Keeping myself motivated to complete “dreadful tasks”

This is just my personal reflection. It is not meant to be used as a definitive suggestion or advice. It is far from that. Writing (nonsense rambling? reflection?) is one way that I find therapeutic when things become overwhelming and I need to “pause”, take a breather before continue doing what I need to do.

When I discussed with my friend about certain conundrum that I am having, one of the things that I will try to manage is the way I reframe my mindset. It is not easy to change my mindset but at least to manage it to certain extent is what I can do at any given time. This is what psychologists called as “break the dread“. This is when instead of thinking “I hate this,” try to reframe it into “This is challenging, but I’ll feel great/ relief once it’s done.” Reframing also involves focusing on the purpose. In this case, I would remind myself why the task matters. Is it part of a bigger goal? Will it relieve stress once done? Is it worth doing?

Another thing that I (religiously do) is to break the tasks down into manageable chunk or divide the task into small, manageable steps. I will use a checklist to track progress and personally, it gives me a sense of accomplishment with each tick. If ad hoc matters arise while I am working on a task, regardless of how urgent or important they may seem to others, I set them aside unless I personally perceive them as both urgent and important, in which case I add them to the checklist.

I also try to condition myself on using Time-Based Techniques such as Pomodoro Technique: Work for 25 minutes, then take a 5-minute break. I use stop watch for this matter but setting a timer and to commit is not easy. Indeed. Often, starting is the hardest part. But I have to force myself to set a timer for the tasks that I do. For example, in writing this blog, I set a timer of 30 minutes without distraction. With distraction (e.g. answering a call etc.) I gave myself an additional 15 to 20 minutes to complete one post.

Another thing that I will do is to tell others about my goal or task. This is to inform them so that I can minimise the distractions (aka a gentle reminder to remind them that “Buzz off for a while. Don’t disturb me. I am on something at the moment“) and also to create a sense of accountability which can boost my motivation. I know it would be better to have some to work alongside me to “create” a sense of shared effort but I do not want to impose anyone on my “personal journey”.

Finally, there is nothing wrong to reward myself after completing each task. Normally, I will set mini goals and big goals. For big goals, the reward is also bigger (uhuk uhuk expensive). What is the most expensive reward that I ever gave to myself? Well, there are many. The most common rewards that I give to myself are quite simple: a cup of tea, a short walk, or watching a favorite show on Netflix aka documentaries.

How Moral Disengagement explain Bullying?

Why does bullying difficult to be stopped/ controlled? With the current issues going on about bullying (refer to Almarhumah Zara Qairina and others), one could not help from thinking, why does bullying persist?

There are many psychological theories can explain why bullying happens. But at this moment, I will focus on one theory aka Moral disengagement theory by Albert Bandura to explain why individuals engage in bullying behavior without feeling guilt or shame. According to Bandura’s theory, people use psychological mechanisms to disconnect their actions from their moral standards, allowing them to justify or minimize the harm they cause. Here’s how each of the eight mechanisms can apply to bullying:

1. Moral Justification

Bullies may believe their actions “serve” a purpose, such as enforcing social norms or teaching someone a lesson.
Example: “They deserved it for being weird” or “I was just helping them toughen up” or “I have been in the same situation and I turn out alright. So, by doing this, I help them to be resilient” or “Saya pun pernah kena juga macam ni dulu. Bila saya buat dia macam ni, saya membantu dia sebenarnya supaya menjadi lebih tabah”

2. Euphemistic Labeling

Using softer language to describe harmful behavior makes it seem less serious.
Example: Calling bullying “just teasing” or “messing around.” or “Biasa la budak-budak bergurau je tu“.

3. Advantageous Comparison

Comparing their behavior to worse actions to make it seem acceptable.
Example: “At least I didn’t hit them” or “Others do way worse.” “Dia buat lagi teruk dari aku”

4. Displacement of Responsibility

Blaming authority figures or peer pressure for their actions.
Example: “The group made me do it” or “The teacher didn’t stop it, so it must be okay.” or “Aku bukan nak sangat pukul dia. Orang lain yang suruh aku”

5. Diffusion of Responsibility

Spreading the blame across a group to reduce personal accountability.
Example: “We all laughed at them and it wasn’t just me.” or “I am just doing what others are doing”

6. Disregard or Distortion of Consequences

Minimizing the impact of their actions on the victim.
Example: “They’re just being dramatic” or “It didn’t really hurt them.” or “I just hit him/her once. It is not that painful as compared to falling down on your own” or “Ala benda kecik je pun nak dibesarkan”

7. Dehumanization

Seeing the victim as less worthy of empathy or respect.
Example: Using derogatory names or labels that strip away the victim’s humanity. “Gendut, kau kena terima memang kau gendut. Aku bukan panggil kau gendut kalau kau tak gendut“

8. Attribution of Blame

Blaming the victim for the bullying.
Example: “They brought it on themselves” or “If they weren’t so annoying, I wouldn’t have done it.” or “She likes to show off. She is the one who starts this”

Moral Disengagement

A lunch date with my niece (a lecturer) and nephew (A level student) gave us opportunity to chit chat about life as academicians and university life. Inadvertently, our chat took a different turn when my niece told us about a recent cheating incident that happened last week. Her student. Her course. My mind keeps on thinking this phenomenon “Cheating during final examination” and about psychology theories to explain why people cheat, lie etc. Well, there are many theories and one of them is by Albert Bandura called moral disengagement theory. To explain about cheating phenomenon, students may justify cheating through mechanisms such as moral justification: “I need to pass for my future. I cheat because this is my final semester so I need to get good grades”, diffusion of responsibility: “I am not the only one who cheat. Everyone else is doing it too but they are not caught.” and minimizing consequences: “It is just a small note. It does not help me much to answer all questions.” The trivialization is utilized to temporarily separate students from their moral standards in order to lessen guilt and justify cheating. Trivialization in this context suggests that cheating is not a big concern. “Why should we make such a big fuss? Chill. Relax. No harm was done.”

In his book, Bandura proposed eight mechanisms that people use to disengage from moral convention. So, what is moral disengagement? It means people mentally reframe their behavior so it doesn’t feel wrong when they do something which is clearly violates ethical norms. It is a cognitive process. We have a choice either to follow or disconnect ourselves with moral and ethical standards. Essentially, it is a choice.

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Why We Avoid Simple Tasks and Embrace Challenging Ones: Understanding and Overcoming Task Avoidance

I have been avoiding this “thing” for quite some time (really, years!). First, I’m conscious that I’m not as motivated as others. For me, there are considerably more critical and urgent tasks that I must complete. This “thing” does not fall within that category. I confess that it has been more than five years since I was “urged”, “forced”, “warned”, or “suggested” and “penalized” for noncompliance. But should I care? I have a lot on my plate, and I know that in order to manage my stress, I must make wise choices.

But recently, one of my best friends (who is also a psychologist) asked a question that made me reconsider my decision. “Would you rather stay in this situation for years to come, or do it once and for all and stop worrying about it? I know it’s not what you want or desire, but just do it. There’s no harm in trying. I admit that it is time-consuming. So, just ask someone to do it and you’ll pay them.” Seeing that I was deep in thought for a few seconds, she said, “Looking at how you keep harping on it, it appears that you are stressed and this is bothering you, right? You should know better how to overcome or coping with stress. Avoiding this thing seems does not working for you. How long are you going to avoid this?”

As I read my students’ assignments (Personality Psychology course), I am aware that at the core of this paradox lies the concept of intrinsic versus extrinsic motivation. As Deci and Ryan suggest (famous for Self-Determination Theory) the tasks that align with our values, interests, and sense of autonomy tend to be more intrinsically motivating. When we view a task as purposeful or connected to our identity, we are more likely to engage with it, even if it is difficult. Conversely, tasks that feel imposed, irrelevant, or emotionally aversive would lead us to feel lack off this internal drive. Thus, it makes us prone to avoid the tasks regardless of how easy they might be. One of my seniors told me “If you do it continuously on yearly basis, it is not that difficult. You just need to be consistent”. Well, in my case, I know that emotional aversion also plays a major role as well. Even a simple task like organizing files or updating one or two information can trigger discomfort which can lead to boredom, anxiety, or fear of judgment. Our brain is wired to seek pleasure and avoid pain, so naturally we would resist these uncomfortable emotions. As a result, procrastination becomes a form of short-term emotional regulation which allow us to escape the task temporarily.

I cannot deny that the perceived value and immediacy of rewards make challenging tasks that provide a clear sense of progress, growth, or achievement, such as solving a complex problem or creating meaningful online quizzes, highly motivating, especially when we feel competent and engaged. These tasks induce a psychological state known as flow, a term coined by Csikszentmihalyi, in which we get profoundly immersed and motivated by the activity. A good illustration of this: Last week, I had three consecutive days of online TOT from 8 to 10 p.m. It was tough because I was physically exhausted. On the final day, I fasted (9 Muharram), thus having the TOT session after breaking fast and maghrib prayer was challenging. On top of that, we were assigned five assignments that must be accomplished by July 12, 2025. What was I thinking when I registered for the TOT session? I am in the middle of marking assignments, and another exam is scheduled for 11 July 2025, as well as a deadline for submitting the “dreadful task” on July 4, 2025. Nonetheless, I found it enticing to accomplish the five exercises given to us by our trainers within four hours on Sunday, 6 July 2025. Surprisingly, I felt no back ache after sitting for so long. Nonetheless, the “dreadful task” that I saw as irrelevant or disconnected from my personal goals feels like a waste of time, even if the benefits are immediate and obvious.

What kind of strategies that I can use to keep myself motivated to complete “dreadful task? I will share later.

Bahagian 1: Kursus Indeks Buku Ilmiah: Jumaat 23 Mei 2025

Penceramah: Prof Dr Rosli Hussin (Books Consultant and Commentator), Penerbit UTMPress.

Modul1: Pengenalan kepada Indeks

Indeks merujuk kepada satu sistem atau senarai yang digunakan untuk meyusun, mengatur dan mencari maklumat yang penting yang ingin ditekankan dalam pencarian maklumat oleh seorang pembaca dengan cepat. Indeks yang baik mestilah relevan, tepat dan berguna untuk pembaca.

Contoh-contoh indeks: Dalam buku – kata kunci atau topik penting yang disusun secara abjad dan disertakan nombor halaman. Boleh guna perisian https://www.scribendi.ai/cindex/ (Percuma sejak 2024).

Fungsi: Untuk menyusun data secara teratur, memudahkan pencarian maklumat, memberi rujukan cepat dan padat, menjadi penunjuk atau penanda kepada sesuatu perubahan, meningkatkan nilai rujukan buku, menunjukkan struktur dan kandungan buku, membantu dalam kajian atau penyelidikan,

Bilakah digunakan: Untuk mencari istilah atau topik spesifik, semasa menyiapkan tigasan atau kajian, semasa ulangkaji atau persediaan peperiksaan, semasa menulis atau menyemak fakta, bila menghadapi masalah atau persoalan teknikal,

Buku ilmiah perlu ada indeks sekiranya melebihi dari 45 muka surat.

Modul 2: Komponen indeks

Apa itu entri?: Merujuk kepada istilah/ topik/ tajuk utama/ subjek atau istilah utama (keyword) yang akan dicari oleh pembaca dalam indeks. Entri utama biasanya merujuk kepada konsep, tajuk, subjek, atau istilah yang lebih umum yang dibincangkan dalam buku.

Apa itu sub-entri?: Perincian kepada entri utama. Ianya topik lebih terperinci yang memberikan maklumat tambahan mengenai topik yang dijelaskan dalam entri utama.

Ciri indeks yang berkualiti:

  1. Ketepatan dan kesesuaian istilah
  2. Kelengkapan dan kebersihan indeks (tidak berbelit-belit)
  3. Penyusunan logik dan teratur (susunan abjad)
  4. Ketepatan nombor halaman
  5. Rujukan silang (cross referencing)
  6. Konsisten dalam penggunaan istilah
  7. Istilah yang seragam
  8. Keterbacaan dan aksesibiliti (mudah dijumpai)
  9. Indeks sesuai dengan audiens sasaran
  10. Kesesuaian dan keselarasan gaya penulisan (contoh: APA dsb.)

Bagaimana mengelakkan kekeliruan:

  1. Elakkan terlalu banyak sub-entri, bahagikan menjadi entri baru. Kalau ada tajuk yang tidak mempunyai banyak penerangan terperinci bermula dari abjad A atau B, tetapi ada penerangan terperinci bermula dari C, indeks bermula dari C.
  2. Pertimbangan hierarki entri
  3. Pastikan halaman adalah tepat
  4. Penggunaan sinonim dengan menggunakan rujukan silang (cross reference)
  5. Sub entri mestilah relevan dengan entri
  6. Elakkan menggunakan istilah yang umum seperti kajian, isu, masalah
  7. Menggunakan perisian yang efisien. Penggunaan Words tanpa kefahaman kritis tentang fungsi teknikal dalam Words akan menyebabkan entri atau sub entri yang terlalu banyak.

Contoh:

Ekonomi (entri utama)

  • Ekonomi global (sub entri)
  • Pertumbuhan ekonomi (sub entri)
  • Krisis kewangan 2008 (sub entri)

Cara membezakan entri utama dan sub entri: 1) Skop (entri lebih umum dan luas, sub entri lebih spesifik yang berkaitan dengan entri utama), 2) Kedudukan (entri utama di teltak di bahagian utama indeks, sub entri terletak di bawah entri utama untuk memberi perincian kepada indeks utama),

Rujukan silang (cross reference)

Merujuk kepada penunjuk suapaya dapat menjumpai maklumat untuk mengelakkan duplikasi

Jenis rujukan silang: “See” atau “lihat [Contoh: Bencana Alam lihat Alam sekitar]: Mengarah pembaca untuk topik yang masih lebih kurang sama, “See also” (Lihat juga): Mengarah pembaca kepada topik yang berkaitan yang mengandungi maklumat tambahan atau perspektif yang lebih luas [Contoh: Permeliharaan Alam, Lihat juga Perubahan Iklim], “See” dan “See also” dalam setengah kes, kedua-kedua jenis cross reference [Contoh: Pendidikan, Lihat Pengajaran, Pengajaran, Lihat juga Pendidikan] atau singkatan lih. j. Selain daripada itu, untuk ilustrasi seperti rajah, jadual dan sebagainya boleh guna i – ilustrasi rujuk fota pada entri/sub entri. [Contoh: Pendidikan, Lihat Pengajaran, Pengajaran, Lihat juga Pendidikan, i. ]

Manfaat rujukan silang

  1. Menghubungkan topik berkaitan
  2. Mengelakkan kekeliruan
  3. Meningkatkan pengalaman pembaca

Penunjuk lokasi (locator)

Pendidikan 1-2 (kalau ada nombor macam 12-15 atau 204-20 bermaksud penerangan satu topik yang ada beberapa sub-topik atau penerangan satu sub-topik yang melibatkan beberapa muka surat), Lihat Pengajaran 10, 20, 30

Maksimum 3 hingga 5 locator sahaja disyorkan untuk satu entri atau sub-entri. Sekiranya terlalu banyak locator, ianya akan mengelirukan pembaca. Halaman yang membincangkan konsep, kes, isu berkaitan perlu disertakan.

Modul 3:

Modul 4: Pembinaan indeks

Modul: Penilaian kualiti indeks

Modul 6: Pr

Modul 7: Etika

Modul 8:

Kesalahan umum

  1. Muka surat sukar dicari
  2. Wrong entry

Ciri yang baik

  1. Ada (See also) menunjukkan ada kaitan
  2. Rajah juga perlu diindeks

Bahagian 5: Kursus Asas Pembacaan Pruf Untuk Buku Ilmiah dan Surat Rasmi: Khamis 22 Mei 2025

Modul 5: Kaedah dan teknik pembacaan pruf

A) Kaedah tradisional: Salinan cetak teks (hard copy) dan alat penanda seperti pen, pembesar dan pembetulan tulisan secara fizikal.

Ciri-ciri manual:

  1. Salinan cetak
  2. Penanda fizikal: Pen merah. Pensil tidak digalakkan kerana ianya boleh dipadam.
  3. Pembetulan secara langsung
  4. Membaca secara perlahan: secara berhati-hati dan dilakukan dengan teliti. Semak ayat/istilah dalam gambar/graf dan sebagainya.

Kelebihan kaedah manual

  1. Pengalaman
  2. Konsentrasi lebih tinggi
  3. Penggunaan simbol yang jelas

Kekurangan kaedah manual

  1. Proses yang lebih lambat
  2. Tindak balas yang terhad: Perlu dikemas kini pada versi digital
  3. Kos dan sumber: memerlukan kertas dan alat penulisan fizikal.

B) Kaedah digital: Salinan dalam bentuk digital yang mudah untuk diubah atau diedit.

Ciri kaedah digital:

  1. Teks digital
  2. Perisian pembetulan
  3. Kemudahan penandaan digital
  4. Kecepatan pembacaan

Kelebihan kaedah digital

  1. Kemudahan akses
  2. Penyimpanan dan akses mudah
  3. Kolaborasi mudah antara pembaca pruf dan penyunting

Kekurangan kaedah digital

  1. Keterbatasan pembetulan automatik
  2. Gangguan teknologi
  3. Ketergantungan kepada teknologi

Saranan software: InDesign (RM66.50 sebulan), Reedsy Book Editor (USD4.99 per month https://reedsy.com/studio/write-a-book)

Bahagian 3: Kursus Asas Pembacaan Pruf Untuk Buku Ilmiah dan Surat Rasmi: Khamis 22 Mei 2025

Modul 3; Kesalahan dan Jenis: Apa pembaca pruf cari?

Apa yang pembaca pruf cari?

  1. Kesalahan ejaan
  2. Kesalahan tatabahasa
  3. Kesalahan tanda baca
  4. Kesalahan format
  5. Kesalahan konsistensi istilah seperti COVID-19 disebut sebagai COVID19, Covid-19
  6. Kesalahan fakta atau tarikh

Kenapa kesalahan pruf masih berlaku?

  1. Kekurangan fokus
  2. Terlepas pandang
  3. Penggunaan alat bantu: Walaupun menggunakan perisian pembetulan ejaan dan tatabahasa, ia tidak selalu tepat dan dapat terlepas pandang beberapa kesalahan.
  4. Format teks yang sukar dilihat dalam skrin tetapi boleh dilihat dalam cetakan.

Kenapa memahami cabaran dan kesalahan umum itu penting?

  1. Keletihan dan kekurangan fokus: Ambil rehat berkala, guna teknik POMODORO blok masa yang pendek dan diikuti dengan rehat, jaga kualiti tidur,
  2. Terlalu berfokus pada kandungan: pecahkan semakan kepada beberapa peringkat. Contoh: fokus kepada ejaan, habiskan mencari kesalahan ejaan sebelum bertukar kepada fokus format.
  3. Kesulitan dengan teks yang kompleks atau terlalu teknikal: dapatkan bantuan pakar
  4. Kesan kebiasan atau familiarity blindless: Guna pembaca skrin yang besar.
  5. Tidak menggunakan ciri track changes

Kesalahan umum dalam pembacaan pruf

  1. Menjaga perhatian pada tanda baca
  2. Tidak memeriksa konsistensi gaya penulisan: guna panduan gaya
  3. Terlepas pandangan ejaan biasa: baca teks secara perlahan
  4. Latihan: mengenal pasti kesalahan
  5. Ringkasan: Pembacaan pruf penuh dengan cabaran daripada keletihan hingga kepada kesilapan dalam gaya penulisan.
  6. Kesalahan homofone (homophone): bunyi yang sama tetapi makna yang berbeza. Contoh: Advise dan advice.

Bahagian 2: Kursus Asas Pembacaan Pruf Untuk Buku Ilmiah dan Surat Rasmi: Khamis 22 Mei 2025

Modul 2: Pembacaan pruf: Kerjaya, tanggungjawab dan batas

Siapakah pembaca pruf? Pembaca pruf ialah individu yang memastikan sesuatu teks bebas dari kesalahan.

Bagaimana menjadi pembaca pruf? Memerlukan kemahiran dan penguasaan bahasa dengan baik, mengikuti kursus atau latihan, bina portfolio dan menggunakan alat bantu (seperti kecerdasan buatan – Artificial Intelligence), mencari peluang kerja (secara bebas), perlu terus belajar dan perbaiki diri.

Ciri-ciri pembaca pruf yang baik: teliti (perhatian kepada perincian) – accuracy and error-free content, penguasaan bahasa yang mantap – coherence, konsisten, berpengetahuan tentang gaya penulisan – style and flow enhancement, cekap mengurus masa, beretika dan profesional (menjaga kerahsiaan dokumen, menghormati hak cipta, dan memberi maklum balas secara sopan kepada penulis), celik teknologi, mempunyai daya tumpuan tinggi (mampu membac ateks panjang tanpa hilang fokus, agar tidak terlepas kesalahan kecil dalam perenggan yang panjang), sabar dan suka membaca,

Tips: Pengenalan dan penutup perlu konsisten untuk keseluruhan bab (sekiranya menulis buku)

Tanggungjawab pembaca pruf: mengesan kesalahan ejaan dan tatabahasa, memastikan konsistensi format, memeriksan kesalahan topografi (kesilapan pencetakan), memastikan ketepatan fakta (jika diperlukan terutama penerbitan ilmiah), bekerja berdasarkan arahan (garis panduan atau arahan khusus), membuat pembetulan yang jelas dan teratur

Skop kerja pembaca pruf: menyemak ejaan dan tatabahasa, menyesan tanda baca, menyemak format, mengesahkan fakta dan menyediakan laporan atau cadangan pembetulan.