GROUP 7

ANACIN, Jeremy
ARELLANO. Francesca Liv
BARTOLAY, Zarina Luz
BUBAN, Herlyn
PANOLINO, Joyce
VICENCIO, Dale Lawrence

MANAGING AND CARING FOR THE SELF

Lesson 1: Learning to Be a Better Learner

Introduction
This lesson will present several techniques that you can adapt depending on your situation and preferences to make you a better
learner.

 Learning should not just mean studying for your quizzes and exams in schools.
 Learning could also occur outside the confines of a book or classroom, like when you want to acquire a new move in your
favorite sport, or the skills for a certain hobby, among others.
The techniques are not the only techniques available and months or years from now, new ways on how to study better will be
discovered or rediscovered.

Abstraction
We are Homo sapiens or the "wise man".
– But being called wise, not only do we think, but we are also capable to think about thinking, like how we think of thing
and why we think in acertain way about things.
In the context of learning, studies show that when you are able to think about how you think, how you process information, and
how you utilize techniques while you are studying, you have a higher chance of improving your learning process than those who
do not reflect on their methods.

METACOGNITION

 It is commonly defined as "thinking about thinking".

 It is the awareness of the scope and limitations of your current knowledge and skills.
 It enables the person to adapt their existing knowledge and skills to approach a learning task, seeking for the optimum
result of the learning experience.
 It also includes keeping one's emotion and motivations while learning in check.

Metacognition has two aspects:

o Self-appraisal
- This is your personal reflection on your knowledge and capabilities.
o Self-management
- This is the mental process you employ using what you have in planning and adapting to successfully learn or accomplish a
certain task.
  In order to make these two work, you must have an accurate self-assessment-- you must be honest about what you know
and capable of in order to find ways to utilize your strengths and improve on your weaknesses.

Elements of Metacognition
o Metacognitive knowledge
- what you know about how you think
o Metacognition regulation
- how you adjust your thinking processes to help you learn better

Several variables that affect how you know or assess yourself as a thinker
1. Personal variable
- Your evaluation of your strengths and weaknesses in learning
2. Task variable
- What you know or what you think about the nature of the task, as well as what strategies the teask requires.
3. Strategy variable
- Refers to what strategies or skills you already have in dealing with certain tasks.

According to Waterloo Student Success Office, the following are other skills that can help you exercise metacognition:
1. Knowing your limits
- having an honest and accurate evaluation of what you know and what you do not know.
- looks at the scope and limitations of your resources so that you can work with what you have at the moment and look for ways
to cope with other necessities.
2. Modifying your approach
- begins with the recognition that your strategy is not appropriate with the task and/or that you do not comprehend the learning
experience successfully.
3. Skimming
- basically browsing over a material and keeping an eye on keywords, phrases or sentences.
- it is also about knowing where to search for such key terms.
4. Rehearsing
- this is not just about repeatedly talking, writing and/or doing what you have learned, but also trying to make a personal
interpretation or summary of the learning experience.
5. Self-test
- trying to test your comprehension of your learning experience or the skills you have acquired during learning.
- it does not only focus on what you have learned but also on how you learned it.

Other strategies that you need to develop includes:

 o asking questions about your methods
o self-reflection
o finding a mentor or support group (if necessary)
o thinking out loud
o welcoming errors as learning experiences

Four types of metacognitive learners

1. the "tacit" learners
- are unaware of their metacognitive processes although they know the extent of their knowledge.
2. the "aware" learners
- know some of their metacognitive strategies but they do not plan on how to use these techniques.
3. the "strategic" learners
- strategize and plan their course of action toward a learning experience.
4. the "reflective" learners
- reflect on their thinking while they are using the strategies and adapt metacognitive skills depending on their situation.

 The goal of metacognition is for the student to be a self-regulated learner.

 Education should not be limited by the capabilities of the teacher, the content of school textbooks, the four corners of the
classroom and the duration of the academic year or courses.

Benefits of using metacognitive techniques and strategies

o makes the students to have the capability to study things on their own as well as accurately evaluate their progress.
o compensation and development of cognitive limitations of the learner because the student is now aware of his/her
capabilities.
o significant improvement in academic performance in any subject and across age range.
o students are also enabled to transfer knowledge from one context into another.

Tips that you can use in studying

1. Make an outline of the things you want to learn, the things you are reading or doing and/or the things you remember.
2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread them to help you minimize cramming in the last minute, especially
when you have a weakness in memorizing facts and data.
6. Engage what you have learned. Do something about it.

Lesson 2: Do Not Just Dream. Make It Happen

SELF-EFFICACY

 introduced by Albert Bandura in an article "Self-efficacy: Toward a Unifying Theory of Behavior Change"
  Bandura 's definition of Self-efficacy: "how well one can execute courses of action required to deal with prospective
situations"

Albert Bandura

 He is a notable psychologist giving major contributions to the field of psychology, psychotherapy, and education. He was
elected president of the American Psychological Association (APA) in 1974 and was awarded the National Medal of
Science by President Barack Obama.

Bobo Doll Experiment

 Method
- In this experiment, the sample children were presented with new social models of violent and non-violent behavior towards an
inflatable redounding Bobo Doll.

 Result
- The group of children who saw the violent behavior model became violent to the doll
- The control group who was presented with the nonviolent behavior model was rarely violent to the doll.

 Conclusion:
- It has proven thw hypothesis that Social Modeling is an effective way of learning.
- SOCIAL LEARNING is defined as how people learn from observing and interacting with other people.
- SOCIAL COGNITIVE THEORY states that people are active participants in their environment and are not simply shaped by that
environment.

Content of Self-Efficacy Theory

 Self-efficacy theory is based on the assumption that psychological procedures serve as a means of creating and
strengthening expectations of personal efficacy.
 It distinguishes between expectations of efficacy and response-outcome expectancy.
– Efficacy expectation is defined as the conviction of that one can successfully execute the behavior required to produce the
outcomes.
– Outcome Expectancy is a person's estimate that a given behavior will lead to a certain outcome.

Self-efficacy typically comes when there is an actual or perceived threat to one's personal safety or one's ability with potentially
aversive events.

Dr. Bandura formally defined Self-efficacy as "people's beliefs about their capabilities to produce designated level of performance
that exercise influence over events that affect their lives.”

Acts of people with high assurance of their capabilities:

1. Approach difficult tasks as challenges to be mastered
2. Set challenging golas and maintain strong commitment to them
3. Heighten or sustain efforts in the face od failures or setbacks
4. Attribute failure to insufficient effor or deficient knowledge and skills which are acquirable.
 5. Approach threatening situations with assurance that they can exercise control over them
Acts of people who doubt their capabilities:
1. Shy away from taks they view as personal threats
2. Have low aspirations and weak commitment to goals they choose to pursue
3. Dwell on personal deficiencies
4. Slacken their efforts and give up quickly in the face of difficulties
5. Slow to recover their sense of efficacy following failure or setbacks
6. Fall easy victim to stress and depression.

Sources of influence that develops Self-efficacy:

1. Performance accomplishments or mastery experiences
2. Vicarious experiences
3. Verbal or social persuasion
4. Physiological (somatic and emotional) states

 The most effective way to create a strong sense of efficacy is performance accomplishments
 Verbal or social persuasion is a way of strengthening people's beliefs that they have what it takes to succeed.

Dr. Albert Bandura's quote about self-efficacy:

 "Self-efficacy is the belief in one's capabilities to organize and execute the sources of action required to manage
prospective situations." from Social Foundations of Thought and Action: A Social Cognitive Theory, 1986

Carol S. Dweck

 Born on October 17,1946

 Graduated from Bernard College 1967 and earned her PhD from Yale University in 1972
 Is one of the leading researchers in the field of motivation and a Professor of Psychology at Stanford University
 Her research focused on why people succeed and how to foster success
 Her contribution to social psychology relates to implicit theories of intelligence with her book “Mindset: The New
Psychology of Success”
 Received awards such as “Book Award for Self-Theories”, “Distinguished Scientific Contribution Award”, etc.

CAROL S. DWECK’S FIXED MINDSET AND GROWTH MINDSET

Fixed Mindset

 People who believe that success is based on their innate abilities

 Individuals who dread failure because it is a negative statement on their basic abilities
 Their goal is to look smart all the time and never look dumb

Growth Mindset

 People who believe that success is based on hardwork, learning, training and perseverance
 Individuals who do not mind or fear failure as much because they realize their performance can be improved and
learning comes from failure
 They believe that they can be developed through effort, good teaching and persistence.
Edwin A. Locke

 Born on January 5, 1938

 He received his BA from Harvard in 1960 and his PhD from Cornell University in 1964
 He is internationally known for his research on goal-setting
 He has published 300 chapters, notes, and articles in professional journals on subjects such as work motivation, job
satisfaction, incentives and the philosophy of science.
 He is an author/editor of 12 books.
 Received the Outstanding Teacher-Scholar Award at the University of Maryland, the Distinguished Scientific Contribution
Award of the Society for Industrial and Organizational Psychology, etc.

EDWIN A. LOCKE’S GOAL SETTING THEORY

 In 1996, Locke published an article entitled “Motivation Through Conscious Goal Setting” and it is about the
relationship between conscious performance goals and performance on work task.
 He described the first approach of goal setting that is based on what Aristotle called final causality; that is action caused
by a purpose. It accepts the axiomatic status of consciousness and volition.
 The basic contents of goal setting theory are summarized in terms of 14 categories of findings.

Goal Attributes

 Goals have both internal (ideas, desire) and external (a job, a certain performance level) aspect. The idea guides action to
attain the object.
 Two attributes of goals are content (the actual object) and intensity ( the scope, focus and complexity)
 Qualitatively, the content of a goal is whatever the person is seeking
 Quantitatively, two attributes of content, difficulty and specificity, have been studied.

Fourteen research findings

1. The more difficult the goal, the greater the achievement
2. The more specific or explicit the goal, the more precisely performance is regulated
3. Goals that are both specific and difficult lead to the highest performance
4. Commitment to goals is most critical when goals are specific and difficult
5. High commitment to goals is attained when:
a. The individual is convinced that the goal is important.
b. The individual is convinced that the goal is attainable.

 Factors that influence goal choice

o In most laboratory settings, it is quiet sufficient to simply ask for compliance after providing a plausible rationale for the
study
o In work situations, the supervisor or leader can use legitimate authority to get initial commitment
o Continued commitment might require additional incentives such as supportiveness, recognition and rewards
- Financial incentives may facilitate performance except when rewards are offered for attaining impossible goals
- Participation by subordinates in setting goal (joint goal)
- Self-set goals can be highly effective in gaining commitment

 Relevant Leadership Techniques

o Acting as role model for employees
o Expecting outstanding performance
o Promoting employees who embrace the vision and dismissing those who reject it
o Delegating responsibility (“ownership”) for key tasks
o Goal setting itself can be delegated for capable, responsible employees
 o Expressing (genuine) confidence in employee capabilities
o Enhancing capabilities through training
o Asking for commitment in public

6. In addition to having a direct effect on performance, self-efficacy influences:

a. The difficulty level of the goal chosen or accepted
b. Commitment to goals
c. The response to negative feedback or failure
d. The choice of task strategies

 FEEDBACK
-For people to pursue goals effectively, they need some means of checking or tracking their progress toward their goal.
-However, take note that this is in contrast with a sales goal, whose attainment requires scores of sales over a period of many
months.
7. Goal setting is most effective when there is feedback that shows progress in relation to the goal.
8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort exerted, and the persistence of action
over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than that which occurs without goals. When
people possess task or goal-relevant plans as a result of experience or training, they activate them automatically when
confronted with a performance goal. Newly learned plans or strategies are most likely to be utilized under the stimulus of
a specific, difficult goal.
11. When people strive for goals on complex tasks, they are least effective in discovering suitable task strategies if:
a. They have no prior experience or training on the task.
b. There is high pressure to perform well.
c. There is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or partially mediate the effects of several
personality traits and incentives on performance.
 Self-Management
- Goal-directed actions and choices are not necessarily “imposed"
- However, take note that this is in contrast with a sales goal, whose attainment requires scores of sales over a
period of many months.
13. Goal setting and goal-related mechanisms can be trained and/or adopted in the absence of training for the purpose of
self-regulation.
 Affect
o Emotions - Are the form in which one experiences automatized value judgements-judgements of objects, events, and
situations according to the standard of one’s values.
 Negative emotions – events and situations seen as threatening to one’s values
 Positive emotions – events and situations seen as furthering one’s values

14. Goals serve as standards of self-satisfaction, with harder goals demanding higher accomplishment in order to attain self-
satisfaction than easy goals. Goals can be used to enhance task interest, reduce boredom, and promote goal clarity. When
used to punish or intimidate people, however, goals increase stress and anxiety.

GOAL-SETTING DILEMMAS.
- If hard or difficult goals lead to higher performance and lower satisfaction than easy goals, there is obviously a
problem of how to get people (or oneself) to be both happy and productive.
- How to structure reward systems in organizations?
"PEOPLE WITH GROWTH MINDSET WHERE THERE IS ROOM FOR IMPROVEMENT OF PERFORMANCE, WITH A POSITIVE
PERCEIVED SELF-EFFICACY, WHERE HE OR SHE HAS HIGH CONFIDENCE ON HIS OR HER CAPABILITIES, AND HAS SET
SPECIFIC ACHIEVABLE GOALS, HAVE HIGH POSSIBILITY TO ATTAIN SUCCESS IN LIFE”

Lesson 3: Less Stress, More Care

Stress is often described as a feeling of being overwhelmed, worried or run-down. Stress can affect people of all ages, genders and
circumstances and can lead to both physical and psychological health issues.
By definition, stress is any uncomfortable emotional experience accompanied by predictable biochemical, physiological and
behavioral changes. (American Psychological Association, 2017)

STRESS AND HUMAN RESPONSE

 Stress is the body’s nonspecific response to any demand, whether it is caused by or results in pleasant or unpleasant
stimuli. (Hans Selye)
 Distress
o The unpleasant or harmful variety of stress, which often connotes disease
o Stress in daily life that has negative connotations
 Eustress
o Often connotes Euphoria
o Stress in daily life that has positive connotations
o Causes much less damage than distress

 Selye hypothesized a General Adaptation or Stress Syndrome which affects the whole body. Stress always manifests
itself by a syndrome, a sum of changes, and not by simply one change.

Three Components of the General Stress Syndrome

1. The Alarm Stage
- represents the mobilization of the body’s defensive forces. The body is preparing for the “fight or flight” syndrome.
2. The Resistance Stage
- the body becomes adaptive to the challenge and even begins to resist it.
3. The Exhaustion Stage
– the body dies because it has used up its resources and adaptation energy.

Chronic Stress (Health Harvard Journal, 2017)

 Is unpleasant even when it is transient.

 A stressful situation can trigger a cascade of stress hormones that produce well-orchestrated physiological changes.
 Contributes to high blood pressure, promotes the formation of artery-clogging deposits and causes brain changes that
may contribute to anxiety, depression and addiction according to research.
 Research also suggests that it can also contribute to obesity.
Stress Response
- The stress response begins in the brain.
Amygdala
- An area of the brain that contributes to emotional processing.
Hypothalamus
- A bit like a command center as it communicates with the rest of the body through the autonomic nervous system so that
the person has the energy to fight or flee.
Autonomic Nervous System
- Controls involuntary body functions (breathing, blood pressure, heartbeat, etc.)
- Has two components, the sympathetic and parasympathetic nervous systems.
 Sympathetic Nervous System
 Functions like a gas pedal in a car. It triggers the fight-or-flight response, providing the body with a
burst of energy so that it can respond to perceived changes.
 Parasympathetic Nervous System
 Acts like a brake. It promotes the “rest and digest “response that calms the body down after the danger
has passed.
Hypothalamic Pituitary Adrenal (HPA) Axis

 Network consists of Hypothalamus, Pituitary Gland, and Adrenal Glands

 Relies on a series of hormonal signals to keep the sympathetic nervous system pressed down.

TECHNIQUES TO COUNTER CHRONIC STRESS

1. Relaxation Response - Deep abdominal breathing, focus on a soothing word, visualization of tranquil scenes, repetitive
prayer, yoga and tai chi.
2. Physical Activity – exercise
3. Social Support – emotional support from friends, co-workers, relatives, spouses, etc.

Self-Care Therapy
Steps of Self-Care according to Nancy Apperson:
1. Stop, Breathe and tell yourself “This is hard and I will get through this one step at a time”
2. Acknowledge to yourself what you are feeling. All feelings are normal so accept whatever you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You need to be heard.
4. Maintain your normal routine as much as possible.
5. Allow plenty of time for a task
6. Take good care of yourself. Remember to:
a. Get enough rest and sleep
b. Eat regularly and make healthy choices
 c. Know your limits and when you need to let go
d. Identify or create a nurturing place in your home
e. Practice relaxation or meditation
f. Escape for a while through mediation, reading a book, watching a movie or taking a short trip.
Self-compassion Therapy (Kristin Neff, 2012)

 Being warm and understanding toward ourselves

 Experiencing difficulties is inevitable

 Acknowledging our problems and shortcomings

 We cannot always get what we want

Self-compassion Phrases (Kristin Neff, 2012)

 This is a moment of suffering or (This is really hard right now or This hurts)

 Suffering is a part of life

 May I be kind to myself

 May I give myself the compassion I need

Self-compassion and Emotional Well-being (Kristin Neff, 2012)
Elements:

 Self-compassion

 Anxiety and depression

 Self-criticism
The greater the Self-compassion the lesser the anxiety and depression. The key feature of self-compassion is lack of Self-criticism
and self-criticism is the predictor of anxiety and depression. Self-compassion offers protection against anxiety and depression in
controlling for self-criticism. Self-compassion is not merely looking on the bright side of things or avoiding negative feelings. A
self-compassionate people recognize when they are suffering but are kind toward themselves, a wise way of dealing with difficult
emotions, they possess great coping skills and are clear to their feelings and they are having great ability to repair negative
emotional states. They balance negative feeling through generating positive feeling
Self-compassion, Motivation and Health

 Self-compassion enhances motivation rather than self-indulgence

 Self-compassion is related to self-initiative

 Self-compassion is positively associated with mastery goals and negatively associated with performance goals.

Self-compassion vs Self-esteem

 Self-compassion predicts greater happiness and optimism as well as less depression and anxiety when controlling for
self-esteem

 Self-esteem had robust association with narcissism while self-compassion don’t

 Self-compassionate is less focused on evaluating themselves, feeling superior to others, defending their viewpoints,
angrily reacting to those disagree with them

 Self-esteem positions itself in competition with others and amplifies feelings of distinctness and separation while Self-
compassion enhances feelings of safety and interconnectedness.
Self-compassionate letter
Steps:
1. Candidly think of a problem that tends to make you feel bad about yourself; Physical flaw, relationship problem or failure
at school.
2. Think of an imaginary friend who is unconditionally accepting and compassionate: someone who knows your strengths,
weaknesses and understands your life history and understands the limits of human nature.
3. Finally, write a letter for yourself from his/her perspective. What would your friend say about your perceived problem?
How would he/she remind you that you’re only human? If your friend were to make any suggestions, how would they
reflect unconditional understanding?
4. When you are done writing, put the letter down for a while and comeback to it later. Then read the letter again, letting
the words sink in, allowing yourself to be soothed and comforted.