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WEEK 13: THE DIGITAL SELF
- The feeling of an inner self and an outer self-generated the impulse to reveal oneself to others in a believable manner.
- University professor and author Lionel Trilling’s (1997) analysis of literature about the “self” and its relationship with others distinguished sincerity and authenticity.
- Sincerity refers to the exposure in public of what one feels privately.
- An authentic person is one who takes action based on some internal standard and takes responsibility for this freely chosen action. The social world of a western-influenced society, is typically consists of three domains: **1. Family
- School
- Neighborhood** But with the emergence of the Internet, however, adds a fourth domain – the online life. The digital self , also known as online identity, is used to describe a person’s representation of himself on the Internet. In different social media platforms, a person can construct a controlled projection that impacts how other people perceive him. **The characteristics of the digital self (Zhao, 2005):
- Oriented inward** – others cannot see the online user’s overt attributes. - Narrative in nature – online users will only come to know the person primarily through what that person tells them. - Retractable – others are unable to link the online self-claims to the offline identities. - Multipliable – people can interact with one another in different domains. An individual’s belief of how other people perceive him defines the social self. He naturally creates a social identity to achieve a perceived belongingness to a certain group. Thus, a person can define his sense of being based on other people’s validation. In general, the digital self is not only about sharing a person’s life online. It may also be about what is acceptable and impressive to other people whom a person wants to get approval from. SELECTIVE SELF- PRESENTATION AND IMPRESSION MANAGEMENT Self-presentation behavior refers to the conscious or unconscious efforts an individual makes to create, modify, or maintain an impression of himself in the mind of others. REASONS FOR ENGAGING IN SELF-PRESENTATION
- Helps facilitate social interaction
- Enables individuals to attain material and social rewards
- Helps people privately construct desired identity USE OF SOCIAL MEDIA PLATFORMS:
- Social browsing
- Social searching
- Communication
- Impression management IMPRESSION MANAGEMENT - The attempt to control or influence any other people’s perceptions. This can be about a certain person (including you), a material possession, or event. Two main motives of attempting to manage the impression of others: - Instrumental – to gain rewards and increase one’s self esteem. - Expressive– attempts to be in control of one’s personal behavior and identity. IMPRESSION MANAGEMENT STRATEGIES - Self-Promotion – a person actively says things or takes action to show his competence to other people - Ingratiation – a person tries to win the approval or acceptance of others - Exemplification – strategic self-sacrifice - Intimidation - potential to punish - Supplication – a person exploits his – showing off authority, power, or the weaknesses or shortcomings to receive help or benefit IMPACTS OF SOCIAL INTERACTIONS TO THE SELF In the digital age, the Internet could highly affect how teenagers form their identities. They tend to seek for outside affirmation from friends and strangers through different social media platforms. However, this can also give them an amplified feeling of invisibility which can have a great influence on how they perceive themselves
The current generation doesn’t know how to differentiate their real-time identity and online identity. They see these two as identical, when in fact these are not. Technology, specifically the Internet, makes it more difficult for teenagers to form an identity since it creates more versions of the “self ” than before. “Digiphrenia is the experience of trying to exist in more than one incarnation of yourself at the same time. There’s your Twitter profile, your Facebook profile, your email inbox. All of these sorts of multiple instances of you are operating simultaneously and in parallel. And that’s not a really comfortable position for most human beings.”
- Douglas Rushkoff "DigiPhrenia" is a term that has been used to describe the cognitive and psychological challenges associated with living in a digital age characterized by constant connectivity and exposure to a vast amount of information through digital devices. Some aspects associated with digiphrénia include: Multiple Online Identities: With the prevalence of social media and other online platforms, individuals often have different personas for various aspects of their lives. Information Overload: The constant stream of information available through digital channels can be overwhelming. Individuals may feel stressed or mentally strained as they try to keep up with the influx of news. Digital Fatigue : Spending extended periods online, whether for work, socializing, or entertainment, can contribute to mental fatigue. Shortened Attention Spans: The quick-paced nature of digital communication and the constant switching between tasks online can contribute to shortened attention spans. App-dependent behavior refers to which an individual relies heavily on digital applications for communication, productivity, entertainment, and other functionalities. " Fear of Missing Out" (FOMO) is a pervasive apprehension that others might be having rewarding experiences from which one is absent Key Features of "Fear of Missing Out" (FOMO):
- Social Comparison
- Constant Connectivity
- Anxiety and Stress
- Decision Paralysis
- Impact on Mental Health. WHAT MAKES PEOPLE SO ADDICTED TO THE INTERNET? ONE CANNOT NOT COMMUNICATE - Social networks break the barriers of distance and time through allowing people to communicate anytime and anywhere. SOCIAL VALIDATION – Finding validation from others. BOUNDARIES OF THE ONLINE SELF PRIVATE SELF PUBLIC SELF
- Mental events in a person’s life that are inherently unobservable to others or only within his network of connection
- Behaviors that are open to the observations of other people - Within the entire internet WHAT ARE SOCIAL PROFILES? Social profiles refer to the digital representations of individuals on different online platforms, capturing various aspects of their identity, interests, and activities. Possible Advantages of a Public Online Profile:
- Facilitates open communication
- Allows posting and open discussion of ideas
- Provides an opportunity to widen business contacts
- Targets a wide audience
- Improves business reputation (for entrepreneurs)
- Helps expand market research, implements marketing campaigns, delivers communications, and directs interested people to specific websites Possible Risks of a Public Online Profile:
- Increases the possibility of fraud, spam, and virus attacks
- Increases the risk of people falling prey to online scams
pity, loneliness, dejection, despair, and depression in the extreme case Enjoyment (Gain) happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill, rapture, gratification, satisfaction, euphoria, whimsy, ecstasy, and at the far edge, mania Love (Attraction) acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation, and agape Disgust (Repulsion) contempt, distain, scorn, abhorrence, aversion, distaste, and revulsion Surprise (Attention) shock, astonishment, amazement, and wonder Shame (Self-control) guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition COMPONENTS OF EMOTION
- Physiological arousal – Involvement of the brain, nervous system, and secretion of hormone - Subjective feelings – Subjective awareness of interpreting one’s emotional state - Cognitive processes – Involvement of memories, perceptions, expectations, and interpretations - Behavioral reactions – Include behavioral reactions, both expressive and instrumental CHARACTERISTICS OF EMOTION EMOTIONS ARE CLOSELY RELATED TO A PERSON’S BIOLOGICAL NEEDS.
- Emotions occurred when an individual’s basic needs are either hindered or satisfied.
- Emotions are helpful to individuals in terms of the satisfaction of basic needs. EMOTIONS AND LOGICAL THINKING HAVE AN INVERSE RELATIONSHIP.
- As emotional intensity increases, the capacity for logical thinking decreases, and vice versa.
- Heightened emotional states may cloud one's judgment and impede the application of logical reasoning. EMOTIONS ARE ASSOCIATED WITH CERTAIN BEHAVIORAL CHARACTERISTICS.
- Emotions often manifest in overt behaviors that serve as expressive indicators of the internal emotional states.
- For example, anger is often linked to aggressive behaviors, including attacking or confrontational actions. EMOTIONS TRIGGER A SERIES OF INTERNAL ACTIVITIES INVOLVING THE AUTONOMIC NERVOUS SYSTEM, DUCTLESS GLANDS, AND VISCERAL ORGANS.
- The autonomic nervous system (ANS) is important in the internal response to emotions. It consists of the sympathetic and parasympathetic branches, working in tandem to regulate involuntary bodily functions.
- Ductless glands , specifically the endocrine system, release hormones that influence various physiological functions.
- Visceral organs , including the heart, lungs, and digestive system, also undergo changes during emotional experiences. EMOTIONS LEAVE AN AFTER FEELING CALLED ‘MOOD’.
- Emotions, characterized by their strong intensity and relatively short duration, serve as immediate responses to specific stimuli or situations. However, the aftermath of intense emotional experiences often leaves a lasting influence on an individual’s mood. PHYSIOLOGICAL CHANGES IN EMOTIONS - Facial expressions – Various muscles of the face including the eye, the lips, the nose and the forehead undergo changes by way of twisting and taking different poses. - Muscular adjustment – Sometimes the entire muscular system of the body undergoes contraction and adjustments. - Gestures and movement of the hands - Change in voice – Voice gets affected by emotions, particularly in terms of volume and pitch. WHAT IS FEELINGS? (another topic)
- Compared to emotions, feelings are more enduring and significant experiences that arise from the cognitive interpretation and subjective evaluation of emotions.
- These are influenced by personal experiences, cultural norms, and individual differences.
CHARACTERISTICS OF FEELINGS
- Pleasantness-unpleasantness dimension – positive or negative feeling
- Excitement-numbness dimension – intensity of the feeling
- Tension-relaxation dimension – how the body gets active or energized by a feeling DISTINCTION BETWEEN EMOTION AND FEELINGS EMOTION FEELINGS •Intense but temporary
- Establish people’s initial attitude toward reality
- Alert people to immediate dangers and prepare them for action
- Ensure immediate survival of the self •Low-key but sustainable
- Establish long-term attitude toward reality
- Alert people to anticipated dangers and prepare them for action
- Ensure long-term survival of the self MAJOR THEORIES RELATED TO EMOTIONS James-Lange Theory of Emotion
- This theory was proposed by William James and Carl Lange.
- Emotions do not begin with the conscious experience but are caused by bodily sensations. Cannon-Bard Theory of Emotion
- This theory was proposed by Walter B. Cannon and Philip Bard.
- It is also known as the thalamic theory of emotion related to the thalamus.
- Emotions occur when the thalamus sends a message to the brain in response to a stimulus, resulting in a physiological reaction. Schachter-Singer Two-Factor Theory of Emotion
- This theory was developed by Stanley Schachter and Jerome Singer in the 1960s.
- There are two key components of emotions: physiological arousal and cognitive interpretation.
- Physiological arousal is the body’s immediate response to a stimulus, while cognitive interpretation involves processing of thoughts and perceptions. NEUROSCIENCE OF EMOTIONS The Limbic System
- It is located lateral to the thalamus, underneath the cerebral cortex, and above the brainstem.
- It is referred to as the “emotion center” of the brain.
- It is responsible for the regulation of emotions and various other cognitive functions. Amygdala
- It is a central component of the limbic system and is primarily associated with the processing of emotions, particularly fear and pleasure.
- It plays an important role in the formation and storage of emotional memories and the assessment of the emotional significance of stimuli. Hippocampus
- It is primarily linked to memory formation.
- It contributes to emotional regulation by interacting with the amygdala.
Research-Based Emotional Regulation Strategies
- Reappraisal – changing one's perspective on an event to reduce the emotional intensity associated with it - Self-soothing – using comforting and calming techniques to regulate emotions, particularly during times of distress or heightened arousal - Attentional control – directing and maintaining one's focus on specific aspects of a situation while deliberately diverting attention from others Other Emotional Regulation Strategies
- Learning to identify and label emotions.
- Learning to understand the functions these emotions serve.
- Learning to reduce painful, negative emotions and to let go of emotional suffering.
- Learning to increase positive emotions. Plutchik’s Wheel of Emotions
- It was developed by psychologist Robert Plutchik.
- It was designed to help people identify and understand their emotional experience better at any given time, under any circumstance.
WEEK 14: WHEEL OF EMOTION (added lesson)
Psychologist Robert Plutchik states that there are 8 basic emotions: joy, trust, fear, surprise, sadness, anticipation, anger, and disgust. Plutchik’s wheel of emotions illustrates these 8 basic emotions and the various ways they relate to one another, including which ones are opposites and which ones can easily turn into another one. This framework helps bring clarity to emotions, which can sometimes feel mysterious and overwhelming. INTERPRETING PLUTCHIK’S WHEEL OF EMOTIONS Primary: The eight sectors are designed to indicate that there are eight primary emotions: anger, anticipation, joy, trust, fear, surprise, sadness and disgust. Opposites: Each primary emotion has a polar opposite, so that:
- Joy is the opposite of sadness.
- Fear is the opposite of anger.
- Anticipation is the opposite of surprise.
- Disgust is the opposite of trust. Combinations: The emotions with no color represent an emotion that is a mix of the 2 primary emotions. For example, anticipation and joy combine to be optimism. Joy and trust combine to be love. Emotions are often complex, and being able to recognize when a feeling is actually a combination of two or more distinct feelings is a helpful skill. Intensity: The cone’s vertical dimension represents intensity – emotions intensify as they move from the outside to the center of the wheel, which is also indicated by the color: The darker the shade, the more intense the emotion. For example, anger at its least level of intensity is annoyance. At its highest level of intensity, anger becomes rage. Or, a feeling of boredom can intensify to loathing if left unchecked, which is dark purple. This is an important rule about emotions to be aware of in relationships: If left unchecked, emotions can intensify. Herein lies the wisdom of enhancing your emotional vocabulary: it’s the bedrock of effectively navigating emotions. Plutchik’s wheel of emotions helps us look at literacy through a broader lens. Literacy means “a person’s knowledge of a particular subject or field.” So enhancing emotional literacy means not only having words for emotions, but understanding how different emotions are related to one another and how they tend to change over time. EMOTION MANAGEMENT STRATEGIES Langley (2012) lays out some tips on managing emotions: 1. SMILE TO MAKE YOURSELF GOOD Face a mirror and smile. After some time, your mood will be better and you might even laugh naturally. Do it for at least 30 seconds. 2. SMILE TO MAKE OTHERS FEEL GOOD Smiling opens up your connection with others. It also leads to experiencing empathy. 3. GET UP AND MOVE Exercise activates happy hormones that include endorphin, dopamine, and serotonin, among other. Movement is also important for the lymphatic system to get the toxins out of your body. Get up from your desk and jump and bounce regularly.
4. CHECK IN WITH YOUR BODY
Scan your body by feeling the tensions building up. Learn to relate these tensions with the emotion you feel to understand how your feelings affect your physiology.
5. PHYSICALLY REMOVE THE TENSION If you feel tense in your arms, shake them. Likewise, if there is tension in your chest, stretch and breathe deeply. 6. BREATHE Perform diaphragmatic or deep breathing by contracting your diaphragm. Let your lower lungs fill with oxygen to pass around your body and brain. You will feel a tingly sensation and your belly will expand. Do this exercise for at least 60 seconds. The body cannot sustain anger when you are breathing deeply. 7. TALK TO SOMEONE It is healthier to vent your anger and frustrations to a friend rather than to suppress them. Express your feelings so you can start to resolve the situation. 8. DISENGAGE AND RE-ENGAGE EMOTIONS Learn to park your emotions to deal with at a later time, but do not avoid them. You must acknowledge your feelings then utilize your emotional intelligence to improve them 9. LABEL YOUR EMOTIONS After acknowledging your emotions, label them. This activity reduces the intensity of your emotions. The part of the brain that feels the emotion is the same part that names it. 10. LABEL EMOTIONS FOR OTHERS You can often defuse a tense situation by acknowledging the feelings of others. When you ask, “I sense that you are angry. Can you tell me how you feel?” the other person will be encouraged to consider and label his/her emotion as well. He / she may respond with “Yes, I feel angry,” or “No, I am not angry; I am annoyed.”
WEEK 14: THE MORAL SELF
What is Philosophy? “philia” meaning love and “sophia” meaning wisdom. It involves seeking for the truth through questioning beliefs and assumptions of reality. BRANCHES OF PHILOSOPHY
- Ethics 4. Metaphysics
- Logic 5. Etymology
- Aesthetics ETHICS
- Ethics is derived from the Greek word “ethos” which means custom, habit, or character.
- Cicero translated the Greek term into Latin with “mores” meaning morals.
- Ethics is a branch of philosophy that examines and evaluates concepts of right and wrong, moral duty, and the principles that govern human behavior. It is also concerned with understanding and determining what actions or behaviors are morally acceptable and justifiable. The three hardest tasks in the world are neither physical feats nor intellectual achievements, but moral acts: to return love for hate, to include the excluded, and to say, “I was wrong.” - Sydney J. Harris What is Moral?
- It pertains to principles of right and wrong behavior, encompassing the distinction between good and bad actions and the values that underpin such judgments.
- It involves the consideration of ethical principles, cultural norms, and personal beliefs to navigate the complexities of human interactions. MORAL AND NON-MORAL STANDARDS Adhering to a daily routine of personal hygiene, such as regular handwashing. NON-MORAL STANDARD A business leader refuses to engage in corrupt practices, even if it may lead to short-term gains. MORAL STANDARD An employer ensures that all employees receive equal opportunities for professional development. MORAL STANDARD
THREE LEVELS OF PERSONAL MORAL DEVELOPMENT
STAGE 1: OBEDIENCE AND PUNISHMENT
- Rules are fixed and absolute.
- Moral decisions are determined by consequences.
- The child will obey in order to avoid negative consequences. STAGE 2: INDIVIDUALISM AND EXCHANGE
- Instrumental orientation – people are motivated by their own needs and interests.
- Moral decisions are made to satisfy one’s own desires or gaining personal benefits.
- Understanding the concept of reciprocity “You scratch my back, and I'll scratch yours.” STAGE 3: CONFORMITY AND INTERPERSONAL RELATIONSHIPS
- Also known as good boy/good girl orientation
- Centers around maintaining positive relationships and interpersonal harmony
- Moral decisions are influenced by a desire to meet other people’s expectations and gain social approval. STAGE 4: AUTHORITY AND SOCIAL ORDER
- A person recognizes the importance of maintaining social order and respecting the established laws and institutions.
- Moral decisions are guided by a sense of duty, responsibility, and obligation to uphold societal norms.
- Moral judgments are influenced by a respect for authority and a belief in the importance of following rules. STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL RIGHTS
- A person acknowledges the existence of social contracts, agreements, and laws created by the community.
- There is an emphasis on the importance of democratic decision-making and the creation of just laws.
- Moral decisions are guided by a commitment to protecting individual rights and liberties. STAGE 6: UNIVERSAL PRINCIPLES
- At this stage, individuals develop a strong sense of autonomy in their moral reasoning.
- Moral decisions are made in accordance with principles that prioritize fairness, equality, and respect for the inherent dignity of individuals.
- People may resist or challenge laws or societal practices that they perceive as unjust or inconsistent with universal ethical principles. LET’S ANALYZE THESE SITUATIONS: A person discovers a long-buried family secret that could significantly impact their relationship with their sibling. The revelation could bring closure to the family but may also lead to emotional distress. Should the person share or keep the secret? Let’s analyze these situations. A person discovers a long-buried family secret that
could significantly impact their relationship with their sibling. The revelation could bring closure to the family but may also lead to emotional distress. Should the person share or keep the secret? A healthcare professional in a resource-strained environment must decide how to allocate life-saving medical treatment. Choosing one patient over another could have significant consequences for both individuals. Should the healthcare professional allocate the medical treatment to patients with higher chance of survival or distribute it equally to all the patients?
WEEK 16-17 MANAGING AND CARING FOR
THE SELF
HOW THE BRAIN FUNCTIONS DURING THE LEARNING
PROCESS?
“With our new knowledge of the brain, we are just dimly beginning to realize that we can now understand humans, including ourselves, as never before, and that this is the greatest advance of the century, and quite possibly the most significant in all human history.”
- Leslie A. Hart MAJOR EXTERIOR PARTS OF THE BRAIN FRONTAL LOBES
- Also known as the rational and executive control center, which is responsible for planning and thinking
- Monitor higher-order thinking, direct problem solving, and regulate the excesses of the emotional system
- Contain the self-will area, also referred to as personality. TEMPORAL LOBES
- Responsible for sound and visual recognition, and some parts of long- term memory
- The left temporal lobe, houses the speech center. OCCIPITAL LOBES
- Used for recognizing and interpreting visual information PARIETAL LOBES
- Process sensory information from various parts of the body and help with spatial orientation MOTOR CORTEX & SOMATOSENSORY CORTEX
- Motor cortex works hand in hand with the cerebellum in terms of body movements and motor skills.
- Somatosensory cortex processes the sensory signals received by the body. BRAIN STEM
- 11 out of 12 body nerves end in the brain stem
- Monitors and controls vital body functions including heartbeat, respiration, body temperature, and digestion
- Houses the reticular activating system (RAS), responsible for the brain’s alertness LIMBIC SYSTEM
- Located lateral to the thalamus, underneath the cerebral cortex, and above the brainstem
- Referred to as the “emotion center” of the brain
- Regulates emotions and motivates behavior THALAMUS
- Receives all incoming information except olfactory information
- Involves cognitive activities, including memory HYPOTHALAMUS
- Monitors the internal systems to maintain the normal state of the body (called homeostasis) by releasing the necessary hormones HIPPOCAMPUS
- Spatial and musical abilities
- Visual processing
- Holistic processing
- Creativity and imagination
- Emotional processing
- Gestalt processing MYTH: People are either left-brained or right-brained. FACT: Most cognitive functions involve a network of brain regions across both hemispheres. Depending on the task or activity, different brain regions and both hemispheres may contribute. METACOGNITION AND STUDY STRATEGIES
- It comes from the Greek word “meta” meaning beyond or transcending, and the Latin word “ cognoscere” meaning to know or to learn.
- It refers to awareness of, understanding, and regulation of one's own thinking and learning. IMPORTANCE OF METACOGNITION
- Changes the fixed versus growth mindset about students’ ability to learn;
- Increases student ownership of learning and students taking control over their own learning;
- Develops more positive attitudes in relation to school and learning; and,
- Improves performance not only academic but also in relation to behavioral performance. COMPONENTS OF METACOGNITION METACOGNITIVE KNOWLEDGE
- Declarative knowledge refers to the knowledge about oneself, tasks, and strategies.
- Procedural knowledge involves the knowledge about how to use specific strategies or approaches to perform cognitive tasks.
- Conditional knowledge is the knowledge about when and why to use particular strategies. METACOGNITIVE STRATEGIES PRE-ASSESSMENT (SELF-ASSESSMENT) OF CONTENT
- It involves evaluating one’s own knowledge and understanding of the content before engaging in a learning task.
- It aims to help individuals gauge their existing knowledge, identify gaps or misconceptions, and tailor their learning strategies accordingly.
SELF-ASSESSMENT OF SELF-REGULATED LEARNING
SKILLS
- It involves critical evaluation of one’s own ability to manage and control his/her learning process.
- It enables learners to reflect on their learning habits, identify their strengths and weaknesses, and set realistic goals in learning. THINK ALOUD
- It involves verbalizing one’s thoughts, actions, and decision-making processes while engaging in a cognitive task.
- It aims to promote self-awareness by monitoring one’s cognitive processes, facilitate a deeper understanding of problem-solving approaches and decision making, and make one’s thought processes explicit. USE OF CONCEPT MAPS
- Concept maps are organization tools that visually represent relationships between ideas, images, or words.
- These can be useful in activating prior knowledge, supporting problem solving, enhancing conceptual understanding, and organizing and revising knowledge. EXAMPLE OF CONCEPT MAP: ● HIERARCHICAL ● SPIDER OR RADICAL ● FLOWCHART CLASSROOM ASSESSMENT TOOLS
- These serve an important role in promoting self-awareness, self-regulation, and overall cognitive development in students. METACOGNITIVE NOTE-TAKING SKILLS
- These involve not just the act of recording information but also reflecting on the learning process, understanding one’s own thinking, and optimizing the effectiveness of note- taking for better retention and comprehension. BEGINNING OF CLASS (PLAN + CONNECT)
- Set clear learning objectives you want to achieve in the session.
- If possible, quickly review the topics that will be covered.
- Jot down your initial thoughts, expectations, and any questions you have.
MIDDLE OF CLASS (MONITORING LEARNING)
- Listen actively. Focus on understanding key concepts.
- Choose key points and main ideas in your notes.
- Create two columns. In the left column, record insights, “ah-ha” moments, questions, relevance to other topics/subjects, and feeling and thoughts during the class. In the right column, put tradition notes on what is being presented. END OF CLASS (REFLECTIONG ON LEARNING)
- Summarize the key points covered in class.
- Reflect on whether your set learning goals are achieved or not. REFLECTIVE WRITING
- It involves thinking about and analyzing one’s own learning experiences, understanding, and growth.
- It encourages individuals to go beyond the surface level of what they have learned and delve into the process of learning itself. SELF-REGULATED LEARNING
- It refers to one’s ability to regulate his or her emotions, cognition, behavior, and aspects of the context during a learning experience.
- It includes goal setting, self-monitoring, self-instruction, and self-reinforcement. MANAGING AND TAKING CONTROL OF YOUR OWN LEARNING. **COMPONENTS OF SELF-REGULATED LEARNING
- Cognitive Processes** – mental activities involved in learning (e.g., attention, perception, memory, and problem solving) - Metacognitive Processes – thinking about one’s own thinking, which include planning, monitoring, and evaluating of learning strategies and understanding - Motivational Processes – factors that drive and sustain learning efforts, including goals, beliefs, values, and emotional responses CHARACTERISTICS OF SELF-REGULATED LEARNERS
- Aware of their own strengths and weaknesses
- Utilize metacognitive strategies
- Attribute any success or failure to factors within personal control CYCLE OF SELF-REGULATED LEARNING It is a framework that describes how individuals actively engage in the learning process by monitoring, regulating, and adapting their cognitive, metacognitive, and motivational strategies. 1 | FORETHOUGHT PHASE - Learners set specific and challenging goals for their learning to provide direction and motivation. - Learners select appropriate resources, plan study schedules, and decide learning approaches. - Learners activate their existing knowledge related to the task at hand. PLAN, SET GOALS, AND LAY OUT STRATEGIES 2 | PERFORMANCE (VOLITIONAL) PHASE - Learners implement the planned strategies and manage resources effectively. - Learners continuously monitor their understanding, progress, and effectiveness of their strategies. - Based on ongoing monitoring, learners adapt their strategies. USE STRATEGIES AND MONITOR PERFORMANCE 3 | SELF-REFLECTION PHASE - Learners evaluate their performance against the goals set during the forethought phase. - Learners reflect on the factors that contributed to their performance. - Based on the evaluation, learners identify areas where they can improve. REFLECTING ON ONE’S PERFORMANCE SETTING GOALS FOR SUCCESS
goals for enhancing performance and motivation.
- Goal is “a level of performance proficiency that one wishes to attain within a specific time period” (Shields et al., 2015) **PRINCIPLES OF GOAL-SETTING
- Clarity and Specificity –** clear, specific, and -defined 2. Challenge and Difficulty – challenging but attainable 3. Commitment – personally relevant goals will motivate a person to work on accomplishing these 4. Feedback and Monitoring – provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition 5. Task Complexity – appropriate balance of complexity STRESSORS AND RESPONSES Self-care starts with taking charge of one’s health. It is important to nurture not only our physical health but especially our mental health. WHAT IS STRESS?
- It is a complex physiological and psychological response that occurs when individuals perceive a discrepancy between the demands placed on them and their ability to cope with those demands.
- It is a natural and adaptive reaction that prepares the body to face challenges. THREE KINDS OF STRESS WHAT ARE STRESSORS?
These are external events, situations, or conditions that place demands on individuals, eliciting a stress response.
- These can be physical, psychological, or environmental factors that challenge an Individual's ability to cope. EXAMPLE OF STRESSORS
- Suffering from an illness or injury that places physical strain on the body and requires medical attention.
- Facing tight deadlines and a heavy workload at work, causing stress due to the pressure to perform.
- Experiencing conflicts within a close-knit group of friends, leading to tension and emotional strain.
- Living in an area prone to natural disasters, such as earthquakes or hurricanes, leading to constant concerns about safety.
STRESS AND FILIPINOS
According to Aldwin (2007), culture can affect stress and coping processes.
- Shapes the kind of stressor that an individual is likely to experience
- May affect the appraisal of a certain event
- Affects an individual’s coping strategies
- Provides different time-honored tools/mechanisms by which an individual can cope with stress HOW WESTERN AND ORIENTAL CULTURES VIEW FILIPINO TRAITS
SOCIAL AND CULTURAL DIMENSIONS OF STRESS
Social stress is a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances arising from the person’s social environment relationships. STRESS AND SOCIOLOGICAL PERSPECTIVE EMILE DURKHEIM Three primary types of suicide:
- Egoistic suicide – occurs when individuals experience a sense of detachment or isolation from society - Altruistic suicide – individuals may sacrifice their lives for the benefit of the community or a higher cause - Anomic suicide – associated with a breakdown in social norms and values Anomie refers to a state of normlessness, which occurs when there is a lack of clear social expectations and guidance for individuals, leading to a sense of disorientation, uncertainty, and a weakening of social cohesion. According to Aneshensel (1992), there are two main types of stressors. 1. Life events – important, specific events 2. Chronic strains – problems that have been occurring for some time COMMON TYPES OF ROLE STRAINS
for a loved one if they go through the same situation. COMPONENTS OF SELF-COMPASSION
- Self-kindness – Do not be too hard on yourself by criticizing yourself too much for things that go wrong. Show kindness to yourself the same way you would give to a loved one. - Common humanity – Recognize that you are not alone in suffering. - Mindfulness – Maintain a receptive mind state and acknowledge thoughts and feelings.
