Reflective Essay范文-关于设定目标的反思性作业。本文是一篇留学生反思性作业Reflective Essay写作范文，主要内容是讲述“实事求是是通往平庸的最快道路”。我们总是努力成为更好的自己，不断地改变和适应新的情况和环境。个体差异和观点在决策和展望中发挥着重要作用，可以转化为日常实践。尽管个人是独一无二的，但有用的工具可以更好地了解自己，并利用可能不明显的能力。真正的探索之旅不在于寻找新的风景，而在于拥有新的眼睛。了解自己可以深入了解需要进一步改进的领域，因此，目标必须有趣且具体，才能取得成功。因此，重要性的水平决定了对目标制定活动的承诺和坚持的可能性。以下就是这篇Reflective Essay写作范文的具体内容，供参考。
“Being realistic is the quickest road to mediocrity” (Diary Reference). We are always striving to become better versions of our self, constantly changing and adapting to new situation and circumstances. Individual difference and perspective play an important role in decision making and outlook which can translate into everyday practices. Although individuals are unique, useful tools can enable a better understanding of oneself and tap into capabilities that might not be apparent. The real voyage of discovery consists, not in seeking new landscape, but in having new eyes (Marcel Proust). Understanding oneself enables insights into areas for further improvement, therefore, goals need to be interesting and specific in order to be successful. Therefore the level of importance determines commitment and likelihood of persistence in goal setting activities (Locke and Latham, 2006).
By better understating individuals, commitment to goals is more likely to be content specific relating to personal attributes. Goals, therefore, cannot be vague and should be concentrated on areas of high competence (Drucker, 2008). Setting goals can be difficult and challenging and could take effort in reaching a state of “flow”, an optimal state where the mind is stretched to its limit and a complete absorption in an activity enables the accomplishment of something worthwhile (Csikszentmihalyi, 1990). This state is compounded as the level of engagement is perceived as challenging to one’s capabilities, if tasks are too easy then engagement might decrease, whereas anxiety might persist if tasks are seemed too demanding (Locke and Latham, 2006).
Reflective Essay提出通过更好地了解个人，对目标的承诺更有可能是与个人属性相关的特定内容。因此，目标不能含糊，应该集中在高能力领域。设定目标可能很困难，也很有挑战性，可能需要努力才能达到“流动”状态，这是一种思维极限的最佳状态，完全专注于一项活动可以实现有价值的事情。这种状态更加复杂，因为参与程度被认为对一个人的能力具有挑战性，如果任务太容易，参与度可能会降低，而如果任务要求太高，焦虑可能会持续。
The effect of self-motivation initiates the goal or challenging targets that individual strive for, this also bridges the gap between current state and the desired state (Locke et al., 1991). Henceforth, without a clear direction, the goal can be very difficult to monitor and accomplish. The choice of personal goal depends on the various factors such as past performance (Spaulding, 1994). When looking at myself, I realised that although I have accumulated diaries previously, I rarely come to set long term goal and rather they are just sets of reflection that I have come to observe. And when I do have goals, there is no clarity and honesty, therefore, reducing my commitment to follow goals (Baumeister, 1985, Latham, 1991). The nature of the module was approached with an open mind which made me proactive and more attentive to specific goals I wanted to undertake to become a better version of myself. It took me a while, but understanding the context specificity requirement of goals led me to become realistic. Furthermore, setting goals that are not too easy as harder goals will lead to greater effort and performance in contrast to easier goals (Yearta, 1995).
同时Reflective Essay还提出自我激励的作用启动了个人努力追求的目标或具有挑战性的目标，这也弥合了当前状态和期望状态之间的差距。从今以后，如果没有明确的方向，目标可能很难监控和实现。个人目标的选择取决于各种因素，如过去的表现。当我审视自己时，我意识到，尽管我以前积累过日记，但我很少来设定长期目标，相反，它们只是我观察到的一组反思。当我确实有目标时，就没有清晰和诚实，因此，减少了我追求目标的承诺。该模块的性质是以开放的心态处理的，这让我更加积极主动，更加专注于我想要实现的具体目标，成为更好的自己。这花了我一段时间，但了解目标的上下文特殊性要求使我变得现实。此外，与更容易的目标相比，将不太容易的目标设定为更难的目标将带来更大的努力和表现。
For any goals to be successful, the one who sets the goal needs to have a sense of purpose and interest, the commitment reflects the importance of the goal (Locke and Latham, 2006). The lack of motivation can correlate with the progression of the goal setting. Therefore, I decided to set goals that added and nurtured me as a character in my life. The specificity of my goal was reduced through interaction with people and module tutors with the help of multiple personality tests. Initially, taking the MBTI personality tests confirmed I was an ISFJ. Positive characterises aside, the test confirmed my trait of having low self-esteem, not focusing on the wider picture and failing to set priorities. Furthermore, using the Twenty Statement (Kuhn et al., 1954) encouraged me to stop swimming in the comfort zone and being honest in questionnaires showed me the value and an opportunity for character enhancement.
任何目标要想成功，制定目标的人都需要有目标感和兴趣，承诺反映了目标的重要性。缺乏动力可能与目标设定的进展有关。因此，我决定设定一些目标，让我在生活中成为一个角色。在多重人格测试的帮助下，通过与人和模块导师的互动，我的目标的特异性降低了。最初，参加MBTI性格测试证实我是ISFJ。撇开积极的特点不谈，测试证实了我的特点，即自卑、不关注大局、不确定优先事项。此外，使用二十条声明鼓励我停止在舒适区游泳，在问卷调查中诚实向我展示了性格提升的价值和机会。
Therefore, I used these results as a basis for setting specific goals. In secondary school, my capabilities and negativity were addressed in school reports, although academically capable, my characteristics did not show this. In hindsight, my placement year in Nepal also helped me formulate my goals. My line manager would usually delegate tasks that required a high level of communication and positivity. Although the capability was there my general outlook and self-efficacy were put under tremendous pressure and test. Lack of positivity and general communication skill became more of a deterrent and moreover problematic. This could be visible in my academic performance, and my social skills when communicating my ideas. Lack of positivity towards goal setting and motivation was found to affect performance and create a state of high anxiety (Locke, 1968). And all this seemed interrelated to my goals, at times goals will be too difficult to achieve or too easy for me to be motivated to carry them out. Lack of positive outlook has been related to negative feedback (Swann, 1987), and as an ISFJ, a lower self-esteem characteristics showed negative attributes. The other factor is the way in which university is orientated, during my placement year abroad, the concept of time in Nepal was flexible, in contrast to the academic pressure and timetabled approached put upon by the institutions. This factor increases my self-motivation and goal setting became more important for me, having the right strategy and clear direction became more immediate. In Nepal my schedule will include waking up early at 5 AM and continuing the day till 10 PM in the afternoon, becoming productivity for 13 hours straight. However, back in university, the concept of time became foreign for me where I had to determine the importance and prioritise tasks accordingly.
因此，Reflective Essay的作者将这些结果作为制定具体目标的基础。在中学时，我的能力和消极情绪在学校报告中得到了阐述，尽管我在学业上有能力，但我的特点并没有表现出这一点。事后看来，我在尼泊尔的实习年也帮助我制定了自己的目标。我的直线经理通常会委派需要高度沟通和积极性的任务。尽管能力在那里，但我的总体观点和自我效能感受到了巨大的压力和考验。缺乏积极性和一般沟通技巧变得更具威慑力，而且存在问题。这可以从我的学习成绩和交流想法时的社交技能中看出。人们发现，对目标设定和动机缺乏积极性会影响表现，并造成高度焦虑状态。所有这些似乎都与我的目标相关，有时目标太难实现，或者太容易让我有动力去实现。缺乏积极的前景与负面反馈有关，作为一名ISFJ，较低的自尊特征表现出负面属性。另一个因素是大学的定位方式，在我出国留学的一年里，与各机构施加的学术压力和时间表形成鲜明对比的是，在尼泊尔的时间概念是灵活的。这个因素增加了我的自我激励，目标设定对我来说变得更加重要，拥有正确的战略和明确的方向变得更加直接。在尼泊尔，我的日程安排将包括早上5点早起，继续一天到下午10点，连续13个小时提高工作效率。然而，回到大学，时间的概念对我来说变得陌生了，我必须确定重要性并相应地优先考虑任务。
Having been brought up in a resilient nation (Nepal) and moving schools constantly gave me a sense of disequilibrium, in turn, shaped my current personality of being observant and conservative. The lack of self-motivation translated into a pessimistic outlook in my life. Furthermore, an absence of positive emotions has hindered exploration of myself. Identifying the cause of such traits can help me develop strategic steps into building skills that blossom into useful talents. Writing about the positive experience can also better mood levels (Burton, 2004) and personally the concept of writing diaries has led to the clarity of thoughts and furthermore the recognition of my current situations (Travers, 2011).
在一个有韧性的国家（尼泊尔）长大，不断搬家的学校给了我一种不平衡的感觉，反过来又塑造了我现在善于观察和保守的个性。缺乏自我激励转化为我对生活的悲观看法。此外，积极情绪的缺失阻碍了对自己的探索。找出这些特质的原因可以帮助我制定战略步骤，培养技能，培养有用的人才。写积极的经历也可以提高情绪水平，就我个人而言，写日记的概念使我的想法变得清晰，并进一步认识到我的现状。
Analysing further, there has been times where I have come to understand my personal characterises by being proactive. The martial art sport, taekwondo, has progressed me as a character and my self-confidence but has had little impact on my ability to articulate assertively. In relation to coaching, I find it personally difficult to assert my needs, which relates to my personality type (Myers, 1998). My personality type ISFJ, has a desire for structure (Myers, 1998) and closure, therefore creating a rapport and thinking on the feet can become an issue. In my placement year, I had ample amount of times where my coaching skills were tested. However, assertiveness was always something I lacked and furthermore translated into a character flaw. The ability to theoretically apply and analyse myself provided a greater insight into my personality which motivated my perseverance and accountability to this module.
Reflective Essay进一步分析，有时我会通过积极主动来理解自己的个人特点。跆拳道这项武术运动让我的性格和自信心有所进步，但对我自信表达的能力几乎没有影响。关于教练，我个人发现很难断言我的需求，这与我的性格类型有关。我的性格类型ISFJ，渴望结构和封闭，因此建立融洽的关系和独立思考可能会成为一个问题。在我实习的那一年，我有很多次对我的教练技能进行了测试。然而，自信一直是我所缺乏的东西，并进一步转化为性格缺陷。从理论上应用和分析自己的能力让我对自己的个性有了更深入的了解，这激发了我对本模块的毅力和责任感。
When deciding on a goal, I had a clear understanding of what they were going to be. However, clearly stating and defining these were difficult. Having little experience in goal setting and in addition without a clear specific goal, my commitment would likely to erode (Locke and Latham, 2006). During my placement year in Nepal, work was flexible to deadlines and usually vague. It became visible that self-judgement and self-efficacy (Bandura, 1986), was amongst many driving factors for my goal selection.
在决定目标时，我对目标有一个清晰的了解。然而，很难清楚地说明和定义这些目标。由于在设定目标方面经验不足，加上没有明确的具体目标，我的承诺可能会削弱。在尼泊尔实习期间，我的工作对截止日期很灵活，而且通常很模糊。可以看出，自我判断和自我效能是我选择目标的众多驱动因素之一。
My main goals in relation to the module was to better understand myself by being more conscious about the environment that I was involved in, therefore mindfulness was something that has become a hurdle for me to overcome. As an ISFJ, I can be caught up in “catastrophizing”, – imagining a host of negative possibility (Myers, 1998) that can halt my progression of goals, therefore choosing a goal required me to be realistic. The absence of self-regulation and valued goal commitment, has impacted the quality of my performance. My cognitive emotional response to explain behaviour usually caused further frustration and anxiety which lead to experiential avoidance when carrying out tasks (Gardner, 2004). In relation, my physical goals can at times be put off due to the discomfort it evokes, rather than learning to be mindful and accepting all internal and external experience there is a desire to avoid distress. The spiral of negativity is further strengthened by social mirror theory (Mead, 1967) and the concept of looking-glass self (McIntyre, 2006), where personally the interpretation of my goal is seen more of a hindrance than character development in relation to goal setting. Conducting my placement year abroad in Nepal did little in terms of amending my bad habits and integrating back into university life these habits needed to be addressed. Therefore specific (Locke and Latham, 1968), personal and SMART (Lawlor, 2012) goals were more likely to ensure my continuity.
我与该模块相关的主要目标是通过对我所处的环境更有意识来更好地了解自己，因此正念已经成为我需要克服的障碍。作为一名ISFJ，我可能会陷入“灾难性”——想象一系列负面的可能性，这些可能性会阻止我实现目标，因此选择一个目标需要我现实。缺乏自我调节和有价值的目标承诺，影响了我的表现质量。我对解释行为的认知情绪反应通常会导致进一步的沮丧和焦虑，从而导致在执行任务时的经验回避。与此相关，我的身体目标有时会因为它引起的不适而被推迟，而不是学会用心并接受所有的内部和外部体验，而是希望避免痛苦。社会镜像理论和审视自我的概念进一步强化了消极性的螺旋，就我个人而言，对我目标的解释更多地被视为与目标设定相关的障碍，而不是性格发展。在尼泊尔留学一年，我几乎没有改变我的坏习惯，也没有重新融入大学生活——这些习惯需要解决。因此，具体的、个人目标更有可能确保我的连续性。
My first goal was orientated towards physical exercise and fitness, with the objective to climb Mount Snowdon in just my shorts. The aim was to preserve through ten weeks (Start date: October 14th, End date: 2nd December) of cold immersion therapy, to increase my self-efficacy. My direction was following a workout routine and video tutorial each week presented by Wim Hof with challenges and techniques to attain this goal. I used an online application such as Evernote (Appendix 1) for routine planning, in the first couple of weeks to get me started. As an ISFJ, the strong sense of responsibly and duty (Personality Page, 2016) made me more committed towards the goal.
我的第一个目标是体育锻炼和健身，目标是只穿短裤攀登斯诺登山。目的是保持十周（开始日期：10月14日，结束日期：12月2日）的冷浸疗法，以提高我的自我效能。我的指导是遵循Wim Hof每周提供的锻炼计划和视频教程，其中包括实现这一目标的挑战和技巧。在最初的几周里，我使用了一个在线应用程序，如Evernote进行日常计划，让我开始了。作为一名ISFJ，强烈的责任感和责任感使我更加致力于实现目标。
Once I started doing the deep breathing and cold ice showers, I felt the physical benefits instantly and this progress continued throughout the day. However, the hardest part would be to ensure that I kept sticking to the routine that I had allocated. My self-efficacy increased by seeing similar individuals succeed similar goals by sustained effort (Bandura, 1986) on social media which sustained my motivation and belief that such feats were possible through effort.
当我开始深呼吸和冷水淋浴时，我立刻感觉到了身体上的好处，这种进步持续了一整天。然而，最困难的部分是确保我继续坚持我分配的常规。通过在社交媒体上看到相似的人通过持续的努力实现了相似的目标，我的自我效能感得到了提高，这让我保持了动力，并相信通过努力可以取得这样的成就。
My second goal was aimed at nurturing positivity, by doing 10,000 sun salutations (Start Date: 27th November, End date: 1st January 2017). In regards to this goal, changing my outlook on life towards mindfulness and mental wellbeing. A perceived lack of positivity and ignorance has previously been problematic and a hindrance, therefore, creating a SMART achievable plan was the first objective. The purpose was to flourish the effect of positive psychology (Seligman, 2010) and capitalise on them. ISFJ are recognised for suppressing their feeling and usually, the backseat drivers, recognising such traits was useful analysis as these habits were becoming a hindrance in social aspects. Using goal setting theory (Locke & Latham, 1960), and further understanding psychological flexibility in the present moment (Biglan, 2008) allowed me to alter the goal in manageable chunks which increased my commitment to the goal and a move towards desired achievable targets.
我的第二个目标是培养积极性，做10000个向日问候（开始日期：2017年11月27日，结束日期：1月1日）。关于这个目标，改变我对正念和心理健康的人生观。以前，人们认为缺乏积极性和无知是一个问题，也是一个障碍，因此，制定一个SMART可实现的计划是第一个目标。其目的是发挥积极心理学的作用，并利用这些作用。ISFJ因压抑自己的情绪而被认可，通常作为后座司机，识别这些特征是有用的分析，因为这些习惯正在成为社交方面的障碍。使用目标设定理论，并进一步理解当下的心理灵活性，使我能够以可管理的方式改变目标，这增加了我对目标的承诺，并朝着期望的可实现目标迈进。
Researching on Duhigg’s work on changing habits, I addressed my habit in a way that would benefit the outcome of my goal. It was to not create new habits but changing the existing ones (Duhigg, 2012). I would previously, as a habit, be demotivated to do salutations, especially on a Wednesday (due to sports commitment in the evening) and on day of unsuccessful attempts (after gym sessions) promote this unfavourable behaviour with a nap. These continued to be my reward but using them only after I have tallied up a set number of salutations on my notebook. This insight was further reinforced as cues when I applied it to my physical activities, such as running. This therefore involved taking initiative in improving current circumstance and challenging the status quo rather than passively adapting to present conditions (Crant, 2000).
在研究杜希格关于改变习惯的工作时，我以一种有利于实现目标的方式来解决我的习惯。这不是为了创造新的习惯，而是为了改变现有的习惯。以前，作为一种习惯，我会失去打招呼的动力，尤其是在星期三（由于晚上的体育活动）和尝试不成功的那天（在健身房锻炼后），我会打个盹来促进这种不利的行为。这些仍然是我的奖励，但只有在我在笔记本上记下一定数量的问候语后才能使用。当我把这种洞察力应用到我的身体活动中时，比如跑步，这种洞察力得到了进一步的强化。因此，这涉及到主动改善当前环境和挑战现状，而不是被动适应当前条件。
My final goal was aimed towards enhancing my coaching ability by being more assertive. Coaching is the art of facilitating performance, learning and development of others (Downey, 1999).Having prior experience at coaching the junior level (teaching kids aged ten to twelve) I understood the demand that coaching required. However, balancing assertive and empathy has been a challenge. Therefore coaching an athlete to win gold at the university taekwondo championship (Start date: 18th November, End date: 3rd December 2016) was my way of assessing and improving my assertiveness. Assertive characteristics have shown to be a factor for personal development (Downey, 1999) and using so will hopefully improve my coaching abilities.
我的最终目标是通过更加自信来提高我的执教能力。辅导是促进他人表现、学习和发展的艺术。我有过初级辅导经验（教10至12岁的孩子），理解辅导所需的需求。然而，平衡自信和同理心一直是一个挑战。因此，指导一名运动员在大学跆拳道锦标赛上夺得金牌（开始日期：2016年11月18日，结束日期：12月3日）是我评估和提高自信的方式。自信的特点已经被证明是个人发展的一个因素，使用自信将有望提高我的教练能力。
As an ISFJ, there is a need for structure and balance, contrary to coaching which requires the ability to challenge situations and one’s belief and accept differing opinions from others. Using John Heron’s style of coaching was a useful tool for understanding my approach to help, using the model I identified myself as supportive. Furthermore, the practice of unconditional positive regard by Carl Rodgers (Therapy, 2016) allowed me to understand that there is no one way to approach coaching and that there needs to be mutual respect without judgement and evaluation. When I am in the position of responsibility I failed to recognise certain aspects of my client such as religious barriers and personality, which at times, made her difficult to open up. Therefore, a person-centric approach (Rodgers, 1981) was used which suggests that people are intrinsically motivated to grow when the right social environmental conditions are present.
作为一名ISFJ，需要结构和平衡，而教练则需要挑战情况和信念，并接受他人不同意见的能力。使用John Heron的指导风格是一个有用的工具，可以理解我的帮助方法，使用我认为自己支持的模式。此外，卡尔·罗杰斯无条件积极尊重的做法让我明白，没有一种方法可以指导，需要在没有判断和评估的情况下相互尊重。当我处于负责的位置时，我没有认识到我的客户的某些方面，比如宗教障碍和个性，这有时会让她很难敞开心扉。因此，使用了一种以人为中心的方法，该方法表明，当适当的社会环境条件存在时，人们天生就有成长的动机。
Creating a space, free of threat, with the right balance between assertiveness and accommodating allowed openness where the newly taught concepts were not forced upon. Previously such approach would have made her uncomfortable and fearful. At an optimal level, a person-centric approach emphasises the formation of collaborative which is important in determining coaching effectiveness (Palmer, 2009). My communication style was also a factor for increasing assertiveness. Using motivational interviewing also increased her self-efficacy (Miller, 2012) by focusing on previous success and highlighting skills and strengths she already possessed. The desired state at the end of the goal is to assert myself by being more person-centric.
创造一个没有威胁的空间，在自信和包容之间取得适当的平衡，允许在不强迫新教授的概念的情况下开放。以前这种做法会让她感到不舒服和恐惧。在最佳水平上，以人为中心的方法强调合作的形成，这对确定教练的有效性很重要。我的沟通方式也是提高自信的一个因素。使用动机面试也提高了她的自我效能感，因为她专注于之前的成功，并强调了她已经拥有的技能和优势。目标结束时的理想状态是通过更加以人为本来维护自己。
Furthermore, transitional approach to coaching helped me identify and bridge the gap in communication style to make the client more autonomous of her decisions and express authenticity. Conceptualising my ego state of balancing the parent style of being assertive and critical, in contrast, the client approach of being a child and resistant. The aim was to be assertive without “pushing” them too much (Napper & Newton, 2000), which is the components of collaborating.
此外，指导的过渡方法帮助我识别并弥合沟通风格的差距，使客户更自主地做出决定，并表达真实性。将我的自我状态概念化，即平衡父母自信和挑剔的风格，与之形成对比的是，作为孩子的客户方式和抗拒的态度。其目的是在不过分“推动”他们的情况下保持自信，这是合作的组成部分。
With respect, defining and setting specific goals was initially going to be difficult. With the nature of the goal and external factors such as academic and social pressure arising, staying motivated and committed to the desired state was going to be a challenge.
恕我直言，最初界定和设定具体目标会很困难。随着目标的性质和学术和社会压力等外部因素的出现，保持积极性和致力于理想状态将是一项挑战。
Initially, the time bracket was a motivational factor in the progression of the goals, which kept me committed. However, as time progressed there was a visible sign of demotivation which was further fuelled by the academic pressure to do well. Waking up early every morning in order to complete my goal became more of a hindrance and a mundane routine than a motivation.
最初，时间段是目标进展的一个激励因素，这让我保持了决心。然而，随着时间的推移，有一个明显的动力减弱的迹象，这进一步加剧了学业压力。每天早上早起以完成我的目标，与其说是一种动力，不如说是一个障碍和平凡的日常生活。
In relation to the first goal, there was a constant battle with my inner voice to see results and I found it hard to keep up with consistent training. My motivation decreased as the novelty of going to new areas for trekking was limited in my area and furthermore, academic pressure meant little time to pursue and truly immerse myself in the goal setting process. Analysing aspects of my diary, I had written the word “hard” thirteen times and even starting my week seven with this negativity which correlates to the academic pressure and goal setting motivation. Furthermore, the word negativity persisted as week nine progressed to over twelve entries containing the word “demotivated”. I analysed that the days where I engaged in physical activity and used a checklist to cross out were the days where I used words like “relaxed”, using the mood questionnaire also became a measurable object. However these goals were personal and systematically engaging in this process was building up my resilience and enhancing self- regulation (Baumeister, Gailliot, DeWall, & Oaten, 2006). Simply staying focused and overcoming such barriers increased my motivation to reach this goal due to self-confidence and self-efficacy (Bandura, 1986). Using Beacon Hill as a motivator despite the cold weather made me realise the reality of the challenge. Although the desired state became my motivation small incentive of getting closer to the goal kept me motivated and focused on the goal at hand (Appendix 2).
关于第一个目标，我一直在用内心的声音看结果，我发现很难跟上持续的训练。由于去新的地区徒步旅行的新奇感在我的地区受到限制，我的动力减弱了，此外，学业压力意味着我几乎没有时间去追求并真正沉浸在目标设定过程中。在分析我日记的各个方面时，我已经写了13次“努力”这个词，甚至在第七周开始时，我都带着这种消极情绪，这与学业压力和设定目标的动机有关。此外，随着第九周的进展，消极一词持续存在，超过12个条目包含“失去动力”一词。我分析说，我参加体育活动并使用清单划掉的日子是我使用“放松”等词的日子，使用情绪问卷也成为了一个可测量的对象。然而，这些目标是个人的，系统地参与这个过程是建立我的韧性和增强自我调节。由于自信和自我效能感，简单地保持专注并克服这些障碍增加了我实现这一目标的动力。尽管天气寒冷，但使用比肯山作为激励因素让我意识到了挑战的现实。尽管理想状态成为了我的动力，但接近目标的小动力让我保持了动力，并专注于手头的目标。
The ambitious goal that I had set in the beginning of the term to reach 10,000 sun salutation by three months was unreliable, but goals need to be challenging and have aspects that make it complex (Locke & Latham, 1960). Furthermore, self-initiative and self-direction are paramount in problem solving (Davidson and Sternberg, 2003). When procrastination arose I used the excuse of “I am tired” to go back to sleep. Therefore, following a routine and giving myself a treat of watching TV or immersing myself in communal events gave me incentives to progress. Keeping a diary of the number of salutations has helped me immensely, waking up in the morning and checking tangible past progress of events is one of those motivational factor. The mood indicators enabled me to visually orientate my perspective into seeing challenges as hurdles.
我在学期初设定的雄心勃勃的目标是在三个月内达到10000个太阳敬礼，这是不可靠的，但这些目标需要具有挑战性，并且有使其复杂的方面。此外，自我主动和自我指导在解决问题中至关重要。当拖延症出现时，我以“我累了”为借口回去睡觉。因此，按照惯例，给自己看电视或沉浸在公共活动中，这给了我进步的动力。记下问候的次数对我帮助很大，早上醒来，检查过去事件的进展是其中一个激励因素。情绪指标使我能够从视觉上确定自己的观点，将挑战视为障碍。
Although this was a progression and a measure of my more specific goal of being more positive I saw how both variables were interlinked. Positive reinforcement strengthened my behaviour as every time I finished my goal, I would get to cross off the task and reward myself with a nap, therefore increasing the likelihood of me repeating this behaviour in the future (McLeod, 2015). Although I was persistent with my goal setting for the first month, it wasn’t until I went back home to see a friend halfway through my goal which made me lose track of where my goal was supposed to take me. When I grasped that motivation to complete something relies on you having an intrinsic interest in the task at hand as well as the belief you can carry out the goal (Davidson and Sternberg, 2003), I started to use the method of chunking (Neal, 2006) which allowed me to progress through my long term goal by setting smaller goals (Appendix 3). When I realised that the link between positivity and my goal setting was being affected, and when the desired state became more personal, it became easier for me to reach such goals. In the world after graduation, there will be moments where life events will prevent progression or clarity, it is, therefore, a useful skill to be able to identify and reflect on such behaviour and find a way of systematically continuing even at the times of adversary.
尽管这是一个进步，也是我更积极的更具体目标的衡量标准，但我看到了这两个变量是如何相互关联的。积极强化强化了我的行为，因为每次我完成目标时，我都可以取消任务，并用小睡来奖励自己，因此增加了我在未来重复这种行为的可能性。尽管我在第一个月一直坚持自己的目标设定，但直到我回到家，看到一个朋友在我的目标进行到一半时，我才意识到我的目标应该带我去哪里。当我意识到完成某件事的动机取决于你对手头任务的内在兴趣以及你能够实现目标的信念时，我开始使用分块法，这使我能够通过设定较小的目标来实现我的长期目标（附录3）。当我意识到积极性和我的目标设定之间的联系受到了影响，当期望的状态变得更加个人化时，我就更容易达到这样的目标。在毕业后的世界上，有时生活事件会阻碍进展或清晰，因此，能够识别和反思这种行为，并找到一种即使在对手面前也能系统地继续下去的方法，这是一项有用的技能。
Additionally, the commitment to this goal was further enhanced by feedback of my progression (Locke & Latham, 2002). My challenger back in Nepal initially agreed to give me feedback on this aspect of my goal, however, due to their personal commitment it did not happen until a couple of weeks on. When I did get the feedback, goal clarity was prominent and feedback gave me areas for improvement. In turn, the motivation persisted and tangible aspect related to positivity due to mindfulness (Orzech et al, 2009) was becoming more prominent.
此外，Essay作者的进步反馈进一步增强了我对这一目标的承诺。我在尼泊尔的挑战者最初同意就我目标的这一方面向我提供反馈，但由于他们的个人承诺，直到几周后才实现。当我收到反馈时，目标的明确性很突出，反馈给了我改进的地方。反过来，由于正念，动机持续存在，与积极性相关的有形方面变得更加突出。
Finally, although the client I was coaching for three weeks lost her fight, I have come to learn about setting specific goals and learning to be more assertive (Appendix 4). Evident from my diary were pointers where I learnt and reflected about my approaches and methods used for effective coaching. By learning and applying theories proposed by Carl Rodgers on unconditional positive regard and motivational interviewing allowed me to bridge that gap between theories applied and real life techniques needed. Before my approach would be prescriptive which was unsuitable in this context. Changing and modifying my approach towards supportive enabled a safe environment where being assertive was more applicable. By evaluating transactions between people we have a great resource to identify how others might see us (Newton et al., 2007). With a consideration for Johari window (Luft et al., 1961) on self, I was trying to identify my “unknown area” and progress through self-discovery. By enlarging the open area, I felt my own character opening up and becoming more expressive as time progressed. The use of this framework enabled me to recognise and increase my awareness of my assertiveness and coaching capabilities, furthermore, understand the feeling of others.
最后，Essay作者提出尽管其执教了三周的客户输掉了比赛，但我已经学会了设定具体目标和学会更加自信。从我的日记中可以明显看出，我从中了解并反思了我用于有效指导的方法和方法。通过学习和应用卡尔·罗杰斯提出的关于无条件积极尊重和动机访谈的理论，我能够弥合所应用的理论和所需的现实生活技术之间的差距。在此之前，我的方法是规定性的，在这种情况下是不合适的。改变和修改我的支持方式，可以创造一个安全的环境，在那里自信更适用。通过评估人与人之间的交易，我们有一个很好的资源来识别他人对我们的看法。考虑到关于自我的乔哈瑞窗格模型，我试图识别我的“未知区域”，并通过自我发现取得进展。通过扩大开放区域，我感觉到自己的性格随着时间的推移而开放，变得更加富有表现力。这个框架的使用使我能够认识到并提高我对自己的自信和指导能力的认识，此外，还能理解他人的感受。
During this course, I found it hard and sometimes difficult to give equal attention to the goals. Commitment to the desirable end state of the goal leads to emphasise one goal over another (Fishbach and Zhang, 2008). Therefore the use of Gibbs models (Gibbs, 1988) on self-reflection allowed me to get into daily routines and evaluation. Nurturing long-term character traits has been a central thread running through all three of my goals. Goals by themselves, generate linear growth, habits are capable of generating exponential growth and change. I believe that human complexities can be directed towards achieving the desired state, having a system is what matters and then falling in love with the commitment.
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在这门课上，Essay作者发现有时也很难对目标给予同等的关注。对目标理想最终状态的承诺会导致强调一个目标而不是另一个目标。因此，在自我反思中使用吉布斯模型使我能够进入日常生活和评估。培养长期的性格特征一直是贯穿我所有三个目标的核心。目标本身会产生线性增长，习惯能够产生指数级增长和变化。我相信，人类的复杂性可以指向实现理想状态，拥有一个系统才是最重要的，然后爱上承诺。本站提供各国各专业Essay范文，Essay代写，以及Essay写作辅导，如有需要可咨询本平台。