Understanding The Self Lessons

MIDTERMS I. PHILOSOPHICAL ASPECT OF UNDERSTANDING THE SELF Philosophy – continuing search of truth love of wisdom  Philo – love  Sophia – wisdom  

Self – who you are as a person existence of human being Existence – body/tangible Soul/behavior

Philosophers: 1. Socrates – “Self is composed of body and soul.”  Body – imperfect  Soul – perfect and the life-giving aspect of the body 2. Plato – “Self is composed of body and soul but has 3 parts.”  Ratio – the mind, responsible for thinking  Appetitive – desire, soul that dictates - soul that preserves the body  Spirited – emotion, feeling, moral 3. St. Augustine – “Man is bifurcated by nature which is the body that is bound to die and soul that lives eternally.”  Bifurcated – has 2 branch; body and soul.  Dualistic – 2 opposite parts of idea or belief 4. St. Thomas Aquinas – “Man is composed of matter and form.”  Matter – stuffs/the body itself  Form – the essence/the soul that animates the body 5. Rene Descartes – “Self is the combination of mind or cogito and extension of the mind which is the body or extenza.”  Mental Operations: affirms, understands, refuses, doubt, reasoning, perceive, problem solving 6.

Hume – “Self is a bundle of impressions and expressions.”



Impressions – through senses/receives information  Expressions – perception  Sensation – to receive senses  Perception – interpretation of senses 7. Ryle – “Behavior is the output of sensation and perception.”  Behavior – product of a stimulus (maybe a person, object or weather) and response 8. Kant – “There is a mind that organizes the impressions. It is called the apparatuses of mind.”  Apparatuses of Mind – frame of reference - beliefs - habits - values - culture - morality 9. Ponty – “Mind and body are intertwined.”  Gestalt – the whole is more important than its part. II. SOCIOLOGICAL ASPECT OF UNDERSTANDING THE SELF Sociology – scientific state of human behavior based in the influence of others  Socius – companion/associate Logos – study Branches: 1. Macrosociology – study of human society Origin, structure, functions, and directions  Origin a. Primitive Society – hunting and gathering b. Herding and Holticulture – pasteural c. Agricultural Society – planting and harvesting d. Industrial Revolution/Society – the use of machines to reduce human labor e. Technological/Digital Society – in terms of communications, information, and transportation.  Structure – hierarchy because of socio-economic status  Functions – to provide basic needs - labor/manpower

 Direction – developing because of scientific breakthrough in terms of conditions - to make people globally competitive by K-12, participating in ASEAN summit and import liberalization 2. Microsociology – behavior of people  Factors Influencing Human Behavior a. Family – respect, discipline b. Spiritual Institution – different practices Social Institutions: - dynamic; based on influence of others - self expressions - peace and order, policies - to provide needs - to gain knowledge 1. Family - first and oldest - basic unit - foundation of society – acquisition of knowledge - Functions: a. Emotional Support – love, care and affection b. Financial Needs – in order to survive c. Socio-economic Status 2. Education/Educational Institution - consciously controlled pattern because there are factors affecting learning: teachers/admin, materials/tools, subjects, assessments/evaluations - active and effective social participation - training ground - Functions: a. Liberating – free from poverty, ignorance, free from being dependent from other people b. Equalizing – fair to everyone c. Socialization – enable students to interact with other people

III. ANTHROPOLOGICAL ASPECT OF UNDERSTANDING THE SELF  

Anthropology – study of human being Anthros – man, human being Logos – study Branches: 1. Cultural Anthropology – norms 2. Social Anthropology – interaction of people

3. Linguistic Anthropology – study of language as a tool for communication Culture – provides established pattern of behavior – complex whole – complex because it is composed of broad and variety of elements and whole because it represents the union  Cultura – care or cultivation ELEMENTS: 1. Knowledge – acquired information Body of information 2. Laws – acquired through knowledge and belief we can make laws that govern individuals within a society 3. Arts – aesthetic, beauty Aesthetic ability of people by the acquired knowledge and laws 4. Moral – ability to detect which is right or wrong 5. Practices – folkways, norms Acquired through morals, arts, laws and knowledge 6. Habits – repetitive actions Fixed tendencies, traits Way of explaining self Subculture – groups in within one culture Culture Shock – conflict on your belief, confusion, anxiety, doubt caused by being in a foreign place that is very different on what you used to do Ethnocentrism – superiority of culture Judging other cultures based on your culture Xenocentrism – inferiority of culture Perspective from ideas or styles of other cultures Culture Relativism – no one is best in culture Respecting one another’s culture Modes of Acquiring Culture 1. Imitation – observation 2. Formal Teaching – formal study of a culture 3. Conditioning – mandatory to do IV. PSYCHOLOGICAL ASPECT OF UNDERSTANDING THE SELF Psychology – study of mind  Psyche – soul/mind  Logos – study Soul – without the soul the body is considered to be dead Life-giving aspect of the body Mind – it is the regulator or the central factor

Scientific – process, experiment and theories Human Behavior – depended upon reaction Background: 1. Traditional –  Primitive – superstitions, animism  Greek Philosophers – non-religious speculation/reasoning  Aristotle – remember + think = learning Learning because of the bonds of connection in the nervous system. 2. Scientific  Windt – psychological lab To conduct test  Watson – behavior  Freud – treatment of mental illness  Psychological test – measurement

Schools of Psychology 1. Structuralism – study of conscious experience 2. Functionalism – study of man’s adjustment to his environment 3. Behaviorism – study of behavior not consciousness Study of overt behavior 4. Associationism – learning is the formation of bonds and connections in the nervous system 5. Psychoanalytic School – study of unconscious experience  Id – amoral, animalistic  Ego – pride, reality, within the standards of society  Superego – conscience, moral 6. Gestalt School – overall experience is more important than the elements which made it up 7. Purposivism – objects have definite purpose Types of Behavior: 1. A. Overt – observable behavior Facial expressions, actions B. Covert – unobservable behavior - emotions, feelings, thinking, hidden desires 2.

A. Conscious – aware Through sensation B. Unconscious – unaware - mannerisms (normal condition) - drunk, high (abnormal condition)

3.

A. Normal – actions with consideration of laws, folkways B. Abnormal – can be mental, physical (paranoia, phobia, birthmarks)

4. A. Neurotic – mild

B. Psychotic – severe (masochist, maniac) Intelligence – an attempt to measure or evaluate actual and potential abilities Intelligence Quotient (IQ) – is a single score that indicates the individual’s general intellectual level Binet Test 1. Individual Test – one on one interview 2. Group Test – written IQ Range 1. Custodial (idiot) – below 25 2. Trainable (imbecile) – 25-50 3. Educable (moron) – 50-70 4. Border Line Defective – 70-80 5. Low Average – 80-90 6. Average or Normal – 90-110 7. High Average – 110-120 8. Superior – 120-130 9. Very Superior – 130-140 10. Genius – 140 and up

V. LEARNING Learning – a process of involving both the whole thing of the child and the total situation. It continues throughout an individual’s life.  Adaptation – acquire, accept from environment (PUPCET, passed and comply the requirements and select course)  Adjustment – the way we practice or adaptation or cope with the situation (cope with college environment, less social life more time to study)  Change in behavior – result, when there are learned things, there are changes Types of Learning a. Rational Learning – abstract/basic to concrete to concept to knowledge Involves the process of abstraction by which concepts are formed Math, English, Science Outcome is knowledge b. Motor Learning - begins with mind Observation, imitation, repetitive actions, then acquisition of movement Accuracy of movement that begins with mind Outcome is skill PE, arts c. Associational Learning – ideas and experiences are retained, recalled, recognized Outcome is the retention and acquisition of facts and information

Dates, numbers d. Appreciational Learning – process of acquiring ideas, attitude, knowledge, satisfaction, values and judgment involves aesthetic development It depends on the attitudes, ideal, satisfaction, judgment, and knowledge concerning values as well as recognition of worth PUP Logo Star (star means highest form of learning) Laws of Learning a. The Law of Readiness – maturation in terms of age, physiological and psychological b. The Law of Exercise – law of use (retention) and law of disuse (forgetting) c. The Law of Effect – pleasant (use), unpleasant (disuse) it supplements the law of exercise States that connections which are pleasant to be repeated and strengthened Factors Affecting Learning 1. Maturation or readiness – through guidance or training 2. Intelligence of Learner –native capacity of an individual 3. Opportunities for Learning – economic conditions 4. Environmental Conditions – school facilities 5. Health of the Learner – physical defects 6. Emotional Factor – personal problem

VI. THINKING

   

Thinking - is a process of symbolic mediation. Symbolic – thinking is done under symbols, inner interpretation, and representation Mediation – thinking fills the gap between a stimuli and response Human Behavior – battle field Memory is a term used to label the way facts and past experiences are impressed, retained and later recalled. Classifications of Thinking a. Conceptual Thinking Involves where in people engage in thinking which concepts are mediating process. Symbolic construction represents feature or attribute objects Example: Ballpen, color or brand b. Verbal Thinking

-

With words Most formal education is concerned with the dual process of learning concepts and at the same time attaching names to them Thinking is verbal matter which involves words and concepts which words stand. Communicate words to describe and interpret c. Creative Thinking Product of right hemisphere Must be novel, unusual, or original and must be useful of meaningful d. Convergent Leads to one intended answer Identification e. Divergent We think in different directions; various answer Multiple choice Matching type

f.

Problem Solving Highest form of thinking because it has process or stages There are stages:  Preparation – collect facts and material that seem to be relevant to the problem  Incubation – after failure is solving the problem, the thinker temporarily gives up - utilize the materials  Illumination – production of novel solution - AHA moment  Evaluation – determines that idea will work - trial of the ideas and adjustments Factors Affecting:  Intelligence –  Motivation – directness to thought  Set – the way people used to do things  Functional Fixedness – tendency to think of objects in the way they usually function

g. Reasoning Why and how Follows logical order h. Imagery

-

VII. MOTIVATION Motivation – from the word motives which means inner state that energizes, activates or moves behavior towards goal.  Motive – something that incites the organism to function  Need – lack of something that needed to satisfy  Drive – physiological/psychological Impels the organism to become active  Goal – something that satisfy a need Classifications of Motives a. Physiological/Survival Motives – normal body functions - Hunger – rhythmic construction of empty stomach - Thirst – when deprived from water for over period of hours - Recovery for Fatigue – desire to rest and get some sleep - Maintenance of Temperature Nomulcy – 98.6 degree Fahrenheit - Avoidance of Pain – not wanting to be hurt

b. Psychological/Social Motives – arises from the interaction of other people Affectional drive – love and affection Need for security and safety – strong desire to be secured Sex urge – involves another person The need for affiliation – associate oneself with others Gregariousness – wants to be in the presence of others Dependency – depending for supports from parents Social Approval – to be approved by the group c. Personal Motives/Ego-Integrative Motives – built around “self” Recognition – prestige and status drive Achievement drive – feeling of having done something worthwhile or important Power drive – need to control or influence other people Autonomy – drive for independence; the need to resist influence of others

Defensiveness drive – desire to depend oneself from blame, criticism

-

Photographic memory creating imaginary situations in mind

 -

VIII. EMOTIONS Emotions – integrated reaction of total organism movare, emovare means to stir up, agitated, upset or move integrated; internal (increase of pulse rate) and external (trembling, excessive sweating) total organism – an experience of total organism variations  basic – innate (love, fear, anger)  derived – interaction (manifestations of fear, love and anger like happiness, sadness, nervousness etc.)  

mild – puppy love, crush, infatuation intense – obsessions, possession, jealousy

 

positive – pleasant negative – unpleasant

 

constructive – love destructive – too much love will kill you

Aspects of Emotion a. Physiological – internal bodily changes Circulatory system (change of heart beat), respiratory system (gasping for breath) b. Emotional behavior – observable reactions of your behavior amygdala – part of brain that plays the role of emotion Gestures, facial and vocal expressions c. Emotional experience – experience of emotions Because of feelings Personal, subjective, varied Tension, relaxation, excitement Emotional Responses 1. Fear – common response to environmental stimuli Distress, grief 2. Anger – often express before we have thought about it Annoyance, disgust, disappointment, wrath, scorn, hatred, frustration 3. Love – pleasant experience has their roots in emotional response of love Joy, laughter, excitement, thrill, affection, happiness

Ways of Controlling Emotions 1. Outward manifestations – overt behaviors (gritting our teeth, clenching) 2. Emotional situations – we try to avoid situation that triggers our emotional responses 3. Temperament – hold your temper 4. Emotional suppressions – been beneficial and negative effects 5. Teaching emotional control – learn to face reality, emotional problem needs a solution 6. Expecting emotional situations – learns to develop emotional responses that are sanctioned by society

FINALS I. PHYSICAL SELF AND SEXUAL SELF HEREDITY – transfer of traits from parents to offspring possible because of genes from fertilization 

TRAITS o Physical – hair color o Mental – mathematical/literary skills mental retardation o Health – heart illnesses allergies, asthma

GENES – traits or characteristics to be inherited by an offspring from the parents through the union of sperm and egg cell - “unit of DNA201D CHROMOSOMES – 23 from mother, 23 from father  Autosome – 22 pairs 1. Physical Traits – hair color, nose shape 2. Mental Traits – mathematical ability, mental defects  Gonosome – 1 pair - “gono” from “gonad” means “sex-linked chromosomes” o Estrogen – female hormone o Progesterone – female hormone, active during pregnancy up to giving birth o Testosterone – male hormone  X + X female, X + Y male – 23 pairs FERTILIZATION – union of sperm cell and egg cell - formation of zygote (a cell that is formed when egg and sperm is combined)  STAGES 1. Germinal Stage – zygote is an ordinary cell division - multiplication of cells and one multiplied it becomes complete set of cells 2. Embryonic Stage – miniature critical - first three months of pregnancy - petal sac (inunan) - umbilical cord (tube nutrients) - amiutic fluid 3. Fetal Stage – fetus Fetal Sac – for water Umbilical Cord – for foods, nutrients, air

GERM CELLS  Produces ovaries (egg cell, left and right, internal) o Egg Cell – one ripened egg, circle or round and visible  Produces testes (sperm cell, left and right, external) o Sperm Cell – millions of cell, tail and head, microscopic  begin to form until the eight week of embryonic development MULTIPLE BIRTHS  Identical Twins – single zygote - monozygonic twins - same physical appearance  Fraternal Twins – dizygotic twins - two eggs at the fallopian tube - different physical characteristics because they come from 2 cells  Quadruplets – 1 egg and 1 sperm split into 4  Triplets - 1 egg and 1 sperm split into 3  Siamese - conjoined twins GENETIC DISORDER  Turner’s Syndrome – problem in the 23rd part of the chromosome - absence of egg cell - cannot carry a child  Kunefeller’s Syndrome – problem in the 23rd part of the chromosome - small testicle - supermale syndrome = super aggressive individuals, easily to commit crime  Down’s Syndrome – problem in the 21st pair of chromosome - physical or mental manifestation - slow learner and same physical features  PKU Syndrome – slow learner, boarder line defective - phenylketonuria (lack of phenylaline) WHY 21ST PAIR OF CHROMOSOME FAIL?  early pregnancy  late pregnancy  4th degree of consanguinity: 1st degree – mother to son - father to daughter 2nd degree – siblings to siblings 3rd degree – uncles to nieces 4th degree – 1st cousins

DISEASE ASSOCIATED WITH REPRODUCTIVE SYSTEM  Sexually transmitted disease - infections that are passed through sexual intercourse.  Pelvic Inflammatory Disease - vaginal infections that are left untreated that spreads to female reproductive tract  Orchiditis - inflammation of testes  Tumors - common reproductive cancers such as tumors in breast and cervix  Menopause  Epididymitis EROGENOUS ZONE – refer to the parts of the body that are primarily receptive and increase sexual arousal when touched in sexual manner. - mouth, breast, genitals and anus TYPES OF SEXUAL BEHAVIOR  Solitary Behavior – involving one individual - self-gratification - begins at or before puberty - common to unmarried  Sociosexual – one or more - motivated by curiosity -“coitus” 1. Heterosexual – male with female 2. Homosexual – male with male or female with female HUMAN SEXUAL BEHAVIOR FACTORS  Inherited sexual response – to ensure human behavior  Degree of Restraint or another type of Influence

o o o o

Mahinhin/Maginoo Sanctity of marriage Adultery – babae nangaliwa Concubinage – lalaki nangaliwa

PHYSIOLOGY OF HUMAN SEXUAL RESPONSE  Excitement Phase – increase of pulse and blood pressure  Plateau Phase – brief duration - orgasm usually occurs  Sexual Climax – intense pleasure  Resolution Phase – return to normal and physiological state NERVOUS SYSTEM FACTORS  Autonomic System – involved in controlling the involuntary responses  Hypothalamus and Limbic System – are parts of the brain believed to be responsible for regulating the sexual response



Reflexes - nerves receive commands from brain and send them to the muscles; spinal cord serves as a great transmission cable.

Natural and Artificial Methods of Contraception  Natural Method 1. Abstinence – saying no to sex 2. Calendar Method – withholding from coitus during the days that a woman is fertile - 3 to 4 days before and 3 to 4 days after ovulation for safe sex to prevent contraception 3. Basal Body Temperature – woman’s temperature at rest  Artificial Method 1. Oral Contraceptives – pill that limits sperm’s access to ovaries 2. Hormonal Injections – changes in the endometrium and cervical mucus and can help prevent ovulation 3. Male Condoms – a rubber sheath that is placed on the erects male reproductive organ to traps sperms SEXUAL PROBLEMS 1. Physiological Problem - least among them - abnormal development of genitalia or the ones that control sexual response 2. Psychological Problem - largest category - caused by socially induced inhibitors, sexual myths by society a. Premature emission of semen b. Ejaculatory response – inability to ejaculate in coitus c. Vaginismus – strong spasm of the pelvic; penetration is painful

II. MATERIAL SELF  



Belk 1988 – we regard our possessions as parts of ourselves. We are what we have and what we possess. James 1890 – a man’s self is the sum of all what he can call his. When the owner placed a high value on things, it becomes their symbol. William James – understanding the self can be examined through its different COMPONENTS OF MATERIAL SELF: 1. Its constituents o Material Self o Spiritual Self – there will always be one “unknown” that will help o Social Self – because of dependency - acceptance and approval - to get love and affection to other people o Pure Ego 2. Feelings and emotions they arouse (Selffeeling) 3. The actions to which they prompt (Selfpreservation)

MATERIAL SELF INVESTMENT DIAGRAM 1. Body - we are directly attached to this commodity, investing in our body, that we cannot live about - we strive hard to make sure that this body functions well and good. 2. Clothes - the fabric and style of the clothes we wear affect our attitudes and behaviors - clothing is a form of self-expression 3. Immediate Family - what they do or become affects us - we place huge investment on them when we see them as the nearest replica of our self. 4. Home - it is where our heart is; earliest nest of our selfhood - our experiences inside the home were recorded and marked on a parts and things on our home - it is an extension of self because in it, we can directly connect our self Having investment of self to things, made us attached to those things. We tend to collect and possess properties.

III. SPIRITUAL SELF – if everyone fails, there is one “unknown” that will help 

1. 2. 3. 4. 5. 6.

RELIGION – “religare” or to bind - set of cultural beliefs and practices that includes some or all of the following characteristics: A belief in anthropomorphic supernatural – human form A focus on sacred supernatural – with respect Presence of supernatural power and energy – bible, cross, church Performance of ritual activities Articulation of worldview and moral codes – scriptures as the guide Provides creation and maintenance of social bonds within a community

RELIGIONS: 1. Buddhism - there are suffering, pain, and frustration - reactive cycle of wanting & hating, like and dislike  Samatha – practiced as mindfulness of breathing and developing of loving-kindnes  Vipassana – practices aim at developing insight into reality  Dharma – their reading where one can acquire knowledge Three Universal Truth o Annica – Everything is impermanent and changing. o Dukkha – Impermanence leads to suffering, making life imperfect. o Anatto – The self is not personal and unchanging. Four Noble Truth o Dukkha - the truth of suffering - all life involves suffering o Samudaya - The truth of the origin of suffering - suffering is caused by desire and attachment o Nirodha - The truth of the cessation of suffering - desire and attachment can be overcome o Magga - The truth of the path to the cessation of suffering - the way to overcome is the Eightfold Path

Noble Eightfold Path o Right View – know the truth o Right Mindfulness – control thoughts o Right Concentration - meditation o Right Effort – resist evil o Right Livelihood – respected life o Right Action – work for other’s good o Right Speech – avoid hurting people o Right Intention – free your mind from evil 2. Christianity - believes in Trinitarian God - God the Father (creator), God the Son, (savior) and God the Holy Spirit (sustainer).  Sacrament of Baptism and Communion  Christmas and Resurrection (Easter) celebrations 3. Hinduism – existence is a cycle of birth, death and rebirth governed by karma - reincarnated life will depend on how the past life was spent  Navrati – festival of nine nights, celebrates the triumph of good over evil  Vedas – sacred scriptures  Diwali – festival of lights 4. Islam – Allah is their “One God” - believes in unity and universality - islam means “willing submission to God” FIVE PILLARS  Salat – prayer that is done five times a day  Shahadah – statement of faith  Zakat – monetary offering; 2.5% of Muslim’s assets  Hajj – yearly pilgrimage to Mecca  Sawm – fasting 5. Judaism - believes in God of Abraham - believes in the coming of Messiah  Rosh Hashanah – New Year  Yom Kippur – the day of atonement  Pesach – pass over  Shavuot – Pentecost  Sukkot – tabernacles 

RITUAL - performance of ceremonial acts prescribed by a tradition or a sacred law CHARACTERISTICS OF RITUAL 1. A feeling of respect, awe, fascination, or dread in relation to sacred 2. Dependence on belief system expressed in myth language

3. Symbolic in relation to its reference 3 MAJOR LOGOTHERAPHY ASSUMPTIONS 1. Life has meaning under all circumstances. 2. Main motivation for living is our will to find meaning in life. 3. We all have freedom to find meaning. FRANKL’S SOURCES OF MEANING 1. Purposive Work 2. courage in the Face of difficulty 3. Love

IV. THE POLITICAL SELF AND BEING A FILIPINO VALUES AND TRAITS:

1. Filipino Hospitality 2. Respect for Elders 3. Close Family ties 4. Cheerful personality 5. Self-sacrifice 6. Bayanihan 7. “Bahala Na” Attitude 8. Colonial Mentality 9. “Mañana” Habit 10. Ningas Kugon 11. Pride 12. Crab Mentality 13. Filipino Time FILIPINO MARKERS 1. Proverbs/Salawikain 2. Superstitions 3. Myths and Legends 4. Heroes and Icons HOW TO BE A GOOD FILIPINO: 1. Be an active Filipino Citizen 2. Study the Philippine History 3. Support local products 4. Speak the Filipino language 5. Do not spread fake news and be democratic in engaging with dissent. V. DIGITAL SELF Tim Berners-Lee – made WWW available to the public “Anything posted online is considered public.” - through screenshots Persona – is the partial identity we create that represents ourselves in a specifics situation - depends upon the situation Self-presentation – is the process of controlling how one is perceived by other people - the key to relationship inception and development Online Identity – is the sum of all our characteristics and our interactions online Personal Identity – the self which differentiated the individual unique from others - emotional disposition, how we stand

Social Identity – is the level of self whereby the individual is identified by his or her group membership INFLUENCE OF INTERNET IN TERMS OF SEXUALITY AND GENDER  Sex – biological state  Gender – social understanding of how sex should be experience and manifests in behavior, personality, preferences, capabilities, and so forth. - how do you want to exercise your sex - feminine or masculine  Sexuality – sexual preference - is an individual expression and understanding of desire (homosexual or heterosexual) - who you’re attracted to sexually and romantically. VI. LEARNING TO BE A BETTER LEARNER LEARNING - the process of gaining knowledge and expertise - results to permanent change (retention of knowledge) LEARNING CONDITIONS  Awareness – students must recognize that there is something they need to learn  Interest-Powered – teachers must help students understand why the information they’re sharing is meaningful to them personally  Motivation – involves professional standards and expectations they need to meet someday  Relevance – students learn more effectively if they understand the relevance of a topic in their lives  Engagement – students are immersing themselves in the subject matter  Repetition  Support – making sure the students have all the tools they need to succeed in the course  Food - that will supplement on their learning  Healthy lifestyle

LEARNING TECHNIQUES  Self-explanation  Summarization  Highlighting  Keywords Mnemonic  Imagery for Text  Practice Testing METACOGNITION - “Thinking about thinking.” – possible interpretation of idea from past experiences, possible connection of present to future. - awareness of the scope and limitations of your current knowledge and skills - enables the person to adapt their existing knowledge and skills to approach a learning task, seeking for the optimum result of the learning experience - not limited to the thinking process, includes keeping one’s motivations and emotions while learning 2 ASPECTS OF METACOGNITION  Self-Appraisal – personal reflection on your knowledge and capabilities  Self-Management – process of planning to learn ELEMENTS OF METACOGNITION 1. Metacognitive Knowledge – what you know about how you think Variables that affects how you assess yourself: a. Personal Variable – your evaluation of your strengths and weaknesses in learning b. Task Variable – what you think about the nature of the tasks and the strategies required c. Strategy Variable – what strategies/skills you already have in dealing a task

2. Metacognition Regulation – how you adjust your thinking processes to help you learn better. SKILLS THAT CAN HELP YOU IN EXERCISING METACOGNITION 1. Knowing your limits 2. Modifying your approach 3. Skimming – reading or browsing keywords to get the overview of the whole material 4. Rehearsing – trying to make a personal interpretation 5. Self-test

4 TYPES OF METACOGNITIVE LEARNERS 1. Tacit Learners – unaware of their metacognitive processes although they know the extent of their knowledge 2. Aware Learners – know some of their metacognitive strategies but they do not plan on how to use these techniques 3. Strategic Learners – strategize and plan their course of action toward a learning experience 4. Reflective Learners – reflect on their thinking while they’re using the strategies and adapt metacognitive skills depending on their situation. VII. SETTING GOALS FOR SUCCES SUCCESS – accomplishment of aim or purpose – fulfilment of your purpose SOCIAL LEARNING THEORY BY ALBERT BANDURA - viewed people as agents of experience - people are more than reactive organisms; shaped by the environment - modeling is important part of learning HUMAN AGENCY – the human capability to influence over one’s functioning and the course of event by one’s actions SELF EFFICACY – they can successfully perform behaviors that will produce desirable outcome confidence COLLECTIVE EFFICACY - group’s shared belief in its ability to organize and carry out actions that will lead to the fulfillment of group goals. 1. OUTCOME EXPECTANCY – a person’s estimate that given behavior will lead to certain outcomes - behavior will lead to outcome 2. EFFICACY EXPECTATION – the conviction that one can successfully execute the behavior required to produce the outcomes - outcome will lead to required behavior High Assurance in their Capabilities 1. approach hard tasks as challenges 2. set strong commitment to challenging goals 3. sustain efforts in the face of failures

4.

attribute failure to insufficient effort

Who Doubt Their Capabilities 1. shy away from tasks they view as personal threats 2. have weak commitment to their goals 3. dwells on personal deficiencies 4. gives up quickly 5. slow to recover 6. fall easy victim to stress and depression Four Main Sources of Influence 1. performance accomplishments or mastery experiences – most effective way 2. vicarious experiences – determines the strength 3. verbal or social persuasion – make people believe that they have what it takes 4. psychological states – how stress is perceived and interpreted FIXED AND GROWTH MINDSET THEORY BY CAROL S. DWECK  Fixed Mindset – people who believe that success is based on their innate abilities - dread failure because it is a negative statement of their abilities 

Growth Mindset – people who believe that success is based on hardwork, learning, training and perseverance - do not mind or fear failure because actions can be improved and learning comes from failure - allow a person to live a less stressful and more successful life

GOAL SETTING THEORY BY EDWIN LOCKE  Final Causality action caused by a purpose  Goal Attributes Internal: ideas or desired end - guides action to attain the object External: content, object, or condition sought, a job 3 principles: 1. Specific goals increase performance 2. Difficult goals when accepted result to higher performance 3. Feedback leads to higher performance Task Support – seek help from people, tools Psychological Support – knowledge

VIII. STRESS MANAGEMENT 

 

Stress – is any uncomfortable emotional experience accompanied by predictable biochemical, physiological, and behavioral changes. Eustress – stress in daily life that has positive connotations Distress – negative connotations

3 COMPONENTS OF STESS SYNDROME 1. Alarm Stage – mobilization of the body’s defensive forces Preparing for fight or flight 2. Stage of Resistance – the body became adaptive to the challenge 3. Exhaustion Stage – the body dies because it has used up its resources of adaptation energy TECHNICS TO COUNTER CHRONIC STRESS 1. Relaxation response. 2. Physical activity 3. Social support SELF CARE THERAPY 1. Stop, breathe and tell yourself that you will get through this. 2. Acknowledge to yourself what you are feeling. 3. Find someone who listens and is accepting. 4. Maintain your normal routine if possible. 5. Allow plenty time for your task. 6. Take good care of yourself. SELF-COMPASSION THERAPY entails being war, and understanding towards ourself when we suffer rather than self-criticism. SELF-COMPASSION PHRASES 1. This is a moment of suffering. 2. Suffering is part of life. 3. May I be kind to myself. 4. May I give myself the compassion I need.