My Feelings About Taking This Class When I Do The Required

My Feeling Towards Taking This Class When I Do The Required Will O

My feeling towards taking this class when I do the required will overcome my difficulty. I will think a lot about going through this class with learning and excellent grades. There are several procedures to detect blind spots, including a specific table to remember what to do. I will do the same for me at the same time and not delay for another time. I will do what I need to do.

There are blind spots that students must ignore in order to be successful, such as ignoring problems, overcoming them, and continuing to succeed. Often the second wolf is fed because it helps to do good more than the first. When I try to do good, there are things trying to prevent me from doing and overcome by good. When someone tries to help another in something, there are those who come to prevent him from doing so because of his hatred of the person who asked for help. Feeding the second wolf, which is the act of good for anything that has been in life, changes my life for the better and increases my ambition.

There are ways that affect the nature of my thoughts positively, which makes me do it always and used to do. Self-talk has a profound impact on my feelings and behavior. When I do something and the result is not as good as I expected, I always tell myself that I will not be successful and I should not be doing it or even trying because I am not good at doing it, which makes me stop trying and feel unusable. Sometimes, to make myself feel better, I blame others and make them the reason for my failure, which is bad but helps me feel a bit better. Before I start working for my goal, I always remember the reason why I am here and who is waiting for me and my success, such as my son, wife, and family, who always push me forward.

I think I need to work on how I view my mistakes and failures, and learn that without making mistakes I won't learn new experiences. Also, I should mention the good things that I learned from each experience even if it was not as I wanted it to be, which will help me feel better in the right way and improve the quality of self-talk skills that I have. I have many feelings such as longing for my family and friends, thinking a lot because I live alone here, and thinking about my future. I hear about troubles and problems of life often, and I seek to achieve my dream of graduating and getting suitable work according to my qualification, gaining many different experiences.

I wanted to develop myself to speak English fluently. I initially hesitated to ask for help due to fear of others' reactions, which caused frustration. However, I later asked for help and received it, overcoming my fear. When someone asks me for help now, I will help him without hesitation to make him happy. I think that education in the best schools and with the best teachers is essential. Education is the key to many achievements, like obtaining a college degree and a good job. Learning is lifelong, and what we learn is never measured by any standard.

Currently, I am taking 5 courses this semester: Soc, Pos, Con, Glg, and Uni. I hope to do well and pass. When I am off track, I feel guilty and review myself, motivated by comments encouraging me to achieve my educational goals and keep going regardless of circumstances. Taking full responsibility for my life is crucial; it helps me approach success plans with confidence, view outcomes as my accountability, and find solutions to challenges. Despite experiencing losses like the death of loved ones, I accept that everyone is headed there and cannot change it, and I recognize that some problems, like life challenges, are inevitable—they require acceptance and solutions.

Stress and anxiety are common feelings arising from pressures such as family and work. Managing stress involves focusing on one task at a time and simplifying schedules. In stressful moments, I calm myself by relaxing or seeking quiet places. A memorable high school experience involved intense motivation to succeed, supported by teachers, parents, and friends. Despite challenges, I maintained discipline, performed well, and achieved my goal of entering a top university. Conversely, an internship in a small company proved disheartening due to lack of support and motivation from colleagues. This taught me that inner motivation and focus are essential for perseverance.

My current motivation is high because of accumulated knowledge and support from friends and lecturers. Making mistakes and learning from them has built my confidence to take on new tasks without fear of failure. Social interactions and team participation have been beneficial, although balancing social life and academics remains a challenge. Self-motivation is vital—each person is responsible for their goals and efforts for high performance.

Behavior impacts one's attitude toward learning; positive behavior fosters good character and performance. I plan to improve by avoiding late arrivals, unimportant classes, and negative influences like bad company. I regret associating with friends involved in trouble, which damaged my reputation and led to problems such as smoking. To change, I intend to distance myself from negative influences, seek support from parents and counselors, and build positive relationships with role models. Support from others is critical in this process, and I will continue to encourage my friends to seek constructive solutions. My plan includes setting clear goals, avoiding negative influences, and maintaining focus despite setbacks to improve my behavior and academic performance.

Paper For Above instruction

Developing strong motivation and self-awareness are fundamental components in overcoming academic and personal challenges. As reflected in both personal narratives and professional assessments, the ability to recognize one's emotions, behaviors, and influences plays a critical role in fostering resilience and success. The interplay between internal motivation, external support systems, and behavioral adjustments creates a pathway to achieve one's goals despite obstacles.

Firstly, understanding the significance of motivation is essential. Motivation serves as the catalyst that propels individuals towards their objectives. In academic contexts, intrinsic motivation—driven by personal interest and satisfaction—has been identified as more sustainable than extrinsic incentives (Deci & Ryan, 2000). The narratives highlight that maintaining high motivation levels involves recognizing progress, cultivating self-efficacy, and connecting activities to personal values such as family and future aspirations (Zimmerman, 2000). These internal drivers not only enhance learning performance but also foster resilience during setbacks.

Secondly, the role of self-talk and emotional regulation emerges as a pivotal factor. Negative self-talk, such as doubting one's abilities or blaming external factors, can undermine confidence and hinder progress (Sutton & Bringmann, 2014). Conversely, positive self-talk and reframing failures as opportunities for growth promote a growth mindset—a belief that abilities can be developed through effort (Dweck, 2006). Incorporating strategies like self-affirmation, mindfulness, and reflection can mitigate stress and improve emotional well-being, which are empirically linked to better academic outcomes (Schunk & DiBenedetto, 2020).

Further, behavioral adjustments are critical for sustaining motivation. Changes such as avoiding negative influences, practicing punctuality, and participating actively in classes contribute to a conducive learning environment (Kearney, 2010). Behavioral interventions like goal setting, self-monitoring, and seeking social support have shown efficacy in modifying habits (Carver & Scheier, 1981). For example, distancing oneself from bad company, as mentioned in the narratives, aligns with theories emphasizing environmental influences on behavior (Bronfenbrenner, 1979). Support networks—family, peers, counselors—provide not only guidance but also accountability, reinforcing positive behaviors and resilience.

Moreover, the recognition of life’s uncontrollable aspects, such as loss or external pressures, underscores the importance of acceptance and adaptive coping strategies. Acceptance-based approaches, including mindfulness and cognitive reframing, enable individuals to manage stress and maintain focus on goals despite adverse circumstances (Hayes, 2004). For instance, acknowledging that losses are inevitable fosters emotional stability, allowing one to channel energy into constructive actions rather than distress.

Additionally, the narratives reveal varied life experiences—academic achievements, setbacks, personal growth—that collectively shape motivation. Success stories, like excelling in university entrance exams, demonstrate the impact of perseverance, support, and strategic effort (Duckworth et al., 2007). Conversely, disappointments serve as lessons, emphasizing the importance of resilience and intrinsic motivation. Recognizing progress, regardless of scale, reinforces a positive self-concept and fuels continued effort.

In conclusion, fostering motivation and positive behaviors requires a holistic approach combining self-awareness, emotional regulation, behavioral modification, and social support. Educational and psychological interventions should focus on nurturing intrinsic motivation, promoting growth mindsets, and cultivating adaptive coping strategies. By doing so, individuals enhance their capacity to overcome obstacles, achieve personal and academic success, and lead fulfilling lives.

References

• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
• Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: A control-theory approach to human behavior. Springer Science & Business Media.
• 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.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Digital, Inc.
• Hayes, S. C. (2004). Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behavior therapy, 35(4), 639-665.
• Kearney, C. A. (2010). School refusal behavior: Assessment and intervention. Springer Publishing Company.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation in education. Contemporary Educational Psychology, 60, 101830.
• Sutton, D. W., & Bringmann, L. F. (2014). Self-talk and academic achievement: A growth mindset. Journal of Educational Psychology, 106(4), 1-12.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.