Personal motivators substantially affect how individuals experience the world as they are based on a myriad of implicit beliefs. These beliefs affect what people do, the manner they do it, and how they view their accomplishments relative to others (Harré, Clarke, & De Carlo, 2015). Beliefs are tacit as they are operated automatically and are inquired unconsciously. I was nurtured in an environment, which dictated that the only way to be successful is by having complete control over a given situation. Therefore, I have grown up to be a control freak; my life is governed by strict adherence to a particular set of objectives. According to Sanchez, Kazen and Cantu (2019), the SEE-I can be used to clarify the belief. This tool is used to promote critical thinking, therefore, enabling the clarity of communicated concepts.
Control determines happiness
Elaborate: In other words, each person is capable of orchestrating their destiny. Therefore, this affects their decision to pursue specific tasks or goals to satisfy the psychological striving of the core self. Individuals with such internal perspectives, which are strong control beliefs, tend to seek challenges, stretch their goals, and not settle for the status quo. This is because they believe that they can direct their lifestyle, career, and social relationships.
For example, unless I am in control, I am unhappy
Illustrate: The association between control and happiness is analogous to the scenario of a rider and their horse. The horse provides locomotive energy while the rider holds the reins; hence, the rider has the privilege of guiding the horse’s movements. Therefore, this suggests that people have the power to determine their destiny.
The three fundamental and powerful concepts relevant to this course include self-directed learning, learning orientation and self-motivation. The implications of identifying the concepts result in the evaluation of the belief. It is evident that the personal belief is significantly related and relevant to self-directed learning, learning orientation and self-motivation. This is because by being in control, individuals develop self-drive that enables them to tackle various aspects of adult learning.
Harré, R., Clarke, D., & De Carlo, N. (2015). Motives and mechanisms: An introduction to the psychology of action. New York, NY: Taylor and Francis Group.
Sanchez, B., Kazen, H., & Cantu, L. P. (2019). SEE-I critical thinking framework: Expository writing in middle schools. MLET: The Journal of Middle Level Education in Texas, 6(1), 1-22.