How to overcome demotivation in the study

Mini-coaching to increase motivation in the study

Roberto Crobu, Psychologist and Coach of Optima Coaching will guide us in this session:

1. In what circumstances, places, and times are you most discouraged??

This question tries to find out when and where demotivation works. It is important to know the when and the where to act at that moment and be able to positively overcome that condition. Do not forget that the demotivation it consists quite simply of a emotional condition resulting from a thought. Demotivation is produced by a thought. A thought that comes at certain times and makes a person not do something that they would like to do or that they would hypothetically wish to do.

Generally, according to the cases treated, demotivation usually occurs in the phases prior to the implementation of actions related to the study or, during the study, in the moments of greatest difficulty.

2. What thoughts usually accompany those moments?

This question will tell us which thoughts precede the negative emotions associated with demotivation. The thought that generates demotivation is a form of intrusive distraction that connects us with a negative and hopeless vision about the future. Knowing that thought will help us change the results.

Normally, negative thoughts are usually associated with two aspects: negative thoughts about oneself (not being able to do it), or about the events (what one wishes will not happen). Those thoughts are usually associated with limiting beliefs: For example, in a case treated the person was unmotivated and through this question he realized that negative thoughts emerged from the belief of not being able to study alone at home and in the morning, because I had always done it in the afternoon and in company.

3. What previous experiences have you had in your life that exemplify the opposite? / What is it that allowed you to happen like this? What skills, strategies and resources allowed you to achieve it? How could you put them back into practice?

This question can help us to have a more complete view of events and not be overwhelmed by the moment. Perhaps the person has had previous experiences in his life that show him just the opposite. Keep them in mind and know what strategies, resources and skills allowed him to achieve it, it will help the person not only to remedy that situation, but to feel more sure of himself and his own means.

Despite how valuable the content of that answer may be, it is possible that we are faced with a new situation for which no positive previous experiences are found: in this case, it would be convenient to move on to the next question.

4. What can you change, or what should happen so that you don't have that thought?

The answer to this question will mark us the new strategy to change the course of events. Returning to the previous case, the person in question realized that if he studied during the day and in a library, surrounded by people who did the same as her, then that thought would cease to be so present in his mind: indeed, that was what it happened.

5. What part of the activity to carry out do you like the most? How could you study enhancing this activity?

This question makes us aware of the most pleasant part of the task related to study, and that not everything is bad or ugly, but that the task hides possibilities of delight. If we can study by taking more advantage of this activity, we will turn an unattractive task into something more enjoyable.

When we feel moderately motivated it is convenient that the most attractive tasks are left for the final part of a study session, but when demotivation is paralyzing and what costs us the most is the start, It is advisable to start the study session from that task and that all study sessions include a little of that task.

6. How can you divide what you have to study into micro objectives? What goal do you want to achieve in each session?

The summit stops worrying us when we focus on the stage. Many times what is most demotivating is the fact of having to face something that requires a considerable amount of time, effort and commitment. The "giant sandwich" syndrome It can be solved by breaking the sandwich into small pieces, and eating each piece part by part, while we leave the rest "on hold".

Be clear about the concrete objective of each study session will help us to commit to the task and not abandon it, as long as it is achievable enough.

7. What are you studying for? What do you want to get out of it? What person do you want to become through study? What will your life be like when you are like this? What will you see, hear and feel when you get it? Do you really want to become it?

Being clear about the existential meaning that the study task has for us will help us overcome small moments of doubt and uncertainty: who has a "what for", outperforms almost any "as", as long as you really want it.

It may be that after this question we realize that we really do not want to become that. Perhaps then what we are "suffering" is not so much a question of demotivation, but of doing something that is not aligned with our real life purpose. The problem then is not that we are unmotivated, but that other things motivate us and we feel bad for not dedicating ourselves to them. Maybe it's time then to change course.