Finals- UTS - Understanding the Self lecture notes PDF

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A - MANAGING AND CARING FOR THE SELFLEARNING TO BE A BETTER PERSONKnowing the “self’ isn’t enough, since “Who you are” partly made up of your choices, therefore you must have the ability to choose to become a better version of “YOU”.These are several techniques that you can adapt depending on your s...

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A - MANAGING AND CARING FOR THE SELF

1.

LEARNING TO BE A BETTER PERSON Knowing the “self’ isn’t enough, since “Who you are” partly made up of your choices, therefore you must have the ability to choose to become a better version of “YOU”. These are 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, exams etc… Learning should also occur outside the classroom, like when you want to acquire new moves or skills.

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Metacognitive Knowledge – “It is what you know about how you think.” a. Variables that affect how you know or assess yourself as a thinker. i. Personal variables – It is your evaluation of your strengths and weaknesses in learning. ii. Task variables – It is what you know or what you think about the nature of the task requires iii. Strategy variables – It refers to what strategies or skills you already have in dealing with certain task. Metacognitive Regulation – It is how you adjust your thinking process to help you learn better.

What is important , is that you learn how to learn these things… ABSTRACTION It is said that we are “Homo sapiens” or “Wise man”. We think in more complex level compared to our ancestors. However, being called “Wise” not only do we think, but we are also capable to think about thinking. 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. This idea falls under the concept of “Metacognition”. It is commonly defined as “Thinking about Thinking”. It is the awareness of the scope and limitation of your current knowledge and skills. Due to this awareness, metacognition enables the person to adapt their existing knowledge and skills to approach a learning task, seeking for the optimum result of the learning experience.

NOTE: In order to make self-appraisal & self- management work, you must have an accurate “self-assessment”. Meaning you must be honest about what you know and capable of in order to find ways to utilize your strength and improve weaknesses. Referring to the previous activity [MAI], by doing some reflection relating to the outcome/ result of the test, you are actually utilizing METACOGNITIVE SKILLS…. The following are other skills that can help in exercising metacognition: 1.

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Metacognition is not limited to the thinking process; it also includes keeping one’s emotions and motivations while learning. Example: 1. 2. 3.

Some learn better when they like the subject. Some when they are challenged by the topic. Some when they have a reward system each time, they finish a task.

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The emotional state and the motivation of a person should be in the preferred ideal state for that person learn in order to further facilitate learning. GOAL OF METACOGNITION ✓

“It is for the student to be a self-regulated learner.”

Learning should not be limited by the capabilities of the teachers, the content of the textbooks, inside the classroom or within the academic year or course. Student should have the capability to study things on their own as well as accurately evaluate their progress. ✓

“The compensation and development of cognitive limitations of the learner, as the students become more aware of his/her capabilities.

✓

“Ability of the student to transfer knowledge from one context into another.

2 ASPECTS OF METACOGNITION 1. 2.

Self-appraisal – It is your personal reflection on your knowledge & capabilities. Self-management of cognition – It is the mental process you employ using what you have in planning & adapting to successfully learn or accomplish a certain task.

2 ELEMENTS OF METACOGNITION

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Knowing your limits – Making an honest and accurate evaluation of what you know & what you do not know, thus knowing your limits also looks at the scope and limitation s of your resources so that you can work with what you have at the moment and look for ways to cope with other necessities. Modifying your approach – It begins with the recognition that your strategy is not appropriate or that you do not comprehend the learning experience successfully. Example: If you do not understand the reading materials, you may change your strategy as such: a. Read & re-read a page in 5minutes intervals rather than trying to finish it in single sitting. b. Making a summary or codes or highlighting a section instead of using keywords. Skimming – This is basically browsing over the materials and keeping an eye on keywords, phrases or sentences. It is also about knowing where to search for those key terms. This technique works best when you want to get an idea about the contents of the reading materials, or when you are trying to read through several materials in a limited time frame or when you want to focus on certain details. Rehearsing – It is trying to make a personal interpretation or summary of the learning experience. Self-Test - It is trying to test the comprehension or the understanding or the skills you have acquired during the learning. Self-test does not only focus on what you have learned but also on how you learned it. Others – Several strategies may include; asking questions about your methods, self-reflection, finding a mentor or support group, thinking out loud & welcoming errors as learning experience.

NOTE: “WELCOMING ERRORS” does not mean seeking them or consciously making them as much as possible. It means that when you commit a mistake, you do not dismiss it as insignificant or you do not try to avoid responsibility of the results. You must process them to learn every lesson that you can take about yourself, about the topic and the other people or things. By having a positive attitude towards a mistake, you will also have the courage to venture into a new and unknown experiences that may one day interest you.

4 TYPES OF METACOGNITIVE LEARNERS

By the strategist discussed above, these are the identified metacognitive learners.

Was introduced in an article entitled ‘Self Efficacy Towards a Unifying Theory of Behavioral Change” published in Psych Review in 1977.

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This Theory is based on the assumption that psychological procedures serve as a means of creating & strengthening expectations of personal efficacy [ efficacy - ability to produce the desired or intended result].

2. 3. 4.

Tacit Learner – These learners are unaware of their metacognitive process although they know the extent of their knowledge. Aware Learner – These learners know some of their metacognitive strategies, but they do not plan on how to use these techniques. Strategic Learner – These learners, strategize and plan their course of action toward a learning experience. Reflective Learner – These learners reflect on their thinking while they are using the strategies and adapt metacognitive skills depending on their situation.

OTHER TIPS IN STUDYING 1. 2. 3.

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Make an outline of the things you want to learn, the things you are reading or doing and or things you remember. Break down task in smaller & ma nage a ble details. Integrate variations in schedules and learning experience. That is changing reading materials every hour and do not put similar topics together. As well include physical activities in the planning. Try to incubate ideas – First, try writing draft without much editing. Let the ideas flow. Then leave your draft at least overnight or 24 hours. After a given period, go back to the draft and you might find a fresh perspective about it. Sometimes during incubation period, suddenly fresh ideas may come to the mind, write it first in a separate notepad [do not integrate it in the draft yet]. Review what you have written after the incubation period. Revise, summarize & take down notes, then re-read to minimize cramming in the last minute especially when you have a weakness in memorizing facts & data. [Some are motivated by deadlines while other are not.] Engage what you have learned. Do something about it . Example: ✓ highlight keywords or phrases ✓ writing opinions about the subject matter ✓ create diagram or concept map ✓ look for other definition, then compare & contrast materials.

B – SETTING GOALS FOR SUCCESS – “DO NOT JUST DERAM, MAKE IT HAPPEN” Jack Canfield, is an epitome of success. Authored 7 books listing in Guinness Book of World Record as New York Times Bestseller, beating Stephen King. He is the Chairman & Founder of “The Canfield Training Group & founder and former chairman of “The Chicken Soup for the Soul Enterprise.” One of his famous quotes about success “By taking the time to stop and appreciate who you are and what you have achieved – and perhaps learned through a few mistakes, stumbles & losses – you can actually enhance everything about you. Selfacknowledgement and appreciation are what give you the insights and awareness to move forward toward higher goals and accomplishments.” This will be further discussed through the following learning theories: 1. 2. 3.

Albert Bandura “Self-Efficacy Theory” Carol S. Dweck “Mindset Theory” Edwin Locke “Goal Setting Theory

ALBERT BANDURA - “SELF-EFFICACY THEORY”. SELF-EFFICACY THEORY “it is a belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.”

He defined self-efficacy as “people’s beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives.” Self-efficacy typically comes into play when there is an actual or perceived threat to one’s personal safety, or one’s ability to deal with potentially aversive events. Increasing a person’s self-efficacy increases their ability to deal with a potentially adverse situation. Example: Perceived self-efficacy mediates anxiety arousal. THE BOBO DOLL EXPERIMENT In this experiment, the sample children were presented with new social models of violent and non-violent behavior toward an inflatable rebounding Bobo doll. RESULT The group of who saw the violent behavior model became violent t the doll, while the control group who was presented with the nonviolent behavior model was rarely violent to the doll. THEREFORE This experiment has proven right the hypothesis that social modelling is very effective way of learning. Albert Bandura introduce social learning theory that focuses on what people learn from observing & interacting with other people. This was later called “Social Cognitive Theory”. This theory states that people are active participants in their environment and not simply shaped by the environment.

Self-efficacy theory distinguishes between expectation of efficacy & response-outcome expectancies. It is said that outcome expectancy is “a person’s estimate that a given behavior will lead to certain outcome”. While, efficacy expectation is “the conviction that one can successfully execute the behavior required to produce the outcomes.” Although a person may expect a certain activity to lead to a particular outcome, they may lack the motivation to perform the action, doubting their ability to do so. Outcome & efficacy expectations are differentiated because individuals can believe that a particular course of action will produce certain outcome. However if they entertain serious doubts about whether they can perform the necessary activities with such information, it does not influence their behavior. Bandura identified acts of people with high assurance in their capabilities such as: 1. 2. 3. 4. 5.

“Self-belief doe not necessarily ensure success, but self-disbelief assuredly spawns failure.”

Approach to difficult task as a challenge to be mastered Set challenging goal and maintain strong commitment to them. Heighten or sustain efforts in the face of failure or setback Attribute failure to insufficient effort or deficient knowledge and skills which are acquired Approach threatening situations with assurance that they can exercise control over them.

In contrast, people who doubt their capabilities -Albert Bandura1.

Shy away from tasks they view as personal threats

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4. 5. 6.

Have low aspiration and weak commitment to goals they choose to pursue Dwell on personal deficiencies, obstacle they will encounter, and all kind of adverse outcomes, rather than concentrating on how to perform successfully; Slacken their efforts and give up quickly in the face of difficulties Are slow to recover their sense of efficacy following failure or setbacks Fall easy victim to stress and depression

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4. Bandura described 4 main sources of influence by which a person’s selfefficacy is developed and maintained: 1.

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Performance accomplishments or mastery experiences – It is the most effective ways to create a strong sense of efficacy. Success build a robust belief in one’s personal efficacy. Failure undermined it, especially if failures occur before a sense of self-efficacy is firmly established. Vicarious experiences – Through observance of social models also influence one’s perception of self-efficacy. The most important factors that determines the strength of influence of an observed success or failure on one’s own selfefficacy is the degree of similarity between the observer and the model. Verbal or social persuasion – It affects one’s perception of self-efficacy. It is “a way of strengthening people’s beliefs that they have what it takes to succeed.” Verbal & social persuasion can provide a temporary boost in perceived ability. When it is effective in mobilizing a person to action, and their actions lead to success, the enhanced self-efficacy may become more permanent. Unfortunately, “it is more difficult to instill high beliefs of personal efficacy by social persuasion alone than to undermine it since unrealistic boost in efficacy are quickly disconfirmed by disappointing results of one’s efforts.”

MINDSET THEORY by CAROL DWECK MINDSETS are beliefs, beliefs about one’s self and one’s most basic qualities. Mindsets frame the running account that’s taking place in people’s heads. It guides the whole interpretation process. 2 TYPES OF MINDSET 1.

Physiological [somatic & emotional] states. People rely on their somatic or emotional states when judging their capabilities. Stress & tensions are interpreted as a “sign of vulnerability to poor performance.” Fatigue, aches, and pain, and mood also effect perception of ability.

NOTE: According to Albert Bandura, “it is not the intensity of the emotional or physical reaction that is important, but rather how it is perceived and interpreted. People with high sense of self-efficacy may perceive affective arousal as an “energizing facilitator of performance, whereas those who are beset by self-doubts regard their arousal as debilitated. Since “most human motivation is cognitively generated,” self- belief of efficacy is an important factor in human motivation. Belief in self-efficacy work in coordination with component skills and incentive to act. Inasmuch as a person has both the component skills needed to succeed and the incentive to engage, self-efficacy plays an important role in determining what activities a person will choose to engage in, how much effort they will expend, and how long that effort will be sustained when things get tough. Expectations alone will not produce desired performance if the component capabilities are lacking. Moreover, there are many things that people can do with certainty of success, but they do not perform because they have no incentives to do so. 4 MAIN SOURCES OF EFFICACY BELIEFS 1.

2.

Mastery Experiences – It is also known as personal performance accomplishments. [it is the most effective way to create a strong self-efficacy]. Vicarious Experiences – These are done through observance of social model that also influence one’s perception of self-efficacy.

FIXED MINDSET

People with FIXED MINDSET believes that their traits are just given. [Meaning – INNATE] They have a “fixed” theory of intelligence. They have certain number of brains and talents and nothing can change that. These people worry about their traits and how adequate they are. They have something to prove to themselves and others. Believing that they qualities are carved in stone, creates an urgency to prove themselves over and over. Fixed mindset crates an internal monologue that is focused on judging; ‘This means I’m a loser.” “This means, I’m a better person than they are.” Etc……. 2.

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The most important factors that determines the strength of influence of an observed success or failure on one’s own selfefficacy is the degree of similarity between the observer and the model. Verbal or Social Persuasion – It is a “way of strengthening people’s belief s that they have what it takes to succeed.” When it is effective in mobilizing a person to action, and their action leads to success, the enhanced self-efficacy may become more permanent. It is influenced by encouragement and discouragement pertaining to an individual’s performance or ability to perform. Emotional & Physiological States – The state in which a person is in will influence how he or she judge self-efficacy. Stress reactions or tensions are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost confidence in skills.

GROWTH MINDSET –

These are people who believes that success is based on hard work, learning, training, and perseverance. They have a “growth” theory of intelligence. They are brainy and talented, but that is just a starting point. They understand that no one has ever accomplished great things without years of passionate practice and learning. This is based on he belief that their basic qualities are things they can cultivate through their efforts. These people are constantly monitoring what’s going on, but their internal monologue is not about judging themselves and others in this way. Certainly, they are sensitive to positive and negative information, but they’re attuned to their implications for learning and constructive action as reflected in these questions – “What can I learn from this? How can I improve? Etc……. 4 STEPS TO BEGIN CHANGING MINDSET 1. 2. 3. 4.

Learn to hear your fixed mindset” voice” Recognize that you have a choice. Talk back to it with a growth mindset voice Take the growth mindset action.

GOAL SETTING THEORY by DR. EDWIN LOCKE 2 ASPECTS OF GOAL 1. 2.

Internal aspect – Internally goals are ideas [desired end]. This idea guides action to attain the object. External aspect – they refer to the object or condition sought [ex. Job, sale, certain performance level]

GOAL ATTRIBUTES 1. 2.

Content – It is the actual object sought Intensity – It is the scope, focus and complexity among others of the choice process. a. Qualitatively, the content of a goal is whatever the person is seeking. b. Quantitatively, two attributes of content – Difficulty & Specificity

STRESSORS – These are events or conditions that put a strain on the individual. It is also a situation that are experienced as perceived threat to one’s well-being or position in life, when the challenge of dealing with which exceeds the person’s perceived available resources . 2 BROAD CATEGORIES OF STRESSORS 1. 2.

5 PRINCIPLES OF GOAL SETTING

Physiological [physical] Stressors – These are stress that put strain on the body [ex. Cold, hot, illness, pain] Psychological Stressors – These are events, situations, individuals, comments, or anything we interpret as negative or threatening. [ex....