Posts

Minha Hossain

Professor Wilson

Eng 2150

5 December 2023

 

Self-Reliance and Adapting to College Culture

Introduction

The shift from high school to college culture is one of the crucial steps in the dynamic higher education environment that needs various options. This adaptation is based on self-reliance as a trait that not only helps but sometimes transforms college students. Beyond physical independence, self-reliance in the academic context encompasses essential competencies necessary for academic excellence. The students’ ability to manage time, take responsibility for their schooling, and confidently face the challenges of a new environment is crucial as they journey through different realms of studying, social life, and personal well-being. The essence of this essay is that self-reliance plays an essential role in a college student’s effort to blend into the complicated fabric of culture in colleges, with the ability to achieve academically, forge beneficial relationships, and withstand multiple problems.

Benefits of Self-Reliance in Academic Success

Time Management Skills: Self-reliance is vital to effectively managing time in higher education. Students, while studying different courses and undertaking extracurricular activities and other personal obligations, have to be able to manage their time (Pedrelli 55). People who depend on their selves usually become more conscious of their academic responsibilities so that they can make a schedule, set some reasonable goals, and face the complicated circumstances of university life with sense. This autonomy boosts students’ efficiency and builds a foundational skill integral to future academic success. Self-reliance is critical in taking responsibility for assignments or setting deadlines since the academic landscape demands individual efforts. The students take on self-reliance and realize that success is only possible if one satisfies academic demands.

The ability to be self-reliant contributes significantly towards developing appropriate study routines, which are crucial for success in academics. Learners who go independent take the initiative to find a better learning condition and different studying forms and change their methods depending on their strengths and limitations ((Getzinger 71). Instead of just depending on external guidelines, self-reliant students seek out resources, use technology at hand, and personalize their study strategies according to the requirements of the discipline. Adaptability is not limited to improving the quality of learning; it provides learners with an essential toolkit applicable to the complications of college-level studies. Self-reliance goes beyond time management and responsibility to general academic development. Self-reliance is a procedure whereby one must be able to think critically, solve problems, and be prepared enough to go beyond prescribed curricula.

Social Aspects of Self-reliance

College students find it easy to form genuine friendships based on self-reliance. Self-reliance is essential during college because it allows one to start and maintain relationships easily in a diverse and dynamic social environment (Phuong 36). The autonomy ensures they can confidently maneuver through the various social settings, interact with others, and converse on different topics. Self-reliant students overcome social inhibitions and meaningfully add to the diversity and richness of the college culture, creating an atmosphere of solidarity and acceptance. Self-reliance stresses independence, but it is not mutually exclusive from the development of interpersonal networks. It does not force individuals to connect but allows them to do so in mutual terms determined by their interests, values, and goals. Such students can identify positive influences, form supportive friendships, and build social networks that transcend a mere college experience.

Social self-reliance signifies being prepared to move through different social situations with self-assurance. Students in college are exposed to various social settings, from group work to even social gatherings at the campus. Such people view these scenarios confidently, displaying good communication skills, adjustability, and a tendency to interact with others in a socially self-reliant manner (Pedrelli 265). Furthermore, such confidence helps to improve their societal status and is an essential skill that should be acquired, especially since it plays an integral role in scholarly and career settings. Social autonomy does not mean being withdrawn or self-sufficient but striking the right balance between individuality and teamwork. Self-reliance requires that a person initiates an action in the social setting but also acknowledges the benefits of mutual experience, working as a team, and belonging to a community. It creates an atmosphere of mixed-up independence with collegial thinking, which is needed to create an active and friendly culture in the education establishment.

Emotional Resilience through Self-Reliance

A critical component of well-being is emotional resilience, brought about by self-reliance. Different kinds of tensions occur while in college. For example, academic pressure, personal problems, and personality traits are independent of pressure. They develop self-reliance and thus approach challenges actively, not passively. Resilient people do not yield to stress; instead, they rely on their strength to cope with challenges, accept failures, and maintain mental equilibrium. A self-reliant and positive attitude characterizes an emotional resiliency characteristic attribution. Therefore, those who hold autonomy and believe in themselves will probably view themselves as having the power to solve their problems. This positive attitude enables them to sustain hardship and adopt active problem-solving methods.

Although this concept focuses on being independent, it also requires that an individual knows when to ask for help. It is important to note that emotionally resilient people appreciate their mental wellness and look for available resources whenever required. This may entail visiting a counselor, joining a wellness program, or simply talking to other people, such as friends and family members (Ishikawa 61). In this regard, self-reliance motivates the campaign that focuses on mental health as a basis for emotional resilience, which goes beyond college. Resilience to setbacks is innate when one relies on oneself. Emotionally resilient students who rely on self-confidence often regard academic problems, personal crises, and unexpected barriers as momentary and manageable. With this resilience, it will be easier for students to cope with the challenges inherent in college life and prepare them for the uncertain future.

Contrast with Dependence on Others.

Working with peers and seeking the support of others are essential aspects of collegiate life; however, excessive reliance on peers or external assistance may be quite disastrous. Students who overly rely on external factors can lose control in every aspect of their academic and social life (Kitzrow 47). This may include relying solely on peers for academic understanding, seeking validation from others constantly for social acceptance, and ultimately inhibiting an individual’s growth and true independence. Moreover, changes in peer relationships may add variability to the environment, which might affect a child’s psychological stability and student resilience. Conversely, self-reliance stresses balancing being alone and working with others. Self-reliant people appreciate external support networks and develop their knowledge, self-rule, self-control, and self-governance.

Overview of College Culture

However, college culture is fascinating, comprising multiple academic ventures and an engaging social environment. Colleges are platforms where they meet and engage with people from distinct origins; their varying viewpoints and experiences make up the educational atmosphere (Getzinger 56). Diverse disciplinary areas combined with classroom and teamwork contribute to a thriving intellectual environment. The college campuses mirror society because they offer an opportunity for students to interact with different racial, tribal, and economic levels. Diversity influences the kind of friendships people have and, simultaneously, allows the many world views to be discovered with a broader comprehension of the world. Academic and social diversity comes together in a way that exposes students to new ideas, challenging them to think critically and embracing them with perspectives of modern college life.

College culture is the new expectations and responsibilities that college students have to perform, which goes beyond their academic environment. In contrast to high school, where things are much more regulated, there is a greater emphasis on personal accountability and independence in college. Students have to operate more flexibly, handle coursework themselves, and make decisions about academics and non-academics (Ishikawa 30). College life encourages students to involve themselves in extracurricular activities, joining clubs and other events that make up the college experience. This setting promotes excellence in learning and forms character building, social skills enhancement, and commitment to society. This transformative aspect of this phase is reinforced through the overview of college culture, which includes personal and intellectual development outside of their study areas.

 Common Challenges Faced by College Students

College students usually need help with high academic standards imposed within higher education. Many students experience an increase in workload, complexity of coursework, and expectations of independent learning on their transition from high school to college. Managing assignments, subjects, and rigorous exams at home can challenge students. The stress that comes with academic pressure, poor time management, and even academic imposter syndrome are manifested (Schwanz 35). Students must be quick learners, know the right strategies for studying, navigate this academic terrain, and seek assistance like tutors and study groups to enhance their learning. Another common problem among college students is the difficulty of negotiating social situations and making new friends. College marks a shift from a familiar social circle to a heterogeneous and perhaps unusual setting for many students. Making new friends, finding a sense of belonging, and establishing a support network are thrilling yet intimidating. Such social adjustments involve coping with homesickness, comprehending various cultural settings, or managing how you live together in a shared space. Students can learn how to develop practical communication skills that help them overcome some social problems.

How self-reliance serves as a tool to overcome challenges

College students often face various challenges, and self-reliance becomes vital for overcoming them. Self-confident students can manage time well in the event of academic pressure, thus helping them make the right priorities to undertake first. Consequently, it is self-directed that enables them to handle themselves with authority over their academic responsibilities so that they can submit their assignments timely (Schwanz. 47). Self-reliance motivates an active approach toward issues and inspires students to devise individual studying methods tailored to each specific need. Self-reliant students who seek resources, such as additional readings, online tutors, and academic support services, provide the basis for their continued academic success. Self-reliance goes beyond academics and has its hand on social adjustments. This also enables students to enter college social settings and develop the capacity to forge new relationships independently. By doing that, they can meet other people and make new friends. This will also help them build a support network. Such a proactive approach helps students overcome initial social problems and develop interpersonal skills, adaptability, and a sense of belonging. In the end, self-reliance is a multi-faceted instrument that allows students to take up any challenge they might encounter during their studies and grow as individuals.

Conclusion

Self-reliance stands out as the central pillar towards achieving success in college. Therefore, as students traverse various scholarly and social circles, the ability to self-manage time, undertake scholarly duties, and actively engage in social interactions becomes crucial. Self-reliance has more significant implications than academic success and includes emotional strength and adaptability. Self-reliance among college students enables them to overcome academic pressures and social adjustments and leads to acquiring life skills. Self-reliance includes a proactive attitude, which puts students at the center of their learning rather than a passive recipient of knowledge. With self-reliance, students learn how to live and succeed in a life of self-sufficiency that will guide them throughout their lives.

Works Cited

Getzinger, Rachel. Self-Resilience and Self-Reliance Through Collegiate Outdoor Orientation Programs. University of Wisconsin-La Crosse, 2021. https://search.proquest.com/openview/f55b5d5cd27f4fb218d52b90b57b9f2e/1?pq-origsite=gscholar&cbl=18750&diss=

Ishikawa, A., Rickwood, D., Bariola, E., & Bhullar, N. (2022). Autonomy versus support: self-reliance and help-seeking for mental health problems in young people. Social Psychiatry and Psychiatric Epidemiology. https://doi.org/10.1007/s00127-022-02361-4

Kaur, G. (2009) Self reliance as related to Achievement Motivation, Unpublished M.ed. Dissertation, Panjab University

Kitzrow, M. A. (2003). The mental health needs of today’s college students: Challenges and recommendations. Journal of Student Affairs Research and Practice, 41(1), 167–181. https:// doi.org/10.2202/1949-6605.1310

Pedrelli, P., Nyer, M., Yeung, A., Zulauf, C., & Wilens, T. (2014). College Students: Mental Health Problems and Treatment Considerations. Academic Psychiatry, 39(5), 503–511. https://doi.org/10.1007/s40596-014-0205-9

Phuong, A. (2020, September 28). Becoming self-reliant: A Lesson I learned from college. The Good Men Project. https://goodmenproject.com/featured-content/becoming-self-reliant-a-lesson-i-learned-from-college-kpkn/

Schwanz, K. A., Palm, L. J., Broughton, S. F., & Hill-Chapman, C. R. (2016). Self-Reliance and Relations with Parents as Predictors of Anxiety and Depression in College Students. Research in Psychology and Behavioral Sciences, 4(2), 24–27. https://doi.org/10.12691/rpbs-4-2-2

What is your research subject?

“Is self-reliance a significant factor in a college student’s approach in adapting to college culture?”

List the resources you have so far (at least 5):

The possible outcomes or resolutions in the research area of “self-reliance in college” are likely to be more relative than binary. Unlike issues with clear yes/no answers, the concept of self-reliance in college involves a spectrum of possibilities and degrees.  1.     College Students: Mental Health Problems and Treatment Considerations https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4527955/ 2.     SELF-RESILIENCE AND SELF-RELIANCE THROUGH COLLEGIATE OUTDOOR ORIENTATION PROGRAMS https://minds.wisconsin.edu/bitstream/handle/1793/82464/Getzinger_Rachel_Thesis.pdf?sequence=1&isAllowed=y 3.     Autonomy versus support: self-reliance and help-seeking for mental health problems in young people https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9971084/ 4.  Self-Reliance and Relations with Parents as Predictors of Anxiety and Depression in College Students https://www.researchgate.net/publication/308795590_Self-Reliance_and_Relations_with_Parents_as_Predictors_of_Anxiety_and_Depression_in_College_Students 5. Becoming Self-Reliant: A Lesson I Learned From College https://goodmenproject.com/featured-content/becoming-self-reliant-a-lesson-i-learned-from-college-kpkn/

In your own words, how would you characterize the present controversy of your research area? Another way to look at it: why is this research area important?

The controversy in my research area of ” self-reliance in college” revolves around understanding the role of self-reliance in a college student’s ability to adapt to the cultural and academic challenges of college life. Some argue that self-reliance is a crucial skill that empowers students to navigate the complexities of college independently, which enhances personal growth and resilience. On the other hand, contrasting perspectives may suggest that excessive self-reliance could hinder a student’s ability to seek help when needed, impacting their overall well-being and academic success. This research is critical as understanding the role of self-reliance can contribute to the development of targeted interventions in colleges that encourage healthy self-reliance while ensuring that students are aware of and comfortable seeking assistance when necessary.

What are the possible outcomes/resolutions? Are outcomes binary (yes/no e.g. should we ban the death penalty) or relative (e.g. how much should the annual state budget be allocated towards education)?

The possible outcomes or resolutions in the research area of “self-reliance in college” are likely to be more relative than binary. Unlike issues with a direct clear yes/no answers, the concept of self-reliance in college is more complex and involves a spectrum of possibilities and degrees.

(If any) What are the conditions, qualifications, externalities, contingencies that may affect outcome (i.e. is there a legislative bill down the pipeline?)

Conditions impacting outcomes in research on self-reliance in college include educational policies, cultural and socioeconomic factors, mental health awareness, social and peer influences, global events, and research methodology. These factors can collectively shape the dynamics of self-reliance among college students.

What is your preferred outcome? (Your position)

My preferred position is that self-reliance should be a significant factor in a college student’s approach to adapting to college culture. I believe that promoting self-reliance is crucial for students to effectively navigate and adapt in the college environment.

Why?

My justification is based on personal experience. Self-reliance played a significant role in my own college experience and brought me substantial benefits, allowing me to adapt and approach college confidently.

Who is your intended audience?

My intended audience is current college students and prospective college students

What is your research question? (Try to state this as simply as possible)

Does self-reliance have an impact on how college students adapt to college?

Notes/Things to look into which may improve the overall clarity, focus, complexity of your question

–       Focusing on specific parts of the college culture –       Exploring whether specific aspects of self-reliance, such as decision-making or seeking help, impact a college student’s adaptation to the cultural aspects of college life.

Source 1:

What is the title of your source?
SELF-RESILIENCE AND SELF-RELIANCE THROUGH COLLEGIATE OUTDOOR ORIENTATION PROGRAMS
Copy and Paste the Abstract of your source. If no abstract is available, summarize in your own words what the source is about.
Getzinger, R.A. Self-resilience and self-reliance through collegiate outdoor orientation programs. MS in Physical Education Teaching, August 2021, 47pp (J. Starck) Incoming freshman at a university are often faced with challenges of the unknown which can make the transition from home life difficult. Many universities offer transition programs to aid in the ease and feelings of belonging. One of those is an outdoor orientation program made available to incoming freshman at UWL. Often acknowledged in helping student transition is increased self-resilience and self-reliance. Self-resilience discusses how students rely on themselves to handle problems or a view of their own power versus another person’s. Self-reliance is how comfortable students feel depending on themselves versus another person. Therefore, the purpose of this study is to examine student’s self-reliance and self-resilience enrolled in an outdoor orientation program during their first semester at a university. Specifically, our research question is, do students who attend an outdoor orientation program have an increase in self-resilience and self-reliance? This study is timely due to COVID regulations and the need to help students transition successfully. KEYWORDS: outdoor orientation programs; self-resilience, self-reliance, college transition programs, challenge by choice
In your own words, what is the author’s thesis (position)?
The author’s thesis is that participation in a non-traditional outdoor orientation program, specifically the First Flight program, has the potential to positively impact students’ self-resilience and self-reliance during their transition to college, especially in the context of challenges posed by the COVID-19 pandemic
In your own words, what are the subclaims made by the author? In other words, how does the author substantiate or defend their position?
Some of the sub-arguments state that these programs are valuable resources for incoming students as they aim to build social relationships, increase confidence, and create a sense of belonging among participants. The author further explains that the relationships formed during outdoor orientation programs can lead to long-term bonds among students, which can contribute to higher academic success rates and a greater likelihood of completing degrees in a shorter time frame. The sub-arguments go on to explain how the outdoor orientation programs can positively influence participants’ mental health and overall well-being. The writer argues that high self-resilience is associated with characteristics such as self-efficacy, optimism, mindfulness, and the ability to overcome adversity. By exposing students to outdoor programs like rappelling or rock climbing, it helps build these traits. The author acknowledges the impact of COVID-19 on traditional face-to-face interactions during orientation programs. However, the author argues that such programs, even if adjusted, remain crucial in helping students make friendships, adapt to campus life, and gain confidence.
Key quotes: list and cite (page ref.) at least three quotes from the source that you think may be useful for your essay.
Quote 1: “Students who represent high self-reliance are confident in themselves, feel comfortable stepping out of their comfort zone, and have high self-esteem that helps them depend on themselves to overcome challenges.” (Page 5) Quote 2: “However, with low self-reliance, people tend to lack trust in themselves or their peers and struggle to escape their comfort zone.” (Page 5) Quote 3: “The negative effects of low self-reliance would be students who drop out of college, have low retention rates, struggle to find friends, or lack skills to overcome challenges they face.” (Page 5)
What key sources does the author rely upon? List at least three. (Useful for further research)
Kitzrow, M. A. (2003). The mental health needs of today’s college students: Challenges and recommendations. Journal of Student Affairs Research and Practice, 41(1), 167–181. https:// doi.org/10.2202/1949-6605.1310 Liang, H. (2013). “An Eye for AN ‘I’ — an Insight INTO Emerson’s Thought of Self- Reliance.” Journal of Language Teaching and Research, 4(6)., doi: 10.4304/jltr.4.6.1351-1355 Luo, L. (1994). University transition: major and minor life stressors, personality characteristics and mental health. Psychological Medicine, 24(1), 81–87., doi: 10.1017/s0033291700026854 Wang, Y., Jing, X., Han, W. (2020). Positive and negative affect of university and college students during COVID-19 outbreak: a network-based survey. Int J Public Health 65, 1437-1443., doi: 10.1007/s00038-020-01483-3

Source 2:

What is the title of your source?

Self-Reliance and Relations with Parents as Predictors of Anxiety and Depression in College Student

Copy and Paste the Abstract of your source. If no abstract is available, summarize in your own words what the source is about.

The transition to college can be stressful for young adults. Researchers have investigated factors related to students’ mental health as they adjust to college life. The current study examined the relative contributions of  measures of self-reliance and parent relations to the prediction of anxiety and depression in college students. A sample of 153 college students enrolled in introductory psychology courses at a southeastern university completed the self-reliance and parent relations scales of the BASC-2 SRP-COL, the State Trait Anxiety Inventory (STAI),  and the Hamilton Depression Inventory (HDI). Multiple regression analyses indicated that self-reliance and parent relations were significant predictors of anxiety and depression with self-reliance scores making a greater contribution to the prediction of each of the outcome variables. Keywords: anxiety, depression, college students, parent relations, self-reliance

In your own words, what is the author’s thesis (position)?

The author’s thesis is that self-reliance and the quality of relationships with parents can serve as predictors for anxiety and depression in college students. Furthermore believing that the two predictors may play a crucial role in the successful transition to college, suggesting that students high in self-reliance and with good parental support might make the most successful adaptation to the college environment.

In your own words, what are the subclaims made by the author? In other words, how does the author substantiate or defend their position?

The author uses several interconnected sub-claims that collectively underscore the role of psychological and social factors in shaping the college experience and mental well-being of students. Drawing on past research, the author highlights the profound impact of positive social support from parents, peers, and significant individuals, emphasizing its association with general adjustment to college, academic performance, and overall well-being. Furthermore, the author underscores the significance of self-esteem, positing that high self-esteem serves as a predictor of successful college adjustment, while low self-esteem is correlated with challenges such as anxiety, depression, and interpersonal difficulties. The author claims the concept of self-reliance, to be characterized as “self-confidence and assurance in one’s ability to make decisions,” the study distinguishes it as a unique measure of personal adjustment separate from self-esteem. The author acknowledges that the transition to college is a stressful period for young adults, involving challenges like living independently, increased academic demands, financial responsibilities, and social stressors.

Key quotes: list and cite (page ref.) at least three quotes from the source that you think may be useful for your essay.

1.     “The hypothesis that self-reliance would make a larger contribution to the prediction of anxiety and depression than perceived relations with parents was supported.” (page 26) 2.     Specifically, the prevalence of anxiety among college students has more than doubled from 6.7% in 2000 to 15.8% in 2015 [2,3] and the rates of depression for this age group have steadily risen as well from 10% in 2000 to 13.1% of college students being diagnosed and/or treated for depression in 2015 [2,3]. (page 24) 3.     Self-reliance and college students’ psychosocial adjustment has not been investigated. The transition to college may lead to new experiences and challenges for many young adults. (page 25)

What key sources does the author rely upon? List at least three. (Useful for further research)

Eisenbarth, C. “Does self-esteem moderate the relations among perceived stress, coping, and depression?” College Student Journal, 46(1), 149-157. Mar 2012. Mahmoud, J. S. R., Staten, R., Lennie, T. A., & Hall, L. A. “The relationships of coping, negative thinking, life satisfaction, social support, and selected demographics with anxiety of young adult college students” Journal of Child and Adolescent Psychiatric Nursing, 28, 97-108. 2015 Wartman, K.L., & Savage, M. “Parental involvement in higher education: Understanding the relationship among students, parents, and the institution.” ASHE Higher Education Report, 33(6), 1-125. 2008. Wright, S.L. & Perrone, K. M. An Examination of the Role of Attachment and Efficacy in Life Satisfaction The Counseling Psychologist August 2010 38: 796-823, first published on March 11, 2010.

Source 3:

What is the title of your source?

Autonomy versus support: self-reliance and help-seeking for mental health problems in young people

Copy and Paste the Abstract of your source. If no abstract is available, summarize in your own words what the source is about.

Many young people with mental ill-health do not seek support, and developmental growth in self-reliance may be a barrier to help-seeking. Increasing autonomy is a positive developmental task for youth and a key aspect of resilience. This study examined the influence of perceived social support and resilience on the previously unexamined relationship between self-reliance and intentions to seek help from informal, professional, and self-help sources for mental health problems.

In your own words, what is the author’s thesis (position)?

The authors thesis involves testing several hypotheses related to the relationships between self-reliance, perceived social support, resilience, and intentions to seek help for mental health issues in young individuals. The authors believed that higher self-reliance would be associated with higher levels of self-help intentions. As well as higher self-reliance would correlate with lower perceived social support.

In your own words, what are the subclaims made by the author? In other words, how does the author substantiate or defend their position?

The authors make several sub-claims to support their position which include that despite the increasing autonomy and personal agency during adolescence and early adulthood (approximately 12–25 years), young people are paradoxically more vulnerable to mental health issues. Despite the high prevalence of mental health issues among young Australians, individuals aged 16–24 years are the least likely group to engage with professional help. The author points out the barriers to help-seeking, emphasizing individual-level factors such as a preference for self-reliance. Drawing on previous research, the author notes that extreme self-reliance, especially in individuals with severe depression, is associated with lower utilization of informal support. Such individuals may prefer to seek help independently, for example, through online sources. Lastly, the author claims that for young people facing adversity, self-reliance may be an expression of resilience, demonstrating the capacity to adapt and cope. However, it is noted that high levels of self-reliance, especially when rigid, may hinder the ability to seek appropriate support.

Key quotes: list and cite (page ref.) at least three quotes from the source that you think may be useful for your essay.

“ Higher self-reliance was associated with lower intentions to seek informal and professional help, as expected, but not with greater intentions for self-help.” (page 1) “However, while self-reliance can be an effective strategy to cope with minor challenges, it may prevent individuals from seeking as well as accessing appropriate supports when required” (page 3) “The relationship between self-reliance and resilience, which is the ability to bounce back following adversity [34], is complex and largely linked to social influences. (page 3)”

What key sources does the author rely upon? List at least three. (Useful for further research)

Radez J, Reardon T, Creswell C, Orchard F, Waite P. Adolescents’ perceived barriers and facilitators to seeking and accessing professional help for anxiety and depressive disorders: a qualitative interview study. Eur Child Adolesc Psychiat. 2021 doi: 10.1007/s00787-020-01707-0. van Zoonen K, Kleiboer A, Cuijpers P, Smit J, Penninx B, Verhaak P, Beekman A. Determinants of attitudes towards professional mental health care, informal help and self-reliance in people with subclinical depression. Int J Soc Psychiat. 2016;62(1):84–93. doi: 10.1177/0020764015597014. Quick JC, Joplin JR, Nelson DL, Quick JD. Behavioral responses to anxiety: self-reliance, counterdependence, and overdependence. Anxiety Stress Coping. 1992;5(1):41–54. doi: 10.1080/10615809208250486.

Source 4:

What is the title of your source?

SELF RELIANCE IN RELATION TO LEARNING STYLE OF HIGH SCHOOL STUDENTS

Copy and Paste the Abstract of your source. If no abstract is available, summarize in your own words what the source is about.

The present investigation was primarily designed to determine the relation of self reliance with the learning style of high school students. Descriptive survey method was employed. Random sampling technique was applied. 250 Students of two schools were selected randomly out of 106 government schools of Chandigarh. Learning style bears significant relationship with self reliance of high school students. Visual, Auditory, Tactile, Group and Individual learning styles bear significant relationship with self reliance of high school students. Kinaesthetic learning style bears no significant relationship with self reliance of high school students.

In your own words, what is the author’s thesis (position)?

The thesis revolves around investigating and understanding the relationship between self-reliance and the learning styles of high school students, without expressing a personal stance or opinion.

In your own words, what are the subclaims made by the author? In other words, how does the author substantiate or defend their position?

In the provided text, the author makes several sub-claims to contribute to the broader exploration of the relationship between self-reliance and learning styles in the context of high school students. Some sub-claims include that individuals have different learning styles, including visual, auditory, tactile, kinesthetic, and individual styles. The author provides a definition of self-reliance, characterizing it as an attitude with attributes such as assertiveness, optimism, independence, and emotional maturity. The author implies that understanding one’s learning style is crucial for efficient learning and processing of information. Different individuals may have different preferences in how they best acquire information. Tying with previous studies the author claims about the benefits of learning style instruction, suggesting that aligning study methods with one’s preferred learning style can lead to better outcomes, including improved grades and reduced anxiety.

Key quotes: list and cite (page ref.) at least three quotes from the source that you think may be useful for your essay.

“Self reliance is essentially an attitude which allows us to have a positive and real- istic perception of ourselves and our abilities. It is characterized by personal attributes such as assertiveness, optimism, enthusiasm, affection, pride, inde- pendence, trust, the ability to handle criticism and emotional maturity. “(page 1) “Learning style bears the positive correlation with self reliance which means that the specific learning style which is adopted by the individual instils the self-reliance  in him regarding the understanding of information and instructions and his retention power. The world is likely to believe in man who believes in himself, provided he shows that his self reliance is grounded upon a true appraisal and is well managed. “(page 2) “Self reliance is the first essentiality if a person wants to succeed. Learning style which if managed and motivated correctly can inspire an individual excel with confidence in anything he tries to do. “(page 2)

What key sources does the author rely upon? List at least three. (Useful for further research)

Alam, R. (1987) Self Reliance and self confidence. Zaheen Publications Coman and Heaver, J. (1998) Knowing Learning Style Can Improve Self Confidence Of Developmental Writers. Educational Journal,Vol 5, (pp 212- 215). Kaur, G. (2009) Self reliance as related to Achievement Motivation, Unpublished M.ed. Dissertation, Panjab University

Source 5:

What is the title of your source?

Becoming Self-Reliant: A Lesson I Learned From College

Copy and Paste the Abstract of your source. If no abstract is available, summarize in your own words what the source is about.

The narrative highlights the transformative journey of a college student who initially grapples with academic and personal challenges, including weight gain and social struggles. After encountering Ralph Waldo Emerson’s essay on self-reliance, the student undergoes a profound shift, embracing autonomy and making lifestyle changes. The essay reflects on the importance of self-reliance, resilience, and critical thinking cultivated during the college experience, illustrating how these lessons contribute to personal growth, well-being, and a newfound sense of confidence in navigating adulthood.

In your own words, what is the author’s thesis (position)?

The thesis is that college experience is a transformative period that presents challenges but also provides an opportunity for personal growth. The author believes self-reliance is a crucial life skill, which allows one to navigate life’s challenges

In your own words, what are the subclaims made by the author? In other words, how does the author substantiate or defend their position?.

The author supports their thesis through several subclaims that include description of College Challenges: experience, such as tough academics, social pressures, and the need to succeed. The author uses personal experiences during the initial college years, highlighting struggles with academics, loneliness, and health issues, including weight gain. The author introduces the influence of Ralph Waldo Emerson’s essay on self-reliance, quoting Emerson’s assertion that discontent is the lack of self-reliance. Lastly, the author undergoes self-reflection, questioning the source of unhappiness and realizing the need for self-reliance.

Key quotes: list and cite (page ref.) at least three quotes from the source that you think may be useful for your essay.

“Becoming self-reliant was one of the hardest skills that I had to develop in my lifetime, but it is invaluable as I navigate life as an adult.” “But another aspect of my joy came from being self-reliant and seeing the results of the hard work and willpower required to achieve my goals of weight loss and a healthy lifestyle.” “Instead, I learned to persevere and become self-reliant, which resulted in figuring out how to eat properly and take care of my health, manage my time, succeed in my classes, fulfill personal obligations, and do whatever I had to in order to survive.”

What key sources does the author rely upon? List at least three. (Useful for further research)

While no sources were mentioned, there was a few references from Emerson, Ralph Waldo, 1803-1882. Self-Reliance. White Plains, N.Y. :Peter Pauper Press, 1967

What is your research question/rhetorical situation?

Research question: “Is self-reliance a significant factor in a college student’s approach to adapting to college culture?”

Rhetorical Situation: Exploring the role of self-reliance in college students’ adaptation to college culture.

What is your connection to rhetorical situation and why are you uniquely placed to write about it?

– My personal journey with self-reliance has played a pivotal role in my adaptation to college culture. I am uniquely placed to write about this experience because moving from Bangladesh to the USA for college marked a transformative journey, introducing not only the challenges of adapting to a new educational system but an entirely different cultural landscape. Despite difficulties, self-reliance emerged as a key element, gradually becoming a cornerstone that eased the challenges and helped me adjust to the new environment. 

Where do you imagine your writing “existing”? (newspaper, magazine, youtube, personal blog)

• Academic Research Paper
• Online Blog or Publication

Who is your target audience?

• College students
• Individuals planning to join college

What form will your writing take? (Research paper, narrative, letter, script.)

• Research paper

Why is this form the most effective way to communicate to your target audience?

The research paper format allows for a systematic understanding of the topic. The systematic approach makes it easier for readers to follow along and locate the information, hence easier for the audience to understand. Moreover, using existing literature, data, and personal insights enhances the reliability and credibility of the work. 

What is the value you’re trying to impart on your audience?

The research paper aims to provide valuable insights into the critical role of self-reliance in a college student’s adaptation to the college culture. By offering logical reasoning and a deeper understanding, it seeks to assist college students in navigating the challenges they may encounter during college. This information is valuable not only for students but also for those considering or supporting someone entering the college environment.

Minha Hossain

Professor Wilson

English 2150

5 November 2023

Self-Reliance in College: A Comparative Analysis

The concept of self-reliance in higher education is essential, serving as both a skill and a crucial mindset for students to navigate newfound freedom, independence, and responsibility. This essay undertakes a comparative analysis of two distinct sources. Alex Phuong’s narrative essay “Becoming Self-Reliant: A Lesson I Learned From College” shares an autobiographical account of the author overcoming initial struggles to gain self-reliance and maturity in college. In contrast, Kerry A. Schwanz et al.’s research article “Self-Reliance and Relations with Parents as Predictors of Anxiety and Depression in College Students” objectively presents an empirical study quantitatively analyzing self-reliance among college students. While both articles convey the importance of self-reliance in college, they employ distinct rhetorical strategies to present their arguments.

Phuong employs a personal narrative approach to convey his transformative personal experience intimately.  He provides nuanced characterization as he chronicles his emotional arc from an immature teenager struggling with freedom to a self-reliant adult. For instance, he candidly describes behaviors like being depressed and angry, struggling to make new friends, and not being able to do responsibilities early on. This honest portrayal helps readers build trust and invest in Phuong’s coming-of-age story. The choice to introduce this personal perspective immediately establishes an intimate, conversational tone and provides a relatable human perspective likely to generate an emotional response in readers.

In contrast, Schwanz et al. do not utilize narrative storytelling techniques or personal perspectives in their research article rather follow the conventional format of a psychology research paper. While the study does feature college students, these individuals remain anonymous and are characterized using aggregated statistical descriptions rather than as fully realized individuals. For instance, the article states: “The average age of participants was 21.83 (SD = 1.65).” The researchers exclude specific sensory details, settings, and chronological events in favor of general numerical representations befitting their scientific genre. Their tone matches and reinforces the scholarly nature of their quantitative analysis. While Phuong uses narrative as the substance itself, for Schwanz et al., the narrative is merely a tool used judiciously in service of academic aims.

A significant contrast between the two pieces is their rhetorical appeals to persuade readers. Phuong’s narrative primarily employs pathos by sharing vulnerable details about his struggles adjusting to college, including problems with loneliness, depression, weight gain, and dropping grades. His self-disclosure elicits empathy and understanding from readers who likely faced similar challenges. For example, Phuong describes the “infamous Freshman 15,” his “obsession” with McDonald’s, and the “greatest joy” of good health in tangible terms that are easy to visualize and connect with the character. Phuong highlights how he overcame these issues through cultivating self-reliance, inspiring readers to believe they can also learn to rely on themselves. His mentions of respected thinkers like Ralph Waldo Emerson and his college literature professor establish credibility, appealing to readers’ ethos. However, pathos is his dominant rhetorical appeal.

Conversely, Schwanz et al. rely heavily on logos by presenting copious statistical data and analysis, which logically proves the correlation between higher self-reliance and lower anxiety and depression in college students. Tables of regression analysis, correlation coefficients, means, and standard deviations build academic authority. They also leverage ethos as university researchers publishing in a peer-reviewed journal to portray scholarly credibility. Their use of logos and ethos contrasts sharply with Phuong’s pathos-driven narrative. Schwanz et al. incorporate slight pathos when describing college anxiety and depression using words like “distress” and “impairments.” However, the style remains objective overall. The study uses precise, technical language like “hierarchical regression analysis” and “at-risk scores” alongside the detached third-person voice, emphasizing conveying factual information over persuading readers. Sentences like “self-reliance explained 27% of the variance ” typify the formal, data-driven prose (Schwanz, Kerry A., et al.).

Finally, the structural arrangements differ significantly. Phuong arranges his narrative chronologically to highlight his arc of maturation. Beginning with confessions of his initial struggles makes his later self-reliant transformation more impactful. Cause and effect relationships also emerge as Phuong links his early lack of self-reliance to problems like isolation and weight gain. In contrast, increased self-reliance later enables health and happiness. This order maximizes the inspirational impact of Phuong’s journey. Conversely, Schwanz et al. organize their article into conventional research sections. The introduction establishes background literature before the methods detail the study procedures. The results and discussion sections then impartially report and interpret the data. This predictable structure facilitates reader comprehension and reinforces the researchers’ scientific authority. However, it lacks the dramatic chronological build of Phuong’s narrative. These differing arrangements suit the respective aims – Phuong crafting an engaging personal tale, and Schwanz et al. methodically building an academic argument.

In conclusion, while both texts make compelling cases for self-reliance among college students, Phuong seeks to inspire while Schwanz et al. aim to scientifically prove their argument. Phuong’s intimate first-person perspective, emotional vulnerability, and chronological sequence contrast with Schwanz et al.’s objective voice, data-driven logic, and conventional structure. Together, the personalized story and empirical data provide complementary perspectives on this crucial aspect of the college experience.

Distraction/Attention worksheet

Describe your overall ability to pay attention when it comes to school work (<100 words) On a scale of 1 – 10, indicate how addicted you are to you phones

Ans- I generally have a good ability to focus on schoolwork, and I would rate it around 8 or 9. I am committed to my studies and strive to minimize distractions. However, I do find my phone tempting at times, so I would say my phone addiction is around 4. While I try to stay disciplined, it’s not always easy to resist the lure of my phone. Often there would be a text notification that would challenge my attention and before I knew it, I would find myself engrossed in texting on my phone for several minutes uninterrupted.

While reading “My Distraction Sickness” please note how long it takes you to get through the piece (Google says it’s a 45 min read); also, count the number of times you get distracted (for whatever reason) and tally them at the end.

Ans- I started reading ‘My Distraction Sickness’ at 11:00 AM and finished at 12:08 PM. I got distracted twice: once for getting water and once due to a text notification that tempted me to reply back.

Describe the tone of all three articles, how do they differ? (<100 words)

Ans- “Defense of Distraction” by Sam Anderson has an informative tone, addressing the changing nature of attention in the digital age. “My Distraction Sickness” by Andrew Sullivan conveys a reflectional tone as the author reflects on his personal journey from internet addiction to mindfulness. “The Distracted Student Mind” by Rosens adopts a more critical and analytical tone, highlighting the negative consequences of digital distractions and their pervasive presence in our lives.

What are Sam Anderson’s primary arguments in defense of distraction? (see part III of In Defense of Distraction) Do you find them convincing? Why or why not (<150 words)

Sam Anderson’s primary arguments in defense of distraction can be summarized as follows: o   Distraction can be a valuable way to explore and follow one’s attention, leading to unexpected discoveries and insights.  Focus and distraction are interconnected and essential to each other.  Modern technology and the new generation of “net-gen” individuals, who are accustomed to managing multiple tasks and sources of information simultaneously, may have cognitive advantages. I find Sam Anderson’s arguments in defense of distraction quite reasonable as I can relate them to my own experiences. I have often found myself going down internet rabbit holes and encountering unique stories or information that I would not have encountered with a more structured approach. I think, learn, and remember best when I have allowed my mind to wander and make unexpected connections between seemingly unrelated concepts. Anderson’s reference to Marcel Proust’s madeleine moment is a perfect illustration of how distraction can lead to profound revelations.  To me distraction is a refreshing change, allowing us to see a subject from various angles.

After reading all three articles, what are your thoughts on this “epidemic of distraction”? (<50 words)

I feel excessive distraction can be harmful, but my thoughts have slightly changed as the articles shed light on the benefits of distraction in the digital age.

Please annotate “My Distraction Sickness” – highlight at least three instances for each of the following rhetoric concepts: ●      Invention ●      Style ●      Memory ●      Pathos ●      Ethos Invention:   “But the rewards were many: an audience of up to 100,000 people a day; a new-media business that was actually profitable…”  “And the engagement never ends. Not long ago, surfing the web, however addictive, was a stationary activity.”  ” The smartphone then went and made the rabbit hole portable, inviting us to get lost in it anywhere, at any time, whatever else we might be doing.” Style: “But it sure does represent a huge leap from even the very recent past.    “By rapidly substituting virtual reality for reality, we are diminishing the scope of this interaction even as we multiply the number of people with whom we interact.”    “But, as Nicholas Carr has noted, it has led to our not even seeing, let alone remembering, the details of our environment…” Memory: “We almost forget that ten years ago, there were no smartphones, and as recently as 2011, only a third of Americans owned one.   “Things that usually escaped me began to intrigue me. On a meditative walk through the forest on my second day…” “Just look around you — at the people crouched over their phones as they walk the streets, or drive their cars, or walk their dogs, or play with their children.””Just look around you — at the people crouched over their phones as they walk the streets, or drive their cars, or walk their dogs, or play with their children.” Pathos:   “I duly surrendered my little device, only to feel a sudden pang of panic on my way back to my seat.”    No wonder we prefer the apps. An entire universe of intimate responses is flattened to a single, distant swipe. We hide our vulnerabilities, airbrushing our flaws and quirks; we project our fantasies onto the images before us. Rejection still stings — but less when a new virtual match beckons on the horizon.”    “Remember,” my friend Sam Harris, an atheist meditator, had told me before I left, “if you’re suffering, you’re thinking.” Ethos:      “A small but detailed 2015 study of young adults found that participants were using their phones five hours a day, at 85 separate times.” “That figure reaches 85 percent when you’re only counting young adults. And 46 percent of Americans told Pew surveyors last year a simple but remarkable thing: They could not live without one.”          “There are burgeoning signs of this more human correction. In 2012, there were, for example, around 20 million yoga practitioners in the U.S., according to a survey conducted by Ipsos Public Affairs. By 2016, the number had almost doubled.”

During my teenage years, I had the privilege of witnessing a pivotal moment in my son’s life. It unfolded not in a classroom but in our cluttered garage, a space I had come to know as the sanctuary of tools and tinkering. The memory of that day still warms my heart, for it marked the beginning of a transformation in my son, one that would shape his perspective on life in profound ways.

The day began with the dramatic entrance of a wounded bicycle, an unfortunate twist of fate for my son who had grand plans for an exciting bike ride with his friends. As any teenager would, he had reached the peak of excitement when his two-wheeler decided to betray him with a flat tire, precisely when it was least convenient.

In his moment of frustration, he turned to me, expecting his dad, the supposed master of all things fixable, to swoop in and save the day. But instead of instantly repairing the bicycle, I did something that might have surprised him. I handed him a toolbox, and I told him to try fixing it on his own. Perhaps he expected me to come to his immediate rescue, but I had a deeper lesson in mind.

I recall the look on his face, a mix of disbelief and annoyance, as he realized he had to be his own bike mechanic. I watched as he reluctantly made his way into that dimly lit garage, surrounded by the scent of old oil and a myriad of unfamiliar tools hanging on the walls. He clenched his fists, frustration mounting, and bit his tongue to suppress his impatience. The garage was a foreign world to him, and he saw those tools as mysterious artifacts from an outdated era.

As his father, I stood by his side, toolbox in hand, offering guidance and support. I wanted him to experience the challenge, the uncertainty, and the growth that comes from solving problems on his own. It was a moment of great tension, and as his frustration peaked, I decided it was time to impart a lesson that would echo in his heart for years to come.

I told him, “There may come a time in life when you will have people for all sorts of tasks, but always remember that in your toughest moments, you’ll be on your own.” At 14, the full weight of those words may not have struck him, but it was a seed planted for the future.

I then asked him about the most challenging thing he had ever encountered. His response, “exams,” confirmed the wisdom in my approach. As we worked together, I patiently explained the purpose and use of each tool, from the tire levers to the wrench. We worked on the mechanics of the bicycle, discussing how the tire and tube fit together and why proper inflation mattered. We faced hurdles along the way, such as stubborn bolts and a tire that seemed impossible to seat, but my guidance and encouragement remained unwavering.

That day, my son conquered the unruly bicycle, a small triumph that filled him with pride. However, the greater victory was in the treasure trove of lessons he acquired – a newfound self-reliance and problem-solving ability that would become the foundation of his character. I knew that life would continue to throw “flat tires” his way, and I wanted him to be well-prepared, armed with the skills and mindset to tackle any challenge that crossed his path. This, in my perspective, was the true essence of that memorable day in the garage.

 

The world of abstract art in the early 20th century witnessed a profound transformation, as artists tried to break free from the shackles of traditional representation. Giacomo Balla’s ” Swifts: Paths of Movement + Dynamic Sequences 1913.” and Wassily Kandinsky’s “Abstraction Blue 1927” are two remarkable artworks from this era.

The title of an artwork often serves as the first point of engagement with the viewer, and it significantly shapes the interpretative experience. “Swifts: Paths of Movement + Dynamic Sequences” hints at its subject matter, immediately guiding the viewer’s attention to the dynamic aspects of the piece. In contrast, “Abstraction Blue” implies an abstract, serene composition dominated by the color blue. Furthermore, the artists’ contexts provide valuable insights. Balla’s work reflects the dynamism of the early 20th century,  a time of rapid technological advancement and political upheaval in Europe, while Kandinsky’s piece comes out from a post-World War I period when the world was seeking stability, comfort, and meaning.

In both artworks, the absence of text is a notable feature. This omission allows the viewer to engage solely with the visual elements. In ” Swifts: Paths of Movement + Dynamic Sequences 1913.” fragmented lines and shapes suggest motion and restlessness, emphasizing the absence of the need for explanatory text. Likewise, “Abstraction Blue” relies on the interaction of geometric forms and colors to convey its message without the reliance on textual cues. The use of color in both works plays a crucial role in influencing the viewer’s emotions. In  Swifts: Paths of Movement + Dynamic Sequences.” vibrant, contrasting colors such as bold yellows and blues evoke energy and vitality, connecting the viewer with the rapid movement of swifts and stimulating feelings of excitement and change. In contrast, “Abstraction Blue” predominantly employs blue tones, which convey a sense of calm and serenity. Blue, a color often associated with spirituality, effectively appeals to viewers’ emotions and encourages a contemplative response.

The composition of each artwork serves as a potent storyteller, guiding the viewer’s gaze and mood. “Swifts: Paths of Movement + Dynamic Sequences 1913” features dynamic lines and shapes that vividly represent swifts’ paths of movement which he had learned from photography. Balla’s bold, angular lines reduce the birds to their essential, energetic forms, mirroring the turbulence of the era in which it was created. On the contrary, “Abstraction Blue” utilizes the use of blue and geometric forms arranged harmoniously and rhythmically, inviting viewers to explore profound inner peace and spirituality. The distinct framing choices further enhance the intended mood, with Balla’s work creating a 3D-like dynamism, reminiscent of EEG waves, and Kandinsky’s employing a tall, white frame that imparts a spiritual aspect, resembling angel wings from a distance.

The artwork’s rhetorical situation encompasses its intended message, audience, and purpose. “Swifts: Paths of Movement + Dynamic Sequences” aims to inspire viewers, encouraging them to embrace change during the fast-paced, uncertain times. It particularly targets those interested in abstract art and the Futurist movement. “Abstraction Blue,” on the other hand, seeks to provoke contemplation, resonating with individuals seeking spiritual and emotional depth during a turbulent period. Viewing these artworks in a museum setting strengthens the immersive experience, making it easier for the audience to connect with the intended emotions and ideas.

In conclusion, “Swifts: Paths of Movement + Dynamic Sequences” by Giacomo Balla and “Abstraction Blue” by Wassily Kandinsky, while visually distinct, share a common thread in their use of titles, absence of text, composition, and rhetorical context to influence viewers. These artworks transcend their temporal origins to resonate with contemporary audiences who, like those of the early 20th century, navigate rapid changes and seek inner peace and freedom.

In the Baldwin v Buckley Debates, James Baldwin and William F. Buckley Jr. employed markedly different structural arrangements to present their arguments. James Baldwin’s argument unfolded in a linear and eloquent fashion, beginning with an acknowledgment of the historical context of racial inequality in America. He skillfully articulated the idea that black and white people coexist in the nation and have collectively contributed to its development. Baldwin’s structure emphasized unity, emphasizing the need to move beyond divisive narratives and concluding with a heartfelt call for growth and progress together.

In contrast, William F. Buckley Jr.’s argument took on a more fragmented and reactive structure. Rather than presenting a cohesive narrative, Buckley’s approach was characterized by frequent interruptions through interaction with the audience. His underlying logic seemed rooted in the preservation of what he considered the unalienable nature of American liberty and tradition. Buckley seemed to have a sarcastic tones at time in which he would almost mock and bring down the points made by Baldwin.

James Baldwin

Ethos:

1. James Baldwin established his ethos by demonstrating his intellectual prowess and deep knowledge of American history and racial issues. As a renowned writer and thinker, he was widely respected in academic and literary circles. His credibility as an intellectual lent weight to his arguments, making them more persuasive.

Logos:

2. Baldwin used logos by presenting a logical analysis of American history and its racial dynamics. He carefully outlined the historical context of racial inequality in the United States, citing specific events and patterns of discrimination. His logical appeal aimed to convince the audience through a well-reasoned argument.

Pathos:

3. Baldwin incorporated pathos by sharing personal anecdotes and emotional stories related to racial discrimination. He described the pain, fear, and suffering experienced by black Americans, including himself, due to racism. These emotional appeals were intended to evoke empathy and stir the audience’s emotions, making them feel the human impact of racial injustice.

William F. Buckley Jr.

Ethos:

1. William F. Buckley Jr. had established himself as a prominent conservative intellectual and commentator. He founded the National Review and was well-known in conservative circles. His ethos was rooted in his credibility as a conservative thinker and writer, which lent authority to his arguments.

Logos:

2. Buckley used logos by presenting logical arguments based on conservative principles. He articulated his concerns about potential legislative changes and the consequences they might have on American liberty. His arguments were structured and intended to appeal to the audience’s sense of reason and logic.

 

Pathos:

3. Buckley incorporated pathos by appealing to the audience’s emotions through a defense of traditional American values and ideals. He evoked a sense of nostalgia for a perceived era of American greatness and liberty. By tapping into the audience’s emotions and love for their country’s history, Buckley aimed to strengthen his argument against certain changes.