Education is, at least, the endeavor to get people to do things they could not previously do, to understand things they did not previously understand, and perhaps, to become the people they did not expect to become. - Sockett, 1998, p. 195 In today’s fast-paced technology driven knowledge-based society, students in the Gulf and abroad, are expected to remain engaged while playing a more invested role in becoming independent, mature learners, no matter what their personal or educational challenges are. It is quite common for students to abandon their EFL studies due to a lack of motivation and/or confidence. There has been extensive research undertaken to better understand how motivation and confidence affect EFL/ESL learners, yet little attention has been paid to a more recent area of educational research in emotional intelligence (EI) and how self-coaching may also contribute to a tertiary EFL/ESL learners’ ability to succeed. It is not unreasonable to hypothesize that everyday occurrences encountered in their personal and academic life may very well, at times, have a detrimental effect on students’ confidence and motivation, and therefore impede their ability to reach set goals. This study explores the possible correlations between the three main constructs, confidence, motivation and EI while investigating female Emirati tertiary EFL students at Zayed University in the U.A.E. and their interest towards self-coaching to reach their academic and personal goals. This exploratory longitudinal interpretive study used a mixed-method approach to gather data generated from a survey (CMEII) constructed and piloted for this study and completed by 199 female Emirati tertiary EFL participants measuring motivation, confidence and EI. In addition, student journals, interviews and progress reports retrieved from CMEI workshops also informed the research questions pertaining to these aforementioned constructs. Results suggest that there is a correlation between confidence, motivation and EI. These results would indicate that when the level of motivation increases, so does the level of confidence in speaking English. Motivation to self-direct in English is positively correlated with problem solving, higher life-satisfaction and confidence levels. Surprisingly the higher the academic anxiety, the more students want to self-direct. Furthermore it was found that students participating in this study found self-coaching methods extremely helpful in supporting them in reaching both their personal and academic goals. The implications of this exploratory study into confidence, motivation and emotional intelligence has laid the foundation for future research in this area. By creating and piloting the first Confidence, Motivation and Emotional Intelligence survey instrument (CMEII) designed for the ESL/EFL learning environment, a primary obstacle has been traversed. The CMEII research instrument and results of this study will no doubt help bring light and understanding to how self-coaching and self-direction can support female EFL students in reaching their personal and academic goals in the U.A.E and abroad.

La formation par alternance considère la multiplicité des expériences comme vecteur d’apprentissages tandis que notre vieillissement dans cet enseignement nous conduit à avoir recours à l’expérience, celle qu’un âge avancé validerait. A partir d'un questionnement autoréférencé qui fait référence aux approches autobiographiques nous interrogeons respectivement la dichotomie des concepts d’événements et d’expérience en reprenant leur traduction allemande ; « Begebenheit / Ereignis » et « Erfahrung / Erlebnis » Dans le discours retranscrit d'une personne en fin de carrière (entretien non-directif) nous avons cherché les doubles distinctions « Evénementiel-Begebenheit » / « Evénemential-Ereignis » et « Expérience-Erfahrung » / « Expérience-Erlebnis » en utilisant une analyse qualitative du contenu, ainsi qu’une grille de lecture construite à partir du système pératologique de G. Liicéanu (Poros , Péran, Péras, Peira). L’événementialisation de l'expérience consisterait à identifier les éléments qui la constituent, en s’autorisant un retour réflexif sur son parcours de vie. Son incarnation serait le fruit d'un enchevêtrement des deux dimensions propres à l'événement et à l'expérience. Dans le quotidien événementiel-Begebenheit se vivent des expériences-Erfahrung diverses. L’observation personnelle lors d’un temps suspendu repère chaque virage déterminant qu’est l’événemential-Ereignis et qui s’est incarné en expérience-Erlebnis. Ce travail de retour sur soi est présenté comme une forme d'auto-accompagnement où peuvent être convoqués les membres d’un panthéon personnel. Enfin, sur le terrain de la praxis, nous abordons d’abord l’accompagnement pluridisciplinaire de la mobilisation des acquis de l’expérience dans le champ du handicap cognitif. Et ensuite, un second versant propose un accompagnement réflexif qui s’autoriserait à identifier les personnages intimes qui nous agissent. Notre recherche est une invitation à être vigilant aux dynamiques à l’œuvre dans nos métamorphoses qui sont aussi secrètes que discrètes. / Alternate training considers multiple experiences as a mean of learning, while our aging in teaching leads us to use our experiences, which maturity would validate. Starting from a self-reflective questioning that refers to autobiographical approaches we interrogate respectively the dichotomy of the concepts of events and experience in full French context but also German translation; «Begebenheit/ Ereignis and “Erfahrung / Erlebnis”. In the transcribed speech of a person at the end of their career (non-direct interview), we searched for the double distinctions "Eventsmentiel-Begebenheit" / "Eventsmential-Ereignis" and "Experience-Erfahrung" / "Experience-Erlebnis" using a qualitative analysis of the content, as well as a reading grid constructed from the peratological system of G. Liicéanu (Poros , Péran, Péras, Peira). The event of the experience would consist in identifying the elements that constitute it, allowing a reflexive return on its life course. Its incarnation would be the fruit of an entanglement of the two dimensions proper to the event and experience. In daily events-Begebenheit various experiences-Erfahrung are applied. The personal observation during a suspended time points out each crucial turning point that is the event-Ereignis and that has incarnated in experience-Erlebnis. This work of self-esteem is presented as a form of self-accompaniment where members of a personal pantheon can be summoned.Finally, in terms of praxis, we first address multidisciplinary support for the mobilization of experience acquired in the field of cognitive handicap. Eventually a second version proposes a reflexive coaching that would allow itself to identify the intimate characters who act on us. Our research is an invitation to be vigilant to the dynamics at work in our metamorphoses which are as secret as they are discreet.

Thesis focuses the topic of individual change and discusses possibilities of its support in terms of psychological (self)coaching. The theoretical part summarizes key psychological traits, which may affect the success of change implementation, than provides insight into the various phases, stages and processes of both individual and organizational change. Attention is then moved to the issue of individual change goals setting and there are shown several models of goals formulation. Next chapter introduces psychological coaching as a suitable approach to the facilitation of individual change and describes specific techniques and strategies that support individuals achieving goals. Particular attention is also paid to the strategy of small steps or quick wins, also known as Kaizen, as well as the other mentioned techniques and tools that can be used in (self)coachning and selfmanagement. The research verifies the effect of Kaizen strategy on individual goals achievement. Results confirm the positive impact of Kaizen on individual success in goal achieving, but also the degrese of precieved satisfaction derived from working on goals.

1 UNIVERZITA KARLOVA V PRAZE FILOZOFICKÁ FAKULTA KATEDRA PSYCHOLOGIE DIPLOMOVÁ PRÁCE Klára Englertová Sebekoučování - dosahování cílů metodou "malých kroků" Self-coaching - attainment of goals by "small steps" Praha, 2014 Vedoucí práce: doc. MUDr. Mgr. Radvan Bahbouh, PhD. 2 ABSTRACT: This diploma thesis deals with methods of achieving goals and methods of increasing efficiency within the postponed activities in the context of self-coaching and self-management and this specifically for university population, which is indicated by the high prevalence of this phenomenon. The strategy of "small steps" or "quick wins" is described as possible self- coaching and self-management intervention. The validity of Procrastination scale is verified within the overview study by comparison with different studying strategies divided into those with and without delay. At the same time the techniques increasing students' efficiency are mapped, based on their subjective responses. Within the experimental study is then verified "efficient sprint" method, as a strategy of intense concentration on a short-term actions to achieve the goal. There are observed differences in subjectively rated advance toward the target and perceived difficulty of its attainment, specifically in severely procrastinating students. The results show a...

Diploma thesis is devoted to an analysis of psychological coaching as a method promoting the use of human resources and human potential to the performance improvement and employee development. The theoretical part provides a definition of coaching. It deals with the principles and techniques of coaching, perception of reality, finding solutions and by setting and achieving goals. It discusses human potential as a layout of assumptions to human performance and its exploitation. It describes ways to improve the performance and life satisfaction through coaching. The work also presents an overview of psychological approaches in coaching. The second part consists of a quantitative research, in which they analyzed the results of sales representatives, who took coaching sessions, before and after coaching. Based on the results of the research part of the thesis, there is a statistically significant difference (p< .001) between the performance of sales consultants before coaching and in three other measurements after coaching. Key words Coaching, self-coaching, goals, coaching principles, effectivity, sales person, performance, potential.

(in English): A total of 62% of the Czech adult population currently suffer from overweight or obesity (BMI over 25). Overweight problems are mostly caused by bad eating and exercising habits. The web application Self-Coaching with cognitive behavioral therapy elements helps overweight or obese users to gradually change their bad habits. The objective of the research part of the thesis is to evaluate the effect of a 5-week use of the web application Self-Coaching and to find out whether or not this effect changes if the users are provided with a virtual intervention of an instructor trained in a cognitive behavioral approach to obesity treatment. I evaluated the percentage of weight loss as compared to the initial body weight, the energy and nutritional balance of the diet, vegetable intake, physical activity, the number of days of using the application and the use of the psychological section of the application (psycho-coaching). Weight loss was the identified main effect of the web application Self-Coaching. After five weeks, the users lost on average 2.5% of their initial weight. The intervention of the instructor helped to increase the number of days, for which the users used Self-Coaching.