Pt3.. Self-Achievement – How To Be Your Best You

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Part 3.. Self-Achievement - 

You will show your worth in how you do the things you do = to what you think your worth.

There are 5 parts to: How To Be Your Best You.

This list of 5 parts is the list to Happiness.

Also so you can navigate between the pages.

Get Your Free Pdf EBook Containing Snippets Of Each Part In This Article, So You Can Read A Little Of Each Then Go To The One You Prefer. 

  • Part 1.. Self-Worth - What is self-worth? 
  • Part 2.. Self-Value - Do you know your values?
  • Part 3.. Self-Achievement - You will show your worth in how you do the things you do equal to what you think your worth.
  • Part 4.. Self-Confidence - Every achievement you accomplish (no matter how big or small) you gain more and more confidence in yourself.
  • Part 5.. Self-Happiness - What it means to be aligned with your self-worth and values, and overcome anything that life puts in front of you without the stress.

Self-Accomplishment and Self-Achievement

We often hear the phrase “you can’t tell a book by its cover,” but with Self-Achievement, it’s not about your looks, it’s about how you do the things that you do and what those things say about who you are, it’s how we make our mark on the world and what we think is important.

An Achievement is a goal that has been reached, an Accomplishment is a job or project that has been completed.

Self-Achievement means achieving your goals, aspirations, and ambitions.

It symbolizes fulfilment and idealism in life, most people crave fulfilment and idealism in life.

Self-Achievement is the very first step to achieving these goals, aspirations, and ambitions.

To be able to fulfil your goals on your own is an achievement in its own.

Self-Achievement is a theory

A theory of motivation, that states that people are motivated to achieve success in order to prove their worth.

In the context of the theory, Self-value is measured by comparing one’s performance relative to one’s Self-worth and not at all relative to comparing ourselves to others.

In other words, Self-Worth is an individual concept instead of a comparative measure.

Self-Achievement is the belief that one’s Self-Worth is measured by their own success, and not by what others think of them.

It can be applied to many different areas of life so are not limited to one’s career or financial status.

It can also be personal relationships, health, or anything else someone deems important.

The theory of “Self-Achievement” was first introduced in 1959 by Psychologist Norman Vincent Peale.

Achievements are the building blocks that enable someone to construct a sense of themselves as a success.

The achievements that we achieve in our lifetime shape our self-image and they shape the way we think about ourselves.

The achievements that matter most combine to form a version of success that has meaning and substance for the individual.

Achievements also provide tangible evidence that colleagues, competitors and the wider world use to judge a person as more or less successful.

Success is not something that you can easily define or measure.

Successful people are different from each other and their definition of success is different too.

Successful people are often judged by the type of work they do, how popular their work is, and how much money they earn doing it.

Successful people may or may not be happy in their life but what matters is their sense of accomplishment which will last for many years after they first achieve their goals.

Self-Achievement Is A Learning And 

Self-Correction Process

In this section, I'm going to highlight the importance of self-achievement in the learning and self-correction process.

I will also discuss how everyone has a different learning style that should be taken into consideration when designing a learning program.

Then I will provide some tips for parents on how to show their children how to do better in school with minimal effort.

To conclude, I will discuss Personal Achievements.

Self-Regulation of Learning and Achieving

The Global Metacognition Institute Free Download

An Important motivational aspect of self-regulation is student’s self-efficacy beliefs.

Professor Albert Bandura (1925 – 2021) hypothesized that self-efficacy beliefs increase one’s motivation and ultimately one’s success on challenging tasks.

Self-efficacy is the belief in one’s capability to organize and perform a set of activities necessary to complete a task at a specified level of competency.

Research reveals that self-efficacy beliefs influence students’ academic achievement.

I think many of you have heard about “self-regulated learning” quite a lot.

And also assume that most of you agree that you, your students, or your children should be a self-regulated learner, because the concept of self-regulated learning has been considered as very positive with the friend terms such as student-centred or learner-centred approaches.

Self-regulated learning itself can be very self-explanatory, so you might think you don’t need any sorts of academic explanations or theoretical frameworks for understanding the concept.

However, self-regulated learning is not a generic term nor a general concept, but a quite sophisticated construct that has been established in the educational research field.

Still, if you’re not a serious educational researcher, you don’t need to fully understand its theoretical basis.

An overview with three phases of self-regulated learning would be enough to get the hang of it. You can use this process of 3 phases for yourself, your students, or your children. Just 3 steps.

Self-regulated learning has 3 phases (D. H. Schunk and B. J. Zimmerman, 2002). ForethoughtPerformance, and Self-reflection.

These steps are sequential, so the self-regulated learner follows these phases in the order named when they learn something.

The First Phase Is The Forethought Phase.

Which is a preparation step for self-regulated learning.

This phase reveals the main difference between self-regulated learners and non-self-regulated learners because most of non-self-regulated learners begin their learning without this forethought phase.


The self-regulated learner analyses a task prior to learning something new, and the most important thing in this step is Goal Setting.

A novice learner might even start with setting their learning goal, but in many cases, it’s not followed by a specific plan.

Thus, Strategic Planning should be done when setting a learning goal.

At this preparatory phase, the learner should also have Self-motivation beliefs (a sort of pre-motivation) about their efficacy and expected learning outcome.

Zimmerman & Schunk’s the performance phase involves processes, such as the implementation of learning strategies and metacognitive monitoring.

Human potential for increase of capacity, 
establishment of habit, and definition of being

Another kind of metacognitive monitoring judgment is people’s prediction of whether they will eventually remember an answer that they currently do not recall.

This was the first metamemory judgment examined in the laboratory to assess people’s accuracy at predicting their subsequent memory performance. (Click the link above for a more detailed description).

The Main Step Is The Performance Phase.

This is an actual learning phase, which most people think is “learning”, but apparently, remember that this step is just one component of three phases in self-regulated learning.

At this moment, the learner manages their own learning through the Self-control process.

Self-control might be thought as an overall and broad (and vague) ability (or concept) in learning, but actually, it is quite simple, probably much easier than you think.

You just develop the strategies that you selected during the Strategic Planning step of the Forethought phase. No brainer.

Then, the Self-control process should be paired with Self-observation (I prefer the term Self-monitoring because it sounds like more objective and computeristic, maybe), which most novice learners overlook.

Self-evaluation is a key self-regulatory process that involves setting and using standards to judge the quality of one’s performance.

When learning something, the self-regulated learner monitors (and observes) their own learning, for example, by doing some sort of self-recording or self-experimentation.

The reasons for doing this is that the results of this self-monitoring phase provide feedback for the self-control process, so the learner can re-develop or modify their learning strategies.

Finally: iS the self-reflection phase

learners react to their efforts by self-evaluating their progress and adjusting strategies as necessary for subsequent cycles of learning.

The last phase is Self-reflection.

Learning isn’t over until the self-reflection phase is over.

As did in the Forethought phase, the self-reflection step consists of two aspects: cognitive (Self-judgment) and affective (Self-reaction).

The Self-judgment process includes self-evaluation which also encompasses the cause analysis, such as thinking about what caused the success or failure of learning.

With the self-evaluation and analysis, the self-regulated learner is able to diagnose whether they achieved their learning goal or not, and, importantly, to measure their self-satisfaction level.

To be effective, evaluations of one’s functioning must be reasonably accurate.

Schunk found that when students self-evaluate their capabilities or progress in learning a particular task, they develop a higher level of competence, which in turn strengthens their forethought self-efficacy beliefs, thereby completing Zimmerman’s cyclical model of self-regulation.

Schunk and Ertmer reviewed numerous correlational and intervention studies on various self-regulatory processes and found that students’ self-regulatory competence can be improved through systematic interventions that teach skills and raise students’ self-efficacy.

As mentioned earlier, self-efficacy is a measure of perceived competence on a future task.

Students with high levels of self-efficacy set higher goals, use more effective self-regulatory strategies, monitor their work more efficiently, persevere when faced with challenging academic tasks, and evaluate their performance more accurately compared to students with low levels of self-efficacy.

Although the strength of students’ self-efficacy beliefs enhances their academic performance, recent research indicates that accuracy of these judgments also is important for effective functioning and academic success and achievement.

When students’ self-judgments of efficacy align with their actual performance on the accompanying task, they are described as well-calibrated.

Calibration is a metacognitive judgment of one’s performance with the actual performance on that task.

Students who overestimate their capabilities may attempt challenging tasks and fail, which would decrease their subsequent motivation.

Those who underestimate their capabilities may avoid challenging tasks, thereby limiting their potential development of necessary skills.

As a result, inaccurate judgments of one’s capabilities can diminish subsequent motivation and learning.

Researchers report that students often are inaccurate in judgments of their capability on a task or test.

A significant disparity between one’s judgment and subsequent performance can be problematic.

Research indicates that accuracy correlates positively with performance.

In a number of studies, Douglas J. Hacker and Linda Bol found that even after prolonged training, many students remain inaccurate in their judgments, indicating that these judgments are hard to learn or resistant to change.

Low achieving students are less accurate and more overconfident than their high-achieving counterparts who tend to be underconfident, but perform better.

Overview of Learning Styles

Many people recognize that each person prefers different learning styles and techniques.

Learning styles group common ways that people learn.

Everyone has a mix of learning styles.

Some people may find that they have a dominant style of learning, with far less use of the other styles.

Others may find that they use different styles in different circumstances, there is no right mix, nor are your styles fixed.

You can develop ability in less dominant styles, as well as further develop styles that you already use well.

Using multiple learning styles and multiple intelligences for learning is a relatively new approach.

This approach is one that educators have only recently started to recognize.

Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods.

It also uses a limited range of learning and teaching techniques.

Many schools still rely on classroom and book-based teaching, much repetition, and pressured exams for reinforcement and review.

A result is that we often label those students who use these learning styles and techniques as bright.

Those who use less favoured learning styles often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching.

This can create positive and negative spirals that reinforce the belief that one is “smart” or “dumb”.

15 Tips for parents on how to teach their children
to do better in school with minimal effort

These tips for parents on how to teach their children to do better in school with minimal effort are very helpful as it’s very common for students of all grade levels to have trouble staying focused.

Whether it’s struggling to pay attention in class or having a difficult time completing homework assignments, focus issues can have a big impact on a student’s performance and achievements.

There can be many reasons children struggle to focus in school—from lack of comprehension to organization problems, the good news: with the proper goals and structure, it’s possible to help your child improve his or her focus and concentration.

Start helping your child focus better in school by following these 15 tips.

#1. Do One Thing At A Time.

For many students, multitasking is not their friend, jumping between tasks causes any momentum they had on what they were already doing be lost.

Train your child to tackle one thing at a time, rather than working on multiple things at once, this will help focus your child’s mind on what’s in front of him or her, rather than trying to think about too many different things at once.

#2. Break Things Down.

Breaking down large assignments into smaller tasks can help improve focus by making things more manageable to tackle.

Trying to take on too much at once is a recipe for boredom and distraction.

By breaking things down, your child has a clear idea of what needs to be done and a sense of accomplishment once it’s completed, that accomplishment can be a big motivation-booster!

#3. Make a List Of Goals.

Sometimes, it’s not that students can’t focus—it’s that they don’t know what to focus on.

Before your child tackles any assignment or starts a study session, create a list of goals to give your child direction.

For example, if your child is sitting down to a study session, his or her goals may be to review and create study notes for 1 chapter or topic.

Once your child has achieved these goals, take a break to allow your child to refresh his or her brain before tackling a new task.


A disorganized space can be a major cause of distraction for your child.

Make sure your child has a dedicated study space such as a desk or table to work on.

This space should be clear of clutter and only include items that he or she needs for that study session (like his/her textbook, notebook, study tools, and note-taking supplies).


Organized notes are just as important as an organized study space.

Help your child organize his or her notes so they are easy to find—colour-coded tabs or folders for each subject are a great option.

Make sure your child’s class notes are neat as well.

Disorganized and incomplete notes can be a big concentration-killer for students.

Learning how to take effective study notes ensures that your child can spend his or her time reviewing a topic, rather than searching for missing information.


You won’t always be able to completely remove distractions—so teach your child how to deal with them, instead.

Help your child brainstorm ways to refocus on the task at hand when he or she becomes distracted.

When your child is having trouble focusing, encourage him or her to get up and take a short break from what he or she is working on.

For classroom distractions where getting up might not be an option, something as simple as your child closing his or her eyes and taking a few deep breaths can help refocus the mind.


Many children do best when they have a set routine they can stick to.

Help your child create a daily schedule that includes time for homework, study breaks, and any other activities.

Sticking to this schedule will help get your child into a routine where he or she is ready to sit down and focus on schoolwork.

Expert focus tip: Don’t forget to leave room for free time to allow your child’s brain to relax and recharge!


Doing schoolwork for hours at a time without taking any breaks can quickly lead to a student’s focus dropping to zero.

Plan frequent study breaks for your child to give him or her a chance to work off any extra energy, and help avoid becoming frustrated or overwhelmed.


A well-rested mind is a focused mind.

Help your child create and stick to a nightly routine so he or she gets to bed at a decent hour.

A good sleep will help give your child’s mind a chance to absorb everything from the day and recharge for tomorrow.


Jigsaw and crossword puzzles are a great activity to give your child’s brain a workout outside of the classroom.

These activities require problem-solving and focus, both of which your child can use in the classroom and while doing schoolwork. (Plus, they’re a fun activity for your child!)


Lack of focus can come from a lack of engagement with the material.

The solution: connect learning to something your child is interested in.

For example, if your child is working on a book report but has trouble sitting down to actually read, try choosing a book on a topic he or she is interested in or wants to learn more about.


The classroom is full of distractions that can impact your child’s focus.

Encourage your child to find a seat at the front of the classroom so he or she can focus on what the teacher is saying.

If your child’s classroom has assigned seating, talk to the teacher about having him or her moved closer to the front if possible.


Find out the common distractions your child struggles with when he or she is in class.

It might be sitting near chatty friends or sitting beside a window.

You can find out what may be distracting your child by asking his or her teacher, or talking to your child.

Once you know what the biggest classroom distractions are, you and your child can work on a plan to overcome them.


Just like at home, your child’s school workspace should be organized and provide the study tools he or she needs.

This includes desks, lockers, and even backpacks.

Encourage your child to clean out his or her school workspaces often, properly organizing stray notes into their proper binder and throwing away old, unneeded items (like that half-eaten lunch from two weeks ago).

With these tips, your child can start building his or her focus skills and get on track to success and achievement.


When the year comes to an end and the next begins do you set New Year resolutions? 

Only to feel a crashing sense of failure when those resolutions don’t stay on track? 

A better idea would be to spend time recognising your personal achievements, if psychology research is to have their say.

While setting these resolutions sets us up to feel a crashing sense of failure, recognising our personal achievements has scientifically been found to motivate and push us forward to accomplish.

A 2017 study that examined 12,000 diary entries found that regularly documenting the small things we achieve can give us a sense of progress, provide motivation, and make us more productive in the long run


Make a habit of writing down all your accomplishments, no matter how small they are, this will motivate you and also empower you. 

This means that in moments where you start to feel like nothing ever changes you have proof this isn’t true.

Consider writing prompts like these examples:

  • How much have you changed in the last year? And in what ways? 
  • What challenges have you faced and what did they teach you? 
  • And what are the lessons you are taking into this new year?
  • What are you most proud of having achieved?
Write down your achievements in a journal

When the year comes to an end and the next one begins, we tend to ignore our personal achievements and start dwelling on our shortcomings instead. 

In part this is the way we are built, what psychologists call ‘negativity bias’.

Studies show we’re more likely to focus on the things we haven’t achieved than take stock of what we have accomplished. 

Again, remembering to record your achievements helps. 

It shows you in black and white all the many things you did accomplish.

And the setbacks and challenges you triumphed over, even if you had what felt like an unproductive year.

Thank you for reading this article about how to improve Self-Achivement. I really hope that you enjoyed it and take action on the advice given in this article .

In the next part to this 5 part blog, I will be talking about Part 4.. Self-Confidence - Every achievement you accomplish (no matter how big or small) you gain more and more confidence in yourself.

I wish you good luck and I hope its contents have been a good help to you.

Developed by Carl Dunn Mindset Mind.

November 13, 2022 in Mindset Mind

About the author

Carl Dunn

Hi I’m Carl Dunn and I’m super excited to offer you a warm and meaningful welcome to Mindset Mind.
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I review everything you need to keep you on that path, no matter what your background is.
By continually reviewing apps, books, programs, courses and coaches, I can offer my clients the most comprehensive and valuable tools with information that’s personally suited to them.