Week 8 Reflection: What You Learned This Week

Week 8 Reflection: Reflect on what you learned this week; ho

Week 8 Reflection: Reflect on what you learned this week; how you will amend your behaviors; ideas you can use at work and in relationships; and how you will advance globalization and promote social justice.

Paper For Above Instructions

Introduction

This reflection synthesizes learning from the week on self-determination, behavioral change, and ways to apply these concepts at work and in relationships. It also considers how to advance globalization in an equitable way and promote social justice through individual and collective action. The discussion draws on motivational theory, social psychology, and scholarship on digital activism and development to link personal growth with broader social impact (Deci & Ryan, 2000; Bandura, 1997).

What I Learned This Week

The core lesson this week was the centrality of self-determination and a positive mindset for sustained personal and professional growth. Self-determination theory (SDT) posits that autonomy, competence, and relatedness are fundamental needs that support intrinsic motivation and well-being (Deci & Ryan, 2000). Learning to cultivate these needs enhances persistence and resilience, which aligns with the observation that optimism and dedication foster focus despite setbacks (Seligman, 2006). Additionally, moral emotions such as guilt and shame play important roles in guiding behavior and social responsibility; recognizing their function helps in calibrating ethical action without being immobilized by self-criticism (Tangney, Stuewig, & Mashek, 2007).

How I Will Amend My Behaviors

Amending behavior requires concrete, evidence-based strategies: set specific, achievable goals; build self-efficacy through graduated challenges; monitor progress; and use social supports to sustain change (Bandura, 1997). I will apply SMART goal setting for short-term behavior shifts (specific, measurable, achievable, relevant, time-bound) and integrate implementation intentions (if-then plans) to bridge intention–action gaps (Gollwitzer, 1999). To preserve intrinsic motivation, I will prioritize autonomy-supportive choices—selecting activities aligned with personal values and offering choice where possible—rather than relying solely on external rewards (Deci & Ryan, 2000). Finally, regular reflection and recalibration, informed by compassionate self-assessment, will prevent defensive reactions and promote learning from setbacks (Tangney et al., 2007).

Ideas to Use at Work and in Relationships

At work, fostering a culture of autonomy and competence improves engagement and performance. Practical actions include delegating meaningful responsibility, offering skill-building opportunities, and recognizing effort and progress (Deci & Ryan, 2000). Encouraging psychological safety enables employees to take productive risks and innovate (Edmondson, 1999). In relationships, active listening, empathy, and transparent communication strengthen relatedness—one of SDT’s core needs—so I will practice reflective listening and express appreciation regularly (Rogers, 1951). Conflict will be approached as a problem-solving process, anchored in shared goals rather than blame, reducing the negative cycle of shame and defensiveness (Tangney et al., 2007). These interpersonal strategies increase cooperation, trust, and constructive feedback loops that benefit both personal and organizational outcomes.

Advancing Globalization and Promoting Social Justice

Globalization offers tools for connection, but its benefits are unevenly distributed. To promote social justice within a globalized world, I will combine local action with networked advocacy. Digital platforms can amplify marginalized voices and mobilize transnational support for rights-based causes (Bennett & Segerberg, 2012). Responsible use of social media involves fact-based campaigning, coalition-building across borders, and supporting local leadership rather than imposing solutions from outside (Shirky, 2011; Kimura-Walsh & Allen, 2008).

Policy engagement is also critical: advocating for equitable access to education, digital infrastructure, and fair trade policies addresses structural barriers highlighted in development scholarship (Sen, 1999). In practice, I will support organizations that combine grassroots knowledge with global reach, contribute to public awareness campaigns grounded in evidence, and mentor or volunteer for initiatives that expand opportunity rather than reinforce dependency (Sen, 1999; Kimura-Walsh & Allen, 2008).

Integrating Personal Growth with Collective Impact

Personal behavioral change and global social justice are mutually reinforcing. Strengthening one’s self-determination and emotional regulation increases capacity for sustained civic engagement without burnout (Deci & Ryan, 2000; Baumeister et al., 1994). Developing skills such as persuasive communication, project planning, and coalition-building multiplies individual impact when combined with networks (Bennett & Segerberg, 2012). Ethical leadership that models humility, accountability, and inclusivity creates ripple effects—improving workplace climates and contributing to more just global practices (Heifetz, 1994).

Conclusion

This week’s material emphasized that deliberate, values-aligned change at the individual level creates the foundation for broader social influence. By adopting evidence-based behavior-change techniques, promoting autonomy and competence in professional contexts, and using global networks responsibly, I can contribute to both improved personal outcomes and equitable societal progress. Sustained optimism and disciplined action—rooted in an understanding of motivation and moral emotion—transform risk into opportunity for meaningful contribution (Deci & Ryan, 2000; Tangney et al., 2007).

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bennett, W. L., & Segerberg, A. (2012). The logic of connective action: Digital media and the personalization of collective action. Information, Communication & Society, 15(5), 739–768.
  • Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. San Diego: Academic Press.
  • 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.
  • Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
  • Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493–503.
  • Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press.
  • Kimura-Walsh, E., & Allen, W. R. (2008). Globalization from above, globalization from below: Mechanisms for social disparity and social justice in higher education. In Power, Voice, and the Public Good: Schooling and Education in Global Societies.
  • Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications and theory. Houghton Mifflin.
  • Seligman, M. E. P. (2006). Learned optimism: How to change your mind and your life. Vintage.
  • Shirky, C. (2011). Here comes everybody: The power of organizing without organizations. Penguin.
  • Sen, A. (1999). Development as freedom. Oxford University Press.
  • Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). Moral emotions and moral behavior. Annual Review of Psychology, 58, 345–372.

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