Actualizing my Intellectual Potential

• My long-term personal goals are clear and specificI choose my field of study and future field of professional activity based on my profound affinities and skills.

  Rarely Often
• I am attuned to my deepest desires: mental images, physical reactions, personal dreams.

  Rarely Often
• I know exactly what I expect from my studies and how they can help me with my personal and professional development.

  Rarely Often
• I examine all available information on the careers offered in my chosen field of study.

  Rarely Often
• I have all available information on the skills required for my envisioned profession: explicit (know-how) and implicit (personality, respect and tolerance).

  Rarely Often
• I meet people involved in that profession and I am familiar with their work.

  Rarely Often
• I examine the occupational constraints inherent to the profession in relation to my preferences, wishes and tastes.

  Rarely Often
• I keep track of the competences I have acquired thus far, so that I know what I have left to cover.

  Rarely Often
• I do not hesitate to consult with guidance services.

  Rarely Often
• I have all available information related to the goals, objectives and requirements of my study program.

  Rarely Often
• I enjoy studying in the field within the discipline that I have chosen.

  Rarely Often
• I have high performance expectations.

  Rarely Often
• I am ready to make substantial efforts to attain these results.

  Rarely Often
• My studies are a priority in my personal life.

  Rarely Often
• I set my personal goals for each course.I take on each course with a positive attitude and I am determined to get the maximum out of each course.

  Rarely Often
• I am proactive: before the course begins, I look over the course objectives and content and I set my personal goals.

  Rarely Often
• Whenever possible, I prefer to set my own learning goals and the means to achieve them.

  Rarely Often
• I set personal goals that far exceed the professor’s requirements.

  Rarely Often
• When necessary, I negotiate the terms of my autonomy with goals that exceed the course requirements.

  Rarely Often
• For each course I select specific learning goals based on my long-term personal goals, pre-acquired knowledge and requirements inherent to the program, course and professor.

  Rarely Often
• I make a list of my intentions and prioritize my learning objectives.

  Rarely Often
• I plan study activities that will help me to reach my objectives.

  Rarely Often
• I have my own system of self-evaluation that measures the efficiency of these study activities.

  Rarely Often
• Taking my skills into account, I set a minimum performance threshold.

  Rarely Often
• I have a specific personal project that is close to my heart and to which, all my course assignments relate.

  Rarely Often
• My objectives go beyond performance evaluation. I aim to thoroughly understand all subject matter as well as its respective role in the development of my competences.

  Rarely Often
• In the mean time, I aim for maximal marks.

  Rarely Often
• I tackle my challenges, problems and difficulties with a positive attitudeI try to combine an appreciation, pleasure in learning and deep understanding of the subject matter with the desire to excel.

  Rarely Often
• I find a positive way to approach and enjoy new subject matter regardless of the teaching method and quality.

  Rarely Often
• I persevere in the face of difficulties and never get discouraged.

  Rarely Often
• When my course results are below my expectations, I question my learning strategies rather than the subject matter, teacher or my intelligence.

  Rarely Often
• I consider failure as a source of opportunity to reflect upon my learning method.

  Rarely Often
• I make it a point to not give up, before I have tried my very best.

  Rarely Often
• I try to do impeccable work regardless of my personal interest in the work.

  Rarely Often
• I show a great deal of self-discipline. I do not need to be pushed to get to work.

  Rarely Often
• I am familiar with all learning assistance services offered by the university and have no shame in using them (writing and editing assistance, computer assistance, library and Internet research, cognitive efficiency workshops, tutoring, etc.).

  Rarely Often
• I have developed effective motivation strategies for tedious tasksI try to find positive ways to view routine or tedious tasks.

  Rarely Often
• I focus on the indirect advantages of completing tasks I dislike: getting them over with first, cultivating my patience, reinforcing my self-discipline.

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• I look at the situation with humor rather than complaining.

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• I try to find personal meaning in the task: professional development, practical application for a problem that concerns me personally.

  Rarely Often
• I keep my spirits up by focusing on my ultimate goal.

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• I work in a comfortable place that has a pleasant atmosphere.

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• I turn tedious tasks into games or contests.

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• I do tedious tasks in the company of friends, over a fine meal.

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• I reward myself after making a genuine effort regardless of the results.

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• I congratulate myself when I achieve the results I wanted.

  Rarely Often
• I make a list of things to do and check them off once completed.

  Rarely Often
• I start with tasks I most dislike and finish with those that are more motivating.

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• I schedule a day in my agenda for tasks I dislike and do not think about them until then.

  Rarely Often
• I perform tasks I like when I feel like it rather than adhering to a strict schedule.

  Rarely Often
• I set completion deadlines for tasks I dislike.

  Rarely Often

Academic motivation is a complex phenomenon. It is the result of 1) a clear vision of the goals that we're aiming for: in the long term, a diploma and a career; in the short term, the specific tasks we have to accomplish for each course; 2) a firm resolve to achieve these goals and be accountable for our academic progress, self-discipline and the ability to take responsibility for any hardships; and 3) the questioning of our own learning strategies and the development of new, more efficient ones. Learning is exciting for students who know how to motivate themselves!