12: Build on small successes

Again, if you start small for a week, you’re going to be successful. You can’t fail if you start with something ridiculously easy. Who can’t exercise for 2 minutes? (If that’s you, I apologize.) And you’ll feel successful, and good about yourself. Take that successful feeling and build on it, with another baby step. Add 2-3 minutes to your exercise routine, for example. With each step (and each step should last about a week), you will feel even more successful. Make each step really, really small, and you won’t fail. After a couple of months, your tiny steps will add up to a lot of progress and a lot of success.
 

13: Read about it daily

When I lose motivation, I just read a book or blog about my goal. It inspires me and reinvigorates me. For some reason, reading helps motivate and focus you on whatever you’re reading about. So read about your goal every day, if you can, especially when you’re not feeling motivated.
 

Having trouble? Ask for help.

14: Call for help when your motivation ebbs

Having trouble? Ask for help. Email me. Join an online forum. Get a partner to join you. Call your mom. It doesn’t matter who, just tell them your problems, and talking about it will help. Ask them for advice. Ask them to help you overcome your slump. It works.
 

 

15: Think about the benefits, not the difficulties

One common problem is that we think about how hard something is. Exercise sounds so hard! Just thinking about it makes you tired. But instead of thinking about how hard something is, think about what you will get out of it. For example, instead of thinking about how tiring exercise can be, focus on how good you’ll feel when you’re done, and how you’ll be healthier and slimmer over the long run. The benefits of something will help energize you.
 

16: Squash negative thoughts; replace them with positive ones

Along those lines, it’s important to start monitoring your thoughts. Recognize negative self-talk, which is really what’s causing your slump. Just spend a few days becoming aware of every negative thought. Then, after a few days, try squashing those negative thoughts like a bug, and then replacing them with a corresponding positive thought. Squash, “This is too hard!” and replace it with, “I can do this! If that wimp Leo can do it, so can I!” It sounds corny, but it works. Really.

You can find Leo’s original article here: http://zenhabits.net/get-off-your-butt-16-ways-to-get-motivated-when-youre-in-a-slump/

RELATED: Success Strategies From 18 Global Leaders
 
This article from Marina Krakovsky at Stanford University, though not quite light reading, brilliantly demonstrates the importance of assessing precisely where our motivation to do better comes from.

The Effort Effect

According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.

One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers, a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented individuals disdained serious training.

On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything, training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to fix it, he needed Dweck’s help.

A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and her recent book, Mindset: The New Psychology of Success—bear directly on the sort of problem facing the Rovers. Through more than three decades of systematic research, she has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.
 

The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed.

 
What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in performance. These days, she’s sought out wherever motivation and achievement matter, from education and parenting to business management and personal development.

As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.

At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the difference between the helpless response and its opposite—the determination to master new things and surmount challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability, Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD dissertation.

Dweck and her assistants ran an experiment on elementary school children whom school personnel had identified as helpless. These kids fit the definition perfectly: if they came across a few math problems they couldn’t solve, for example, they no longer could do problems they had solved before—and some didn’t recover that ability for days.

Through a series of exercises, the experimenters trained half the students to chalk up their errors to insufficient effort, and encouraged them to keep going. Those children learned to persist in the face of failure—and to succeed. The control group showed no improvement at all, continuing to fall apart quickly and to recover slowly. These findings, says Dweck, “really supported the idea that the attributions were a key ingredient driving the helpless and mastery-oriented patterns.” Her 1975 article on the topic has become one of the most widely cited in contemporary psychology.

Attribution theory, concerned with people’s judgments about the causes of events and behavior, already was an active area of psychological research. But the focus at the time was on how we make attributions, explains Stanford psychology professor Lee Ross, who coined the term “fundamental attribution error” for our tendency to explain other people’s actions by their character traits, overlooking the power of circumstances. Dweck, he says, helped “shift the emphasis from attributional errors and biases to the consequences of attributions—why it matters what attributions people make.” Dweck had put attribution theory to practical use.

She continued to do so as an assistant professor at the University of Illinois, collaborating with then-graduate student Carol Diener to have children “think out loud” as they faced problem-solving tasks, some too difficult for them. The big surprise: some of the children who put forth lots of effort didn’t make attributions at all. These children didn’t think they were failing. Diener puts it this way: “Failure is information—we label it failure, but it’s more like, ‘This didn’t work, I’m a problem solver, and I’ll try something else.’” During one unforgettable moment, one boy—something of a poster child for the mastery-oriented type—faced his first stumper by pulling up his chair, rubbing his hands together, smacking his lips and announcing, “I love a challenge.”

Such zest for challenge helped explain why other capable students thought they lacked ability just because they’d hit a setback. Common sense suggests that ability inspires self-confidence. And it does for a while—so long as the going is easy. But setbacks change everything. Dweck realized—and, with colleague Elaine Elliott soon demonstrated—that the difference lay in the kids’ goals.

“The mastery-oriented children are really hell-bent on learning something,” Dweck says, and “learning goals” inspire a different chain of thoughts and behaviors than “performance goals.”
Students for whom performance is paramount want to look smart even if it means not learning a thing in the process. For them, each task is a challenge to their self-image, and each setback becomes a personal threat. So they pursue only activities at which they’re sure to shine—and avoid the sorts of experiences necessary to grow and flourish in any endeavor. Students with learning goals, on the other hand, take necessary risks and don’t worry about failure because each mistake becomes a chance to learn. Dweck’s insight launched a new field of educational psychology—achievement goal theory.

Dweck’s next question: what makes students focus on different goals in the first place? During a sabbatical at Harvard, she was discussing this with doctoral student Mary Bandura (daughter of legendary Stanford psychologist Albert Bandura), and the answer hit them: if some students want to show off their ability, while others want to increase their ability, “ability” means different things to the two groups. “If you want to demonstrate something over and over, it feels like something static that lives inside of you—whereas if you want to increase your ability, it feels dynamic and malleable,” Dweck explains. People with performance goals, she reasoned, think intelligence is fixed from birth. People with learning goals have a growth mind-set about intelligence, believing it can be developed.

You can find the full, original article here: http://alumni.stanford.edu/get/page/magazine/article/?article_id=32124