Write A One-Word Essay: Your Quality World And Future Goals ✓ Solved

Write a Word Essay: Your Quality World and Future Goals now.

In your essay, answer the following five questions: 1. Tell me what your Quality World will look like 10 years from now, including College, Career, Relationships, Values, Possessions, and Personal Qualities.

2. List one barrier in the way of making it to your Quality World and how you see it being a problem for you (for example, a barrier could be a lack of motivation; if you do not know why you are in college and unsure of your major, you may not be very motivated to continue school).

3. Create one goal you can work on now which will help you overcome this barrier described in #2 (for example, if you are unsure about your career, a goal may be to go to the Career Services office this month and take a free career assessment/interest inventory and look up 2 potential majors that match your interests).

4. Take the personality assessment located within Unit 3 and tell me what it tells you about the way you learn and the career/major you are choosing.

5. Finally, consider how the college experience can help you with your goals and dreams. List at least one reason why a college education can be part of your grand plan.

Paper For Above Instructions

The concept of a Quality World originates from William Glasser’s Choice Theory, which argues that people are driven by a personal set of wants and needs that guide nearly every choice they make (Glasser, 1998). My Quality World is a living map, not a fixed destination. It represents the blend of personal and professional aspirations that I hope to transform into reality through deliberate study, meaningful work, and ongoing self-reflection. By beginning with the end in mind, I acknowledge that my motivations, beliefs, and values shape not just what I pursue, but how I pursue it. This framework is compatible with contemporary career-development theories that emphasize agency, self-efficacy, and adaptive learning as pathways to meaningful outcomes (Bandura, 1986; Lent, Brown, & Hackett, 1994; Savickas, 2013). My discussion below weaves these ideas into a tangible plan that aligns with the five prompts provided.

1) Ten years from now, my Quality World will reflect a coherent integration of education, professional achievement, and personal growth. Academically, I will have completed a degree in a field aligned with my interests and strengths, enabling me to contribute to a field that values curiosity, problem-solving, and collaboration. Professionally, I envision a role where I can apply what I have learned in real-world contexts, perhaps in a team-based environment that fosters innovation and continuous improvement. Relationships will be rooted in trust, mutual support, and shared goals with family, mentors, and colleagues. My core values—integrity, empathy, adaptability, and lifelong learning—will guide decisions and ensure that success is measured not only by outcomes but by the quality of the journey. Possessions and personal qualities will be those that support sustained growth: a reliable technology setup, a dedicated workspace, time-management skills, resilience, and a habit of reflective practice. The blueprint here is shaped by a career-construction mindset: I am not fixed to a single path but prepared to adapt as opportunities arise while maintaining a clear sense of purpose (Savickas, 2013). This future orientation aligns with research showing that students who articulate long-term goals tend to persist and perform better academically when they connect coursework to broader career narratives (Pascarella & Terenzini, 2005). The emphasis on intentional planning is also consistent with social cognitive theory, which highlights self-efficacy and outcome expectations as drivers of career behavior (Lent, Brown, & Hackett, 1994; Bandura, 1986). By cultivating a Quality World that blends education, work, values, and relationships, I aim to create a resilient foundation for ongoing growth and service to others (Glasser, 1998).

2) A primary barrier I anticipate is ambiguity about the best path forward in college and career, which can dampen motivation and lead to inconsistency in study habits and engagement with campus resources (Bandura, 1986). If I am unsure of my major or feel uncertain about the purpose of my studies, my belief in my capability to succeed—my self-efficacy—may waver, and I might rely on short-term rewards over long-term benefits (Lent, Brown, & Hackett, 1994). This barrier is not merely about interest; it encompasses the internal narrative I construct about who I am as a learner and a future professional. Research on career development emphasizes how clarity about goals and rationale for choices predicts persistence and achievement; without this clarity, students often experience attrition and disengagement (Pascarella & Terenzini, 2005). To counter this, I recognize the need to anchor my efforts in a coherent self-concept and evidence-based strategies that support ongoing engagement with learning tasks (Kolb, 1984).

3) To overcome this barrier, I will implement a concrete, time-bound goal: within the next month, I will visit the College Career Services office, complete at least one career assessment and one interests inventory, and compile a short list of at least two majors that align with my assessed strengths and interests. This plan aligns with career-construction theory, which suggests that meaningful work emerges from constructing a narrative that integrates skills, values, and opportunities (Savickas, 2013). It also draws on social-cognitive theory’s emphasis on setting proximal goals and seeking feedback to build self-efficacy and refine career expectations (Lent, Brown, & Hackett, 1994). The act of gathering information and receiving professional guidance is itself an opportunity for experiential learning, a process described by Kolb (1984) as essential for converting experience into knowledge. By turning exploration into a structured action plan, I create momentum that can propel me toward a more defined Quality World and reduce the risk of drift or ambiguity (Kuh, 2008).

4) The personality assessment located within Unit 3 indicates the ways I learn best and offers insights into potential educational pathways. Drawing on established personality frameworks, the Big Five model suggests that traits such as conscientiousness and openness influence how I process information, organize tasks, and respond to new ideas (Costa & McCrae, 1992). If the assessment reveals high conscientiousness, I may thrive with structured study routines, clear deadlines, and goal-oriented tasks. If openness is prominent, I may excel in environments that reward creativity, problem solving, and interdisciplinary thinking. Understanding these patterns helps me tailor study strategies and select academic majors and activities that align with my natural preferences, increasing the likelihood of persistence and success (Bandura, 1986; Savickas, 2013). This self-knowledge complements the theoretical claim that career development is dynamic and personal, influenced by both self-perceptions and environmental opportunities (Lent, Brown, & Hackett, 1994). Overall, the assessment provides a starting point for targeted skill development and strategic planning, rather than a fixed verdict about my future (Kolb, 1984).

5) The college experience offers a structured environment to develop both cognitive abilities and professional identity, which supports the goals embedded in my Quality World. Research consistently shows that college participation enhances critical thinking, communication, and problem-solving—competencies that are transferable across careers (Pascarella & Terenzini, 2005). High-impact educational practices, such as collaborative projects, internships, and capstone experiences, contribute to deeper learning and lasting skill development (Kuh, 2008). By engaging with diverse peers and mentors, I can broaden my worldview, cultivate adaptive resilience, and build networks that contribute to career opportunities. The college setting also fosters reflective practice and self-regulated learning, which are essential for ongoing personal growth and career adaptability in a rapidly changing labor market (Bandura, 1986; Kolb, 1984). In sum, higher education serves as a catalyst for transforming intentions into tangible outcomes, aligning closely with the idea that a well-constructed Quality World can guide deliberate choices toward meaningful, values-based work (Glasser, 1998).

References

• Glasser, W. (1998). Choice Theory: A New Psychology of Personal Freedom. Harper.
• Glasser, W. (1992). Reality Therapy: A New Approach to Psychiatry. HarperCollins.
• Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
• Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career. Journal of Counseling Psychology, 42(4), 347-362.
• Savickas, M. L. (2013). Career Construction Theory. In S. D. Brown & R. W. Lent (Eds.), Career Development and Counseling: Putting Theory into Practice (2nd ed.). Wiley.
• Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI). Psychological Assessment, 4(1), 25-40.
• Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass.
• Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Why They Work. Association of American Colleges and Universities.
• Super, D. E. (1990). Life-Span, Life-Space Approach to Career Development. In R. W. Brown (Ed.), Career Choice and Development. Jossey-Bass.