Make it a Habit to Stay Current with Relevant Science

I have argued for years that if you learn how to run your own brain, life will be much better! This post is about learning to not just survive, but to thrive. Let’s investigate a small, but powerful tool.

This tool can raise the effectiveness of almost anything you request of another by 10-50%, it’s free, and it takes less than 10 seconds. What is it? Keep reading…

The Research

One of many ‘drivers’ of behavior (there are over a dozen) is our identity. You could fill in many blanks to complete the sentence, “I am an educator, a mom, partner, caregiver, dad, coach, etc.” Self-identity is ultimately linked to our affiliations, behaviors, thoughts, and our life trajectories.

The prefrontal cortex (PFC) appears to be the primary brain area for self-referencing (you thinking about you). And different regions of the prefrontal cortex (dorsal, medial, and ventral) have different roles. Some engage emotion, while others link to the identity of others and even to the past, present, or future (Stendardi, Biscotto, Bertossi & Ciaramelli, 2021).

Others might ask us, “Where do you want to be in 5, 10, or 20 years?” A better question is, “What roles do you want to fill in 5, 10, or 20 years?” Your identity will often tell you what you’ll be doing.

Let’s say you identify as an environmentalist. This identity may reinforce the thoughts and behaviors about protecting the environment and/or reducing damaging policies. But it also fosters actions and influences who we affiliate with (Oliver, et al. (2022). But identity is delicate.

For example, let’s say another person appears to align with your values as an environmentalist. However, their actions show they are just trying to boost their own achievement, power, or status by playing the ‘environmental’ card. You find the duality of their identity and their actions appalling. This may, in turn, weaken your alliance with the identity of being an environmentalist (Sanderson, et al., 2019).

Our brain is constantly noticing and updating our identity. Both your students and fellow staff are continually managing their self-concepts, trying to assume or affirm their most precious personal identities.

Now it’s time to answer the question posed in the opening paragraph. What is a small, but powerful tool that can raise the effectiveness of a request by another by 10-50%?

The answer is… refer to the student’s identity, not the action.

Here is an illustration. A student is asked, “Can you promise me that you won’t cheat?” (This question refers to an action.) Alternatively, the teacher says, “I know you’re an honest person, not a cheater, right?” (This question addresses an identity.)

When you engage the identity of honesty, the students were less likely to cheat (Bryan, Adams & Monin 2013). Importantly, an additional study done seven years later replicated the results (Guo, et al., 2020).

In addition, when people can do something that matches their identity and their ability to complete a task (i.e., competence) successfully, they are more likely to succeed.

Let’s say you are asking your students to complete a task. You have two options. One, you simply ask them to do the task. The other option is to remind them of their identity and reaffirm their competency. Evidence tells us that the second option will get the teacher better results (Nickerson & Rogers, 2010).

Next, you’ll learn how this process can be used to activate socially and behaviorally relevant tasks.

Applications

Here we introduce ways to take your understanding of identity and apply it to your workplace (or to home).

I have a daily workout schedule. Some days, I just don’t feel like doing it. But I always pause and ask myself, “Are you a healthy person who works out daily or not?” Just by doing that one sentence of self-talk, I get back on board and head to the gym. I want to be that person, so I take action.

How to Shape Your Student’s Identity

1. Ask them to take roles with a team that can positively influence their own behavior. Have them choose to be a team leader, an environmental protection agent (keeping noise levels down), or a social activist (getting up to walk or march to music as an energizer.)

2. Use the identity you want them to have and call others by that name. “Wow, I saw in your last assignment that you really are becoming a ‘writer.’ How does that feel?”

3. Before a quiz or test, ask your class an identity question. “How many have ever seen another person steal something or cheat? We might say that they were not honest. Before we begin the test, my question for you is, ‘How many would consider themselves to be an honest person?'” Hands go up. “That’s important because if you are an honest person, you would never consider cheating.”

If you are a parent, you can see this could be used with your son or daughter. They might occasionally cheat, so now ask the question. “If one cheats, does that make them a cheater?” Or “Do you want to be an honest and trustworthy person? If so, does that mean you cheat or that you don’t cheat?” You get the idea that identity matters a lot to others.

How to ask for Assistance or a Favor
You could say to a younger student, “Could you kindly give me a hand with this?” But there’s a better way. Use identity as a driver. Say to a student, “You’ve been a good helper this month; could you give me a hand with this?” The student activates the “helper” identity and is more willing to go ahead and help.

To use competence as a driver with secondary students, say, “Hey, I was wondering about our clean-up process and thought of you. Why’s that? Over the last month, you have shown you’re a good problem-solver (identity). I could use a problem-solver like you on this task; can you give me a hand?” Now, follow that with, “Just so I get a sneak preview into your problem-solving brain, tell me how you might make this happen or pull it off?” Notice your approach is 1) activate a positive identity and 2) allow them to show the identity in motion with their plan. Kids love that!

Let’s summarize. Identify your students (friends, family, or colleagues) with positive attributes. You’re a ‘helper,’ ‘you’re kind,’ ‘you are a friend-maker,’ ‘you’re an honest person,’ etc. Do that MORE than “Thanks for the help.” Engage the identity, and you’ll see more of the identities you want to see, followed by the behavior you want to see.

Eric Jensen
CEO, Jensen Learning
Brain-Based Education

CITATIONS

Bryan, CJ, Adams, G & Monin, B (2013) When Cheating Would Make You a Cheater: Implicating the Self Prevents Unethical Behavior. Journal of Experimental Psychology. 142, 1001-1005.

Guo W, Liu H, Yang J, Mo Y, Zhong C, Yamada Y. (2020). Stage 2 Registered Report: How subtle linguistic cues prevent unethical behaviors. F1000, Res. 9:996.

Nickerson DW & Rogers T. (2010). Do you have a voting plan? Implementation intentions, voter turnout, and organic plan making. Psychol Sci. 21:194–199.

Oliver TH, Doherty B, Dornelles A, Gilbert N, Greenwell MP, Harrison LJ, Jones IM, Lewis AC, Moller SJ, Pilley VJ, Tovey P & Weinstein N. (2022). A safe and just operating space for human identity: a systems perspective. Lancet Planet Health. 6(11):e919-e927.

Sanderson R, Prentice M, Wolf L, Weinstein N, Kasser T & Crompton T. (2019). Strangers in a strange land: relations between perceptions of others’ values and both civic engagement and cultural estrangement. Front Psychol. 10: 559.

Stendardi D, Biscotto F, Bertossi E & Ciaramelli E. (2021). Present and future self in memory: the role of vmPFC in the self-reference effect. Soc Cogn Affect Neurosci. 16(12):1205-1213.