Member Access & Benefits
Member benefits allow full access to the website and the social media network therein. Member chat rooms and blog posts are available on the site. Here students have the opportunity not only to get to know each other but also discuss the performance experienced by those using the product. This enables the students to become a part of a group of students who are all experiencing the same difficulties. Discussion groups form to address issues and aspects of overcoming exam anxiety. This is a perfect venue for forming relationships and problem-solving ideas. Not only are students able to design and purchase a product on this site but they will also be provided an opportunity to form relationships with other students around the world and on their own campus experiencing some of the same issues. It is a social meeting place to share strategies and results.
The Founders, industry professionals, and the studyingme.com team members are among some of the webinar hosts presented to our Members including open Q & A discussion forums. Members are permitted to invite non-members to attend the privately hosted webinars by providing a member invitation code. Attendance under a member invitation also accumulates points towards membership reward levels. Meeting the founders on a weekly basis is simply icing on the cake!
Member benefits allow full access to the website and the social media network. Member chat rooms and blog posts are available on the site. Here students have the opportunity not only to get to know each other but also discuss the performance experienced by those using the product. This enables the students to become a part of a group of students who are all experiencing the same difficulties. Discussion groups form to address issues and aspects of overcoming exam anxiety. This is a perfect venue for forming relationships and problem-solving ideas. Not only are students able to design and purchase a product on this site but they will also be provided an opportunity to form relationships with other students around the world and on their own campus experiencing some of the same issues. It is a social meeting place to share experience, strategies, results, and to form relationships.
Members join this website to learn about the issues that prevent capable students from performing well on exams. Test-taking anxiety is a real dilemma among college students. Our parent organization, Worldwide Education, Incorporated, and its founders have a long-term history of solving exactly such problems. They have hands on experience working with college students for nearly 50 years in overcoming poor test performance and poor learning/study habits.
Additional Benefits of Membership:
Members join our website for a small fee. Members then create an online profile about themselves and their college program. Members attend a demonstration online explaining all of the activities available to them through the site. Each member is encouraged to participate in live chats with other members of similar interests and to also post blogs for other members regarding their questions, concerns, experiences, and accomplishments.
Members may create a profile about themselves and their college program.
Each member has the opportunity to create an online profile to share with other members. Access to the profile is limited to the degree in which each member chooses to make their personal information available. Members are in complete control of the information provided in their personal profile. The Member Profile enables members to locate other members who have common interests. This means of social interaction among members encourages the forming of groups as well as relationships.
The more extensive the profile creation the greater the opportunity to utilze the internal search engine to locate members of interest.
Members can locate other members currently enrolled in same courses or those who have taken a course and received high grades. They can form casual relationships, mid-sized informal study groups, or request and invite members to create formal study groups held by a Student/Leader.
Each member is able to create a personalized profile of information about themself including past courses, grades, areas of interest or special expertise along with photos. Each member governs the access to the information visible on his profile. The criteria may still generate relevance to keywords in searches by other members when information is private. Profiles can be public to all other members or upon request at the discretion of the owner.
Reasons to participate in the building of a Member Profile:
- Social Media: Meet other College Students Worldwide & at Home
- Receive Reward Points for Levels of Membership
- Discounted Product Pricing
- Online SI Leader directed Study Groups
- Online Chat Groups
- Member Mailboxes
- Webinars & Tutorials
- Personal Audio Therapy Sessions
- Self-Realization Workshops
- Private Self-Efficacy Workshops
- Blogging from site
A chat session is generated by the Student/Members extending special invitations to other Student/Members based on criteria found in their member profiles. The purpose of the chat as it has been designed is to collaborate on ideas and to form discussion groups. Members who have completed their personal profiles will have listed various information about themselves and their studies. This will include prior education, current curriculum, areas of expertise and or interest. This will be utilized by the system during the structuring of live chat rooms to locate and pool students together for brainstorming, sharing of ideas and of knowledge base among one another.
An example of how this works might be:
- A member wishes to form a group with other students who have experience with Humanities 250. The question is with regard to the ancient burial practices of Aztec Indians. The user/member will click a tab to open a chat. They will then load key words, course selection, topic and or a question/phrase into the window. The program will then populate a window with all students affiliated with this topic and or course via the information they have provided about themselves in their profiles. The window will be populated with user names and will indicate if the student is on or offline at the time.
- The member/user will then be permitted to select individual members from this cross section for the following options:
- Review each profile
- Invite online student users to chat at that time
- Email offline student users to communicate
- Send all student users an invitation
- Send all student users an email for correspondence
- The chat window is visible to all students who wish to view with or without entering the chat discussion.
- Students may then share resources, papers they’ve written references for research or entertain a question and answer communication online at that exact moment.
Discounted Product Prices $$:
Cost of membership: Ten United States Dollars ($10USD).
Cost of Membership is FREE with GOLD Level Status.
Studyingme.com offers graduating tiers rewarded for member participation based upon member activity within the website itself. The purpose of this reward system is to encourage members to interact with other members and to chart their own progress resulting from utilizing our program. As higher levels are accomplished, the rewards will increase as well as many special perks such as school memorabilia, invitation only Q & A webinars, and more!
Before you start blogging, figure out what you have to write about and how you will distinguish your content and voice from the thousands of other blogs. Do you have a special area of expertise? Tell your story to a blogger. Keep your correspondence short and compelling. Your blog lives on the website, so other Student/Members or visitors can simply navigate to it from the home page rather than remembering another web address (also known as a URL). Be sure to tag your blog with keywords that people may be searching for.
Participation in Online Webinars
Professionals including but not limited to our founders and staff host Webinars throughout the session. Members receive Complimentary Passes to present to non-member College Students to gift for Webinars. Only College Students currently enrolled in a college program may attend. All attendees will be verified in advance of entering any and all session provide by Studyingme.com.
Online Study Groups
Student/Members are encouraged to participate in study groups that are requested by Student/Members and open to all members. A Student/Leader will be appointed to each Online Study Group that is formed. Student/Leaders are trained and have mastered the material for the particular curriculum which they lead a study group.
Students may participate via a virtual classroom environment. Students will have an open chat window pane for typing into or they may also utilize audio capabilities to respond and hear the open communication within the group session. The type of participation is governed by the student so as to offer verbal and auditory responses as well as simply typing into the chat window and having the Student/Leader read the Q & A aloud for the Group.
Archives of Online Study Sessions are stored for future replay 24 hours a day seven days a week for attendees and non-attendees alike. Reward Points are awarded for attending as well as replaying study sessions.
Visitors to the website will have access to product information, sample audio selections, testimonials and selected blog posts samples for review. Description of the online benefits of membership will be available. Corporate bios, as well as our founding history and previous success record of accomplishment, is shown in detail. Sample questionnaires and sample PowerScenes, as well as the breakdown of the parts of the Audio Product and their purpose in contrast with other products found on the market, are illustrated.
Visitors to the website will have access to product information, sample audio selections, testimonials and sample blog posts for review. The access explains the benefits of membership in detail. Corporate bios, founding history and previous success record of accomplishments display value. The site illustrates the audio session blueprinting process & PowerScenes, PowerStatements and how this program works as well as the breakdown of each segment, and comparative contrasts with other products found on the marketplace. Non-members will be able to visit the product page and to order Customized Audio Sessions at full retail pricing referral discount codes may apply.
Availability of Discount Codes
Codes are provided to our Members to be used as a part of the referral program. Discount codes are a part of our tiered loyalty reward program and shall be rewarding according to our member award at any given time. These awards ae subject to change and are a benefit of membership.
Modeling Behavior by and Between our Peers
One of the most constructive reasons for participating in this online program is that the act of interacting and watching a group of our peers has innumerable and immeasurable benefits.
Modeling has been shown to be a highly effective means of establishing abstract or rule-governed behavior. On the basis of modeled information, people acquire, among other things, judgmental standards, linguistic rules, styles of inquiry, information-processing skills, and standards of self-evaluation (Bandura, 1986; Rosenthal & Zimmerman, 1978). Evidence that generative rules of thought and conduct can be created through abstract modeling attests to the broad scope of observational learning.
Modeling is not merely a process of behavioral mimicry. Highly functional patterns of behavior, which constitute the proven skills and established customs of a culture may be adopted in essentially the same form as they are exemplified. There is little leeway for improvisation on how to drive automobiles or to perform arithmetic operations. However, in many activities, sub skills must be improvised to suit varying circumstances. Modeling influences can convey rules for generative and innovative behavior as well. This higher-level learning is achieved through abstract modeling.
Rule-governed behavior differs in specific content and other details but it contains the same underlying rule. For example, the modeled statements, “the dog is being petted,” and “the window was opened” refer to different things but the linguistic rule– the passive form–is the same. In abstract modeling, observers extract the rule embody specific behavior exhibited by others. Once they learn the rule, they can use it to generate new instances of behavior that go beyond what they have seen or heard. Much human learning is aimed at developing cognitive skills on how to gain and use knowledge for future use.
Observational learning of thinking skills is greatly facilitated by modeling thought processes in conjunction with action strategies (Meichenbaum, 1984). Models verbalize their thought strategies as they engage in problem-solving activities. The ordinarily covert thoughts guiding the actions of the models are thus made observable and learnable by others.
(Rational Emotive Behavioral Therapy)
Clinical experience and a growing supply of experimental evidence show that REBT is effective and efficient at reducing emotional pain. When Albert Ellis created REBT in the 1950’s he met with much resistance from others in the mental health field. Today it is one of the most widely-practiced therapies throughout the world. In the early days of REBT, even Dr. Ellis did not clearly see that consistent use of its philosophical system would have such a profound effect on the field of psychotherapy or on the lives of the millions of people who have benefited from it.
Brief History of REBT
In 1957 Albert Ellis published his seminal article “Rational Psychotherapy and Individual Psychology”, in which he set the foundation for what he called Rational Therapy (RT). According to RT, simply said, if we want to change various dysfunctional psychological outcomes (e.g., depressed mood), we have to change their main cognitive determinant, namely irrational beliefs. Although this idea can be found in philosophy and/or other medical/psychological approaches before Albert Ellis, he clearly articulated this view in a coherent, scientifically testable paradigm. Thus, Albert Ellis is generally considered one of the main originators of the “cognitive revolution” in clinical psychology, paralleling the “cognitive revolution” in psychology in general; indeed, his seminal book “Reason and Emotion in Psychotherapy” (Ellis, 1962) legitimized the cognitive paradigm shift in the clinical field.
Although RT targeted mainly emotional (not only behavioral) consequences, and used a large variety of “emotive/metaphorical techniques”, it was misperceived by many as ignoring feelings; therefore, in order to correct this misperception, in 1961 Albert Ellis changed the name of RT to Rational Emotive Therapy (RET). However, although RET used a wide spectrum of behavioral techniques, it was itself misrepresented by many professionals as being “too cognitive” and ignoring the behavioral tradition (and thus, its efficacious behavioral interventions).
In order to correct this misrepresentation, in 1993 Albert Ellis changed the name of RET into Rational Emotive Behavior Therapy (REBT). In a personal communication in 2005, Albert Ellis said that he would prefer the name “Cognitive Affective Behavior Therapy”, in order to avoid the philosophical issues around the term “rational”; indeed, many professionals did not check the REBT definition of “rational”, but understood it as in various philosophical traditions. This was often detrimental to the scientific status of REBT because instead of resources being focused on the development of the scientific level of REBT, it was often “wounded” in the many philosophical debates (an important component of a scientific paradigm, but not a key one for mainstream science and research).
However, Albert Ellis never went on to change the name of REBT again, as he sadly passed way in 2007. After 2007, the Albert Elis Institute, the world center of REBT, started publically and professionally to promote REBT as Rational-Emotive & Cognitive-Behavior Therapy (REBT/CBT), partially to address Albert Ellis’s intention and to better connect REBT to the current CBT tradition that REBT initiated.
REBT (i.e., RT/RET) has been also applied to domains other than mental health. Thus, REBT application to the educational field has generated rational emotive education, to the work environment has generated rational effectiveness training (or REBT coaching), and to the pastoral field has generated rational pastoral counseling. A new emerging and developing field is that of using REBT in genetic counseling.
The General Theory of REBT
The general theory of REBT is based on the ABC model (see Walen et al., 1992). Being a scientific approach, the original ABC model of REBT has evolved (and is still evolving) from its initial form. Thus, some original ideas of the theory were confirmed, others were invalidated, and other ideas were added based on research. Therefore, what follows reflects the current state of the art in REBT theory; however, a careful reading also reveals its historical evolution.
According to current REBT theory, the impact of various activating life events (e.g., the death of a close relative; a practical problem; A) on various psychological consequences (e.g., feelings, behavioral, cognitive, psychophysiological reactions; C) is mediated by information processing (cognitions/beliefs; B). Once generated, a C can become a new A, being further processed (reappraisal), thus generating secondary or meta-consequences. An A can, therefore, be a physical life event (e.g., death of a close relative) and/or a private one (e.g., a depressed mood). Arguably, the ABC model is the general paradigm of all cognitive-behavioral therapies. However, various CBTs differ in the type of information processing on which they focus.
REBT focuses on a specific type of cognition, namely rational and irrational beliefs. Rational beliefs are logically, empirically, and/or pragmatically supported, and generate functional consequences (e.g., functional feelings, adaptive behaviors, healthy psychophysiological reactions). Irrational beliefs are illogical, non-empirical, and/or non-pragmatic, and generate dysfunctional consequences (e.g., dysfunctional feelings, maladaptive behaviors, and unhealthy psychophysiological reactions).
As concerning functional and dysfunctional feelings (i.e., the emotional problem), REBT theory assumes two competing models (see for details David, 2003; David et al., 2005). The first model is a classic one, assuming that dysfunctional negative feelings (e.g., depressed mood, anxiety, guilt, anger) differ from corresponding functional negative feelings (e.g., sadness, concern, remorse, annoyance) mainly in intensity. The second model is an original one, assuming that differences between functional and dysfunctional feelings, be them positive or negative (e.g., sadness versus depressed mood; concern versus anxiety; annoyance versus anger; remorse versus guilt), are mainly qualitative (without eliminating the quantitative components). Data are accumulating now for both models and thus, the problem is still unanswered.
Mental States Are Important To Learning
How Self-Efficacy Beliefs Are Created
Individuals form their self-efficacy beliefs by interpreting information primarily from four sources (see this page). The most influential source is the interpreted result of one’s previous performance or mastery experience. Individuals engage in tasks and activities, interpret the results of their actions, use the interpretations to develop beliefs about their capability to engage in subsequent tasks or activities, and act in concert with the beliefs created. Typically, outcomes interpreted as successful raise self-efficacy; those interpreted as failures lower it. Of course, people who possess a low sense of efficacy often discount their successes rather than change their self-belief. Even after individuals achieve success through dogged effort, some continue to doubt their efficacy to mount a similar effort. Consequently, mastery experiences are only raw data, and many factors influence how such information is cognitively processed and affects an individual’s self-appraisal.
In addition to interpreting the results of their actions, people form their self-efficacy beliefs through the vicarious experience of observing others perform tasks. This source of information is weaker than mastery experience in helping create self-efficacy beliefs, but when people are uncertain about their own abilities or when they have limited prior experience, they become more sensitive to it. The effects of modeling are particularly relevant in this context, especially when the individual has little prior experience with the task. Even experienced and self-efficacious individuals, however, will raise their self-efficacy even higher if models teach them better ways of doing things. Vicarious experience is particularly powerful when observers see similarities in some attribute and then assume that the model’s performance is diagnostic of their own capability. It bears noting that people seek out models who possess qualities they admire and capabilities to which they aspire. A significant model in one’s life can help instill self-beliefs that will influence the course and direction that life will take.
For example, a girl will raise her perceived physical efficacy on seeing a woman model exhibit physical strength but not after seeing a male model do so. In this case, gender is the attribute for assumed similarity. Observing the successes of such models contributes to the observers’ beliefs about their own capabilities (“If they can do it, so can I!”).
Individuals also create and develop self-efficacy beliefs as a result of the social persuasions they receive from others. These persuasions can involve exposure to the verbal judgments that others provide. Persuaders play an important part in the development of an individual’s self-beliefs. But social persuasions should not be confused with knee-jerk praise or empty inspirational homilies. Effective persuaders must cultivate people’s beliefs in their capabilities while at the same time ensuring that the envisioned success is attainable. And, just as positive persuasions may work to encourage and empower, negative persuasions can work to defeat and weaken self-efficacy beliefs. In fact, it is usually easier to weaken self-efficacy beliefs through negative appraisals than to strengthen such beliefs through positive encouragement.
American Psychology Association
Benefits of Interacting with Peers
Certain factors can help prevent children from developing personality disorders. Even a single strong relationship with a relative, teacher or friend can offset negative influences, say psychologists.
In his famous Bobo Doll Experiment, Bandura demonstrated that children learn and imitate behaviors they have observed in other people. The children in Bandura’s studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed.
Bandura identified three (3) basic models of observational learning:
- A live model, which involves an actual individual demonstrating or acting out a behavior.
- A verbal instructional model, which involves descriptions and explanations of a behavior.
- A symbolic model, which involves real or fictional characters displaying behaviors in books, films, television programs, or online media.
Mental states are important to learning.
Bandura noted that external, environmental reinforcement was not the only factor to influence learning and behavior. He described intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. This emphasis on internal thoughts and cognitions helps connect learning theories to cognitive developmental theories. While many textbooks place social learning theory with behavioral theories, Bandura himself describes his approach as a ‘social cognitive theory.’
Learning does not necessarily lead to a change in behavior.
While behaviorists believed that learning led to a permanent change in behavior, observational learning demonstrates that people can learn new information without demonstrating new behaviors.
The Modeling Process
Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is successful. Certain requirements and steps must also be followed.
The following four (4) steps are involved in the observational learning and modeling process:
In order to learn, you need to be paying attention. Anything that distracts your attention is going to have a negative effect on observational learning. If the model is interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning.
The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning.
Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement and skill advancement.
Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day.
In addition to influencing other psychologists, Bandura’s social learning theory has had important implication in the field of education. Today, both teachers and parents recognize the importance of modeling appropriate behaviors. Other classroom strategies such as encouraging children and building self-efficacy are also rooted in social learning theory.
Bandura, A. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589-595.
Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-82.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.