Page 52 - Keys to College Success

following students’ progress, Levin found that only 33% went on to graduate from
four-year institutions. A closer examination of these most successful students
showed that they demonstrated characteristics such as optimism, persistence, and
self-control.
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Put the following characteristics to work now. They will help you take productive
risks that have more chance to reward you with success than any test score or tran-
script grade.

Learned Optimism

University of Pennsylvania psychology professor Dr. Martin Seligman developed the
theory of learned optimism, which evolved from his study of how different individuals
react to adversity—the inevitable setbacks and failures that everyone experiences in The Rewards of College
life. His research illustrates how optimistic and pessimistic worldviews affect the ability
to persist and succeed: 25
■ Reactions to bad things follow the ABCs: A dversity happens, and your thoughts

about it create B eliefs, which give rise to C onsequences—what you feel and do as
a result.
■ People with a pessimistic worldview believe that bad things are permanent (ever-
lasting), personal (caused by their own action or inaction), and pervasive (affect-
ing all corners of their lives). As a result, they feel helpless and unwilling to
take risks.
■ People with an optimistic worldview believe that bad things are temporary (will

eventually end), external (caused by something outside of themselves), and specific
(only affecting one corner of their lives). As a result, they feel empowered and ready
to take risks.
Research has demonstrated that optimism leads to greater achievement and persis-
tence. John Diaz benefited from an optimistic worldview when he headed into a chal-
lenging job market after graduation. So, what if you have a pessimistic worldview?

Seligman argues that anyone can use optimism as a tool. He names disputation as a key
strategy to building optimism. Three ways to dispute, or argue with, a negative belief
are as follows:

■ Evidence to the contrary. Name evidence that contradicts your belief.

■ Alternatives. Think about less negative or destructive possible causes of the
situation.
■ Usefulness. Consider whether your belief is useful or damaging.
Key 1.5 presents examples of how to dispute belief productively.

Y
E
KEY 1.5 Increase optimism by building an argument against negative beliefs.
K
ADVERSITY: RECEIVING A D ON A MIDTERM ADVERSITY: LOSING TOUCH WITH SOMEONE
Negative belief Tests are a disaster for me. I am a horrible friend.
Evidence to the I did fine on my other midterms. I did okay on the I have many other friends. I talk to them, see them, and
contrary first test for this course. help them out however I can.
Alternatives Perhaps I didn’t prioritize this midterm over others. Maybe she is just overwhelmed and busy. Perhaps she lost
Maybe I need better study techniques. my cell phone number.

Usefulness Not useful—it may dissuade me from putting in Not useful—it may lead me to shut myself off from friends.
my best effort with future tests.

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