1	SHAQ: The Success and Happiness Attributes Questionnaire http://front.csulb.edu/success Tom G. Stevens PhD Counseling and Psychological Services California State University, Long Beach
2	Presentation Goals: Increased understanding of and commitment to Priority of personal and societal health, happiness, and development as higher education goals Value of explicit student development goals, training, and assessment programs Using the SHAQ expert system as an assessment, training, and research tool
3	Tom G. Stevens PhD Psychologist/therapist at CSULB for 30 years Books: A Guide To Better Self-Management AND You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression Life Skills Education Coordinator: Developed several personal development courses Life Skills Questionnaire (LSQ) in late 1980’s given to more than 4,000 students—good research results Two Current web sites: (1) tested, free self-development materials used in CSULB courses, and (2) the SHAQ expert system site
4	Tom’s Web Sites: Title: You Can Choose To Be Happy http://front.csulb.edu/ tstevens Free self-help materials on self-management, interpersonal, and academic related topics Title: Success and Happiness Attributes Questionnaire (SHAQ) http://front.csulb.edu/success Assesses factors related to happiness, physical and mental health, and success (academic, relationship, career) Refers and connects users to related self-help sites
5	Today’s Topics Higher education student development goals (for the whole university) Traditional student development programs and their shortcomings Needed: explicit student development goals, assessment, and educational programs SHAQ: One tool for success and happiness identification, assessment, and education
6	Higher Education Student Development Goals (for the whole university) What should the mission of higher education be? What is the mission statement of your university?
7	Goals of Higher Education Mission of U.S. government: provide “life, liberty, and the pursuit of happiness.” Target: both personal and societal benefit Effect: student’s entire life, affecting many others Common mission statement goals: knowledge, truth, health, happiness, growth, contribution, productive, improved relationships (acceptance, love, helping) Hidden? goals: economic and career development
8	Personal and societal health, happiness, and development: What key personal factors must we teach/encourage? Top Beliefs and Values (Tillich’s ultimate concern) Traditional ‘General Education’ Knowledge and Skills: The university in our heads Key Personal Life Knowledge and Skills for attaining academic, career, and personal success and happiness
9	Top Life Beliefs and Values What are they? Tillich’s Ultimate Concern Concern of philosophy and religion (Includes ethics, epistemology, etc.) Are some values shared by all religions and the most respected philosophers? Is it too hot a topic? In reality, we do it all the time (e.g. truth, health, happiness, benefit society, learning and knowledge, career success, and diversity) are in university, program, and course goals Example: Research on Therapists Teaching Values Why not do it more intelligently and efficiently?
10	From Richards & Bergin (1997), study by Jensen & Bergin (1988): Responses from by Mental Health Professionals to 10 Value Themes
11	Key personal life knowledge and skills for attaining academic, career, and personal success and happiness General thinking skills: logical, critical thinking, creativity, learning, research, problem-solving skills, etc. University in head: Math, writing, art, history, etc. Self-management skills: goal-setting, learning and study skills, emotional coping, self-motivation/self-discipline, time-management, self-development skills, etc. Interpersonal skills: empathy, acceptance, caring, forgiving, meeting people, conflict-resolution, intimacy, persuasion, leadership, etc.
12	One Goal: Academic Success-- Factors and SHAQ Results Internal Motivation Factors External Motivation Factors Learning and Study Skills Learning and Study Habits Basic Academic Skills
13	Internal Motivation Factors Achievement motivation Career success motivation Academic-success motivation Self-development motivation Spiritual-philosophical motivation Others’ respect, acceptance, liking Life value-goal conflicts with learning (e.g. income/car, social-family, partying, drugs) Health or psychological problems
14	External Motivation Factors Family support (financial, emotional, distracters, etc.) Living situation support (distracters, emotional, study help, etc.) Financial and work-related distracters Connectedness to institution and personnel Connectedness to academically motivated students Good study environment
15	Learning and Study Skills Get focused: relate personal goals to content, “How can I use this?” Preview, overview, key ideas, review Constant new learning, if bored or confused, student isn’t learning Goal: eliminate confusion—don’t avoid Organize/outline/map content Create own examples, applications, etc.
16	Learning and Study Habits Time spent studying (ideal-actual gap) vs. distracters Focused attention vs. distracted-confused Finding/creating good study environments and spending time there Connecting with faculty, good students, organizations, and other learning facilitators Obtaining adequate study resources (books, computer, library resources, Internet)
17	Basic Academic Skills English language knowledge/abilities Writing Math Science (natural & social-behavioral) Research Analytical and critical thinking Computer-related
18	Traditional Student Development Programs and Their Shortcomings General Education courses attempt to achieve student development goals (including University 100 type courses) Student services offer counseling, life skills training, and other related activities Student activities help develop interpersonal and other skills The college environment encourages self-development (e.g. class attendance, self-directed study, major choice, relating to diverse population, intellectual emphasis, etc.) Usually unconscious, confused, vague, lack empirical basis and assessment, lack integration with courses and activities.
19	Needed: Explicit Student Development Goals, Assessment, and Educational Programs (for the whole university) Hiring and utilizing right people (experts, committed to goals) Conscious, explicit goals Clear planning Institutionalization Good assessment Reward structure (social, financial, etc.)
20	Barriers To Explicit Student Development Goals/Programs Gap between written and unwritten missions (development vs. economic-career goals) Faculty focus on own disciplines (failure to see larger student outcome picture) Who is responsible for student development outcomes? Faculty committees (e.g. GE) Who is expert in student development issues? (Lots of theory, research available)
21	Potential Routes to More Effective Student Development Administrative support of explicit student development goals, programs, assessment Integrate with current emphasis on explicit educational planning and assessment (of traditional discipline goals) Faculty committees with knowledge and influence to oversea student development (goal-setting, program-building, assessment, etc.) E.g. Subcommittee of GE or university planning committees, presidential task force Need to involve many faculty and many courses in above student development (educate and involve faculty in all relevant aspects)
22	SHAQ: One tool for success and happiness identification, assessment, and education………FEATURES Assesses many student development factors related to health and happiness and to academic, interpersonal, and career success Specializes in assessing academic success factors Based upon accumulated knowledge and research Free, immediate happiness and success factors assessment to anyone on the Internet Individualized selection of scales (e.g. students) SHAQ can connect to free, immediate information and self-help related to many factors it assesses Can be linked to collaborative research efforts
23	SHAQ Assesses and Links for: Academic Success Academic Preparedness Internal Academic Motivation Factors External Academic Motivation Factors Learning and Study Skills Learning and Study Habits Academic Knowledge Areas Learning Disabilities Screening
24	SHAQ Assesses and Links for: World and Self View Positive World View and Optimism Unconditional Self-Worth Self-Confidence (Self-Efficacy) in many life areas Internal versus External Control (of self, behavior, destiny)
25	SHAQ Assesses and Links for: Self-Management Habits-Skills Goal-setting, problem-solving, and planning Time management Life balance and management of each major life area (career-academic, interpersonal, developmental-spiritual, health, financial, recreational, etc.) Emotional coping habits and skills (how one copes with negative emotions)
26	SHAQ Assesses and Links for: Interpersonal Habits-Skills Assertive Conflict Resolution Intimacy Autonomy-Independence in Relationships Male-Female Role Beliefs-Habits Anger and Aggressiveness Problems
27	SHAQ Assesses and Links for: Top Beliefs and Values Achievement-related Social, interpersonal, family-related Self-actualization-related (from A. H. Maslow) Duty and obligation-related Happiness and health-related Truth, knowledge, education Internal-integrity versus external-material Self-growth versus self-protective
28	SHAQ: Self-Help Pages and Internet Links Individualized list of hyperlinks depending upon scales taken Warnings given to students with especially low scores in critical areas SHAQ web site has many self-help topics with information and links Can access these pages independently of SHAQ
29	SHAQ: Research Design Wide adult sample provides broader validation for scales Internet and selected classes only problem Includes extensive biographical data Includes special criterion-outcome scales (e.g. DSM-IV derived scales, health, interpersonal relations, career, income, educational attainment, etc.) Examine both scale and individual item data
30	SHAQ: Early Research Results Sample size = 604 users (152 students) Almost all significant correlations with outcome variables in predicted directions Many in r=0.30 to 0.60 range Self-reported happiness and DSM-IV derived scales had especially high number and degree of correlations Above scales also had many predicted significant correlations with positive academic, interpersonal, and health outcomes
31	SHAQ Scales Sample Correlational Results: Students’ Academic Degree Objective r= 0.37 with Academic Achievement & Aptitude r=0.66 with Academic Satisfaction r=0.74 with Motivation and Habits r=0.33 with Learning and Study Skills r=0.51 with Learning Areas r=-0.42 with Learning Disabilities r=0.50 with Self-Management r=0.27 with Emotional Coping r=0.26 with Internal-External Control Scale r=0.31 with Positive World View r=0.49 with Self-Confidence = significant at .01 level or greater
32	SHAQ Scales Sample Correlational Results: College GPAs with Scales r=0.61 with Academic Achievement & Aptitude r =0.26 with Academic Motivation & Habits r =0.16 with Learning & Study Skills* r =-0.19 with Learning Disabilities* r =0.15 with Emotional Coping* r =0.12 with Unconditional Self-Worth** r =0.11 with Internal Control* = significant at .05 level or greater *= significant at .01 level or greater
33	SHAQ Scales Sample Correlational Results: Educational Attainment with Scales r=0.34 with Academic Achievement & Aptitude** r=0.21 with Academic Motivation & Habits* r=0.25 with Learning & Study Skills r=0.17 with Academic Areas r=0.15 with Emotional Coping r=0.14 with Unconditional Self-Worth r=0.11 with Worst Fears** = significant at .05 level or greater *= significant at .01 level or greater
34	SHAQ Scales Sample Correlational Results: Self-Reported Happiness r=0.61 with Academic Satisfaction r=0.47 with Academic Motivation & Habits r=0.22 with Learning Skills & Habits r=0.27 with Learning Areas r=0.66 with Self-Management r=0.47 with Emotional Coping r=0.34 with Unconditional Self-Worth r=0.25 with Internal Control r=0.69 with Positive World View r=0.42 with Worst Fears r=0.67 with Self-Confidence r=0.37 with Assertive Conflict Resolution r=0.31 with Intimacy Skills r=0.35 with Independent Relationships **= significant at .01 level or greater
35	SHAQ Scales Sample Correlational Results: DSM-IV Depression Items r=0.17 with Academic Achievement & Aptitude r=0.25 with Academic Satisfaction r=0.46 with Academic Motivation & Habits** r=0.15 with Learning Areas* r=-0.37 with Learning Disabilities** r=0.12 with Self-Management* r=0.57 with Emotional Coping r=0.20 with Unconditional Self-Worth r=0.37 with Internal Control r=0.46 with Positive World View r=0.38 with Greatest Fears r=0.41 with Self-Confidence r=0.16 with Assertive Conflict Resolution r=0.18 with Intimacy Skills r=0.29 with Independent Relationships** = significant at .05 level or greater *= significant at .01 level or greater
36	SHAQ Scales Sample Correlational Results: Health r=0.19 with Academic Satisfaction r=0.29 with Academic Motivation & Habits r=0.10 with Learning & Study Skills* r=0.43 with Self-Management r=0.28 with Emotional Coping r=0.10 with Unconditional Self-Worth* r=0.28 with Positive World View r=0.16 with Worst Fears r=0.24 with Self-Confidence** r=0.16 with Assertive Conflict Resolution r=0.14 with Intimacy = significant at .05 level or greater *= significant at .01 level or greater
37	SHAQ Scales Sample Correlational Results: Interpersonal Relationship Success r=0.35 with Academic Satisfaction r=0.33 with Academic Motivation & Habits r=0.21 with Learning & Study Skills r=0.21 with Learning Areas r=0.22 with Learning Disabilities r=0.37 with Self-Management r=0.23 with Emotional Coping r=0.24 with Social Values r=0.14 with Internal Values r=0.33 with Positive World View r=0.12 with Greatest Fears r=0.37 with Self-Confidence r=0.17 with Assertive Conflict Resolution r=0.26 with Intimacy Skills r=0.10 with Independent Relationships* = significant at .05 level or greater *= significant at .01 level or greater
38	Summary Priority of personal and societal health, happiness, and development as higher education goals Value of explicit student development goals, training, and assessment programs Using the SHAQ expert system as an assessment, training, and research tool
39	Next Steps: For better student development outcomes Talk to others at your university who have similar goals Work to get support of key administrators and faculty Design or modify both academic and student service programs Modify your own courses: Make clear student development goals, related activities, and assessment (e. g. Math course, teach student study and learning strategies such as visual/graphic techniques, persistence until problem solved, etc.)
40	Next Steps: For using SHAQ in your course(s) GO TO: http://front.csulb.edu/success Assign to students (they need 128 mb RAM and Java 2 on their PC—use university labs) Students save results to floppy disks, etc. They bring or email SHAQ results files or partial printouts AND evidence of follow-up self-help goal-setting, learning from Internet links, etc. Optional in-class-related assignments/discussion Keep me informed or get help from: tstevens@csulb.edu
41	Next Steps: For SHAQ-related research Contact me at tstevens@csulb.edu Can add new scales to SHAQ Can get data of selected users back to you (with proper permissions) Can use SHAQ scales as outcomes or correlates of standardized tests, experimental manipulations, or other procedures you (or your graduate students) design