al., 2011).
4. Foster adaptability: I will be open to new ideas, cultures, and perspectives, and seek out diverse learning experiences to expand my knowledge and skills (Wang & Ployhart, 2010).
5. Cultivate curiosity: I will ask questions, explore topics that interest me, and connect new information to what I already know to deepen my understanding and spark creativity (Loewenstein, 1994).
6. Strengthen critical thinking skills: I will practice analyzing information, evaluating arguments, and making informed decisions to enhance my problem-solving abilities and make connections across different disciplines (Ennis, 1987).
By focusing on these traits and actively working to enhance them, I aim to become a more effective learner and achieve my academic and personal goals.
References:
- Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
- Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087-1101.
- Mercer, N., & Sutcliffe, A. (2011). Developing a dialogic pedagogy: learner-talk in the classroom. Routledge.
- Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
- Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: positive emotions, induced through loving‐kindness meditation, build consequential personal resources. Journal of personality and social psychology, 95(5), 1045-1062.
- Wang, M., & Ployhart, R. E. (2010). The role of human capital theory in explaining the black-white wage gap. Journal of Applied Psychology, 95(5), 900-908.
- Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological bulletin, 116(1), 75-98.
- Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In Teaching thinking skills: Theory and practice (pp. 9-26). Lawrence Erlbaum Associates.