SUNN Main Campus

Sagay City, Negros Occidental

Philippines 6122

COLLEGE OF
EDUCATION
(Bachelor of Secondary
Education, Bachelor of
Physical Education and
Bachelor of Technology
UNDERSTAN
and Livelihood

DING THE
SELF
COURSE FACILITATOR: FLORLY M. CALLOJELLAS,

3
LPT,
STMEd
1 Semester, A.Y. 2024 -
2025

MODULE
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MODULE
Module 1 | Page 1
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 LESSON

BECOMING A BETTER
1 LEARNER
3HOURS

Understanding oneself has so many facets. As one cannot comprehend

the complexity of human behavior by simply looking at a person. In this module,
discussion of Physical self, material self and digital self is merged in one lesson as
contributory factors in understanding oneself.

Think about the people you are around every day. What do you notice? For
years you’ve heard that we are all different in our looks, our personalities, and our
beliefs. But our differences go even deeper than that. How our brains process
information differently also makes us different in how we learn! This is generically
known as having differences in our learning styles. Today we will consider the
different learning styles. We will learn which ones are your strengths and which are
more challenging for you. This will give you a much better understanding of how you
learn.
This module will help you become a better learner by studying how to become
an independent learner.

At the end of this module, you are expected to:

a. Explain self-regulated learning

b. Enumerate components of self-regulated learning
c. Apply the different strategies directed towards self-regulated learning
d. Identify a metacognitive technique that you find most appropriate for
yourself
e. Discuss and identify tools and ways of assessing various aspects of
personality
f. Explain how the results of assessments help improve one's personality
g. Identify the types of intelligences and learning styles

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 Activity 2#: A Letter from the Future (20pts).

Write a letter to yourself from your future self: In your letter explain to your present
self how you can improve your performance in school and why it is important.

A good way to promote metacognitive reflection and regulation whilst reminding

students that enhancing learning-power is there responsibility and that, ultimately
they will be the ones to reap the rewards of success in school.

Knowing the “self” is not enough. Since “who

you are” is partly made up of your choices, you must
also have the ability to choose especially to be a
better “you”. In the school setting, your knowledge of
yourself should at least enable you to become a better
student
to self-discovery.
Self-regulated learning refers to one’s ability to
understand and control one’s learning environment.
Self regulation abilities include goal setting, self-
monitoring, self-instruction and self-reinforcement (Harris & Graham, 1999; Schraw,
Crippen, 7 Hartley, 2006).

Self-regulation should not be confused with a mental ability or an academic

performance skill. Instead, self-regulation is a self-directive process and set of
behaviors whereby learners transform their mental abilities into skills (Zimmerman,
Bonnor & Kovach, 2002) and habits through a developmental process that emerges
from guided practice and feedback (Paris & Paris, 2001)

Effective learners are self-regulating, analyzing task requirements, setting

productive goals, and selecting, adapting or inventing strategies to achieve their
objectives. Learners also monitor progress as they work thorough the task, managing
intrusive emotions and waning motivation as well as adjusting strategies processed
to foster success. These are the students who ask questions, take notes, and
allocate their time and their resources in ways that help them to be in charge of their
own learning (Paris & Paris, 2001)

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 Three (3) Components of Self-Regulated Learning

 Cognition – includes the skills and habits that are

necessary to encode, memorize and recall information
as well as think critically.
 Metacognition – skills that enable learners to
understand and monitor their cognitive processes
 Motivation – the beliefs and attitudes that affect the
use and development of both the cognitive and
metacognitive skills

We are Homo sapiens or "wise man". We think more complex. But being
called wise man not only about how we think, how you process information and how
you utilize techniques while you are studying. By this you have higher chance of
improving your learning process than those who do not reflect on their methods. This
idea falls under metacognition. Metacognition is defined as "thinking about thinking"
(Livingston 1997, Papaleontioulouca 2003). It is the awareness and limitations
of your current knowledge and skills (Meichenbaum 1985 in American Institute
Research 2010). By this metacognition enables the person to adapt their existing
knowledge and skills to a learning task, seeking for the optimum result of the learning
experience. Metacognition is not limited to thinking process of the individual. It
includes: keeping ones emotion and motivations while learning.

Some people learn better because:

•They like the topic.
•They’re challenge by the topic.
• They have reward system after finished task.

The emotional and motivation state is the ideal state for that person in order to further
facilitate one’s learning.

Two aspects of metacognition:

1. SELF-APPRAISAL means is your personal reflection on your knowledge and

Capabilities

2. SELF-MANAGEMENT is the mental process you employ using what have in

planning adapting in a successfully learn to or accomplished a certain task

METACOGNITION elements:

1. METACOGNITIVE KNOWLEDGE what you know about how you think.

Variables that affect how you know as a thinker:

A) First the personal variables which is your evaluation to your strength and
weaknesses in learning

B) Secondly the task variables this is what you know and what you think about the
nature of the task and the task requires.

C) Lastly refers to what strategies or skills you already have in dealing with certain
task

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 2. METACOGNITIVE REGULATION means on how you adjust your
thinking process to help you learn better.

According to Waterloo Student Success Office here are Metacognitive skills:

1. KNOWING YOUR LIMITS - it is very important here to be honest and accurate

evaluation of what you know and what you do not know.

2. MODIFYING YOUR APPROACH - It begins with recognition that your strategy is

not appropriate with the task or that you do not comprehend the learning
experience successfully.

3. SKIMMING - This is basically browsing over the material and keeping an eye on
keywords, phrase or sentence. It is also about knowing where to search for
such key terms.

4. REHEARSING - This is not just all about repeatedly talking ,writing or doing what
you have learn but trying also to make a personal interpretation or summary of
your learning experience.

5. SELF-TEST - This is to test your comprehension of your learning experience or

skill you have acquired during learning.

Other strategies:
• asking questions about yourmethods
•Self-reflection
•finding a mentor or support if necessary
• thinking out loud
•"welcoming errors" for clarification
•Having more positive towards mistakes

You can identify four types of metacognitive learners such as:

1. "Tacit" learners who are unaware of their metacognitive process although they
know the extent of their knowledge

2. "Aware" those who learners know some of their metacognitive strategies but do
not plan on how to use these techniques
.
3." Strategic" those who strategize and plan their course of action toward learning
experience
.
4."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 learning ie, the
education should not be limited by the capabilities of the teachers, in short, you
should have the capability to study things on your own as well as accurately evaluate
our progress.

14 Intelligent Behaviors
Performance can be greatly influenced by one’s behaviour. Behavior is defined as
the manner in which a person conducts himself in different circumstances.

Here are the following 14 intelligent behaviors indicative of an efficient and effective
problem-solver; many of w/c were originally compiled by Costa [2000]:

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 1. Persistence – not giving up

2. Overcoming impulsiveness–involves planning, clarifying, exploring, and

considering
3. Listening to other – listen to another person

4. Flexibility in thinking

5. Metacognition – awareness of how one is thinking

6. Checking for accuracy and precision

7. Questioning and problem-posing

8. Applying past knowledge to new situation

9. Precision of language and thought – provide criteria for value judgments

10. Using all the senses

11. Creativity – applying ingenuity, originality and insight

12. Living w/ a sense of wonderment –behave in an inquisitiveness, curiosity,

openness to beauty, intricacy, complexity and simplicity

13. Cooperation

14. Sense of Humor

Possessing many of these intelligent behaviors is an advantage in the

corporate world. Business firms looks not for knowledge and experience, but also for
efficiency and effectiveness.

Other tips that you can use in studying are the following:
1. Make an outline of things you want to learn
2. Break down the task in smaller and more manageable details
3. Integrate variation in your schedule and learning experience.
4. Try to inculcate your ideas.
5. Revise, summarize and take down notes the reread them to help you minimize
cramming in the last minute
6. Engage what you have learned.

Important reminder: "Utilize and adapt the appropriate techniques in whatever

learning experiences you are about to accomplish and find enjoyment and success in
learning ..."Constant practice makes things perfect.”

Assessment
One of the closest experiences you have w/ assessments is taking a writing
test and going through interviews w/ academic officials before enrolling in a school of
your choice.

Assessment is a process that determines the presence or absence, as well as

the extent or level, of a characteristic or behavior in a person. In doing this, tools are
used. They are also called measures or data-gathering tools. Tests are type of tools.
The data derived from a tool provides the basis for knowing the presence of a
behavior or characteristics.
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 Kinds of assessment
The following are the kinds of test according to purpose, i.e. In terms of
characteristic they intend to measure:
a. Achievement test – this test measures what has been learned w/n a
specific period of time.
b. Mental ability test – measures one’s level of mental ability, such
tests are known as IQ tests.
c. Aptitude test – measures the inclination of individual towards certain
specific areas. It determines what particular work an
individual would most possibly be successful at.
d. Personality test –measures facets of personality, some of w/c are
attitudes, perceptions, interests, psychological aberrations,
personality disorders and the like.

The kind of test to use or apply is determined by its purpose. Using

inappropriate assessment tools invalidates the results.

General methods of assessment

There are two methods: formal assessment standardized and generally

carried out in professional settings by experts in the behavior being measured; the
bases for the assessment of a person are his/her responses or scores on a test; and
informal assessment [do not observed formal process; the bases for assessing a
person are unstructured or simple observations of his/her behaviors in informal
settings and occasions]. Informal assessment gives a clue to what might be
happening w/ the behavior being studied for described.

Application of assessment

Assessment provides many advantages; foremost of w/c is to gain a better

understanding of oneself. Thus, one will know exactly what areas are to be improved
or enhanced and more importantly, what to do to overcome his/her weakness and
turn into strength.

Multiple Intelligences and Learning Styles Theory

Educators and researchers are always looking for innovative ways to improve
student performance. As a result, the education field is crowded with different
theories about learning, teaching, studying, and so on. Two of the most popular ones
are the Multiple Intelligences Theory and Learning Styles Theory.

Visual and spatial learners - You have very good visual recall and will be able to
remember scenes, objects or faces for many years. You like visually presented
information such as charts, pictures, images, keywords display, memory and concept
mapping. In a museum, archive or library you will probably respond well to visually
stimulating displays, to video, photography and film, and to the use of colour.

Musical learners - You have good auditory recall and will be able to rehearse or
anticipate situations by “hearing” them played out in your head. You respond well to a
variety of sounds including environmental sounds, music and the human voice. You
will enjoy sound effects, storytelling, and music in a museum, gallery or archive.

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 Kinesthetic learners - You can use your body in highly differentiated and skilled
ways. You will learn best by doing, where physical movement aids memory. Many
boys are kinesthetic learners and respond well to interactive exhibits and
opportunities to feel, touch and handle, use computers and make things. You may be
restless and like to move about during learning activities.

Interpersonal learners - You are able to understand and work with others.You
respond quickly to changes in mood and adjust your behaviour accordingly. You
enjoy discussions and group work. You are good at giving and receiving feedback.
You are likely to respond well to discussion and group activities in a museum, archive
or library.

Intrapersonal learners - You are self-motivated and have a high degree of self–
knowledge. You like time for quiet reflection and the opportunity to develop your
thoughts and express these. You will enjoy spending time alone in a museum,
archive or library, researching, thinking and reflecting on the experience before
talking about this to others

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 Activity 2#: Learning for All!
Source: Learning for All at http://www.inspiringlearningforall.gov.uk
Please complete the questionnaire following the instructions. On the following pages
transfer your scores to the multiple intelligences listing and then total these to find out
your preferred learning style.

Check out your own learning style preferences based on Gardner’s multiple
intelligences model Score between 0 and 3 for each of these statements

0 = This does not represent me at all 3 = This statement strongly represents me

SCORE
1. I am able to explain topics which are difficult and make them clear

2. I have a good sense of direction

3. Charts, diagrams, visual displays are important for my learning

4. I always do things one step at a time

5. I am sensitive to the moods and feelings of those around me

6. I have a good sense of balance and enjoy physical movement

7. I keep or like pets or other domestic animals

8. I need to see something in it for me before I want to learn

something

9. I am enjoy being outdoors and am comfortable there

10. I learn well from talks, lectures and listening to others

11. I learn best when I have to get up and do it for myself

12. I can pick out individual instruments in complex musical pieces

13. I enjoy crosswords and logical problems

14. I have a natural ability to sort out arguments between friends

15. I remember things like telephone numbers

16. I enjoy working or learning independently

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 TOTAL

Scoring
Transfer the outcomes (i.e. how many points you scored for each statement listed
against each intelligence) to the eight intelligences listed and then complete the
sectional wheel.

Look at your top three preferences (20pts):

Does this fit with your own feelings about your learning preferences?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____

How might an understanding difference learning styles be helpful as a

learner?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____

List down 3 challenges of home learning that you have encountered during this
pandemic and what are your strategies in managing these challenges?

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 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____

Activity 2:My New Normal

Make a creative presentation showing the study strategies you are doing
during this new normal from Mondays - Fridays. You may plot this through a matrix
and attach pictures as your documentation.
10 point Organization
10 points content
10 points visual presentation

Monday Tuesday Wednesday Thursday Friday

Tasks
(may also
include house
chores)

Strategies
(e.g. listening
to music)

Aid/Assistance
(siblings)

Expected
outcome

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 LESSON

SETTING GOALS
2 FOR SUCCESS
3 HOURS

According to Jack Canfield, “by taking the time to stop and appreciate who you
are and what you have achieved – and perhaps learned through a few mistakes,
stumbles and losses – you actually can enhance everything about you. Self-
acknowledgment and appreciation are what give you the insights and awareness to
move forward toward higher goals and accomplishments” Brown, 2016; Alata et al.,
2018).

Often times we see ourselves unfit to surmount the challenges we are facing.
Little did we know that our gift as human beings since our ‘creation’ is our ability to
exercise control over the things around us. We as human beings are self-regulating,
proactive, self-reflective and self-organizing and that we have the power to influence
our own actions to produce desired consequences.

In this module, we will be discussing our potential as human beings that are often
times overlooked because of our own weaknesses as based on the theory of Albert
Bandura in his Theory of Self – Efficacy.

At the end of the lesson, the students will be able must have:
a. understood the concept of self- efficacy by Albert Bandura;
b. identified acts of people with “high assurance in their capabilities”;
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 c. identified acts of people who “doubt their capabilities”;
d. described four main sources of influence by which a person’s self- efficacy is
developed and maintained.
e. use Bandura‟s self-efficacy theory for self-assessment
f. differentiate growth and fixed mindset by Dweck’s Mindset
g. design personal goals adapting Locke‟s goal setting theory

ACTIVITY 1#: VIDEO: The story of the Rabbit and the Turtle.
Answer the following questions:

Video: https://www.youtube.com/watch?v=xevQ2yTyK9Y

2points each – Brief answer only.

Describe the character of Rabbit

Describe the character of Turtle

What is the best lesson you have learned from the story?

If you have completed the activity, gather your thoughts on the following
questions:

 Is strength and speed a basis for completing a task?

 What are the key elements in determining in achieving your goals?
 What are the qualities that you own that can lead you to success?
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 Self-efficacy - the way a person perceives his own abilities and competence in
dealing with a problem or challenge
Further defined as…….

 How a person sees his abilities will determine to which source he attributes
successes and failures.
 We likely have different levels of self-efficacy for different skill domains
 However, overall, we may develop a general level or sense of self-efficacy
based on our various experiences.

The Bobo Doll Experiment was studied by Dr. Bandura in 1950‟s. In this
experiment, the sample children were presented with new social models of violent
and nonviolent behavior towards an inflatable redounding Bobo doll. The result were:
the group of children who saw the violent behavior model became violent to the doll,
while the control group who was presented with the nonviolent behavior model was
rarely violent to the doll. Dr. Bandura introduced the social learning theory that
focuses on what people learn from observing and interacting with other people.

Bandura’s social cognitive theory

It states that people are active participants in their environment and are not simply
shaped by that environment. Dr. Bandura continues to do research such as self-
efficacy, stress reactions, and effects of modeling on human behavior, emotion, and
thought.

Summary of Self-efficacy Theory

Weibell (2011) summarized Albert Bandura‟s self-efficacy theory:

Self-efficacy theory – is based on the assumption that psychological procedures as

a means of creating and strengthening expectations of personal efficacy.

Outcome expectancy - is a person‟s estimate that a given behaviour will lead to

certain outcomes.

Efficacy Expectation - is the conviction that one can successfully execute the
behavior required to produce the outcomes.

Weibell (2011) stated that Dr. Bandura defined self-efficacy as “people‟s beliefs
about their capabilities to produce designed levels of performance that
exercise influence over events that effects their lives.” He identified acts of people
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 with high assurance in their capabilities such as:

1. Approach difficult tasks as challenges to be mastered.

2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain efforts in the face of failures or setbacks;
4. Attributed failure to insufficient effort or deficient knowledge and skills which are
acquirable;
5. Approach threatening situations with assurance that they can exercise control over
them.
In contrast, people “who doubt their capabilities”:
1. Shy away from tasks they view as personal threats;
2. Have low aspirations and weak commitment to goals they choose to pursue;
3. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform successfully;
4. Slacken their efforts and give up quickly in the face of difficulties;
5. Are slow to recover their sense of efficacy following failure or setbacks;
6. Fall easy victim to stress and depression

Dr. Bandura described four main sources of influence by which a person’s self-
efficacy is developed and maintained. These are:

1. Performance accomplishments or mastery experiences;

2. Vicarious experiences;
3. Verbal or social persuasion; and
4. Physiological (somatic and emotional) states.

Dr. Bandura identified that “mastery experiences‟‟ or personal performance

accomplishments‟‟ are most effective ways to create a strong sense of efficacy.
Verbal or Social persuasion also effects one‟s perception of self-efficacy. It is “a way
of strengthening people‟s beliefs that they have what it takes to succeed.

Dr. Albert Bandura‟s quotes about self- efficacy (Kendra 2017) are as follows:
 “Self efficacy is the belief in one‟s capabilities to organize and execute the
sources of action required to manage prospective situation.”
 “If efficacy beliefs always reflected only what people can do routinely, they
would rarely fail but they would not set aspirations beyond their immediate
reach nor mount the extra effort needed to surpass their ordinary
performances.” (from Encyclopedia of Human behavior, 1994)
 “Self-belief does not necessarily ensure success, but self-disbelief assuredly
spawns failure.”(From Self- efficacy: The exercise of control, 1997)
 “By sticking it out through tough times, people emerge from adversity with the
stronger sense of efficacy.”(From Encyclopedia of Human Behavior,1994)

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 RECIPROCAL DETERMINISM

a person’s skills and developmental level are not only

determined by the environment and others the person
also creates or determines her own environment by
making modifications in it

As a person selects specific environments, the tasks in

turn influence what the person will learn and develop

As an example, Bandura's reciprocal determinism

could occur when a child is acting out in school. The
child doesn't like going to school; therefore, they act out
in class. This results in teachers and administrators of
the school disliking having the child around.

SELF-FULFILLING PROPHESIES

This process of reciprocal determinism is greatly influenced

by our sense of self-efficacy, and our sense of self-efficacy
will increase or decrease areas because of the ongoing
process of reciprocal determinism

Whatever we believed will happen is validated because we

have brought these beliefs and predictions to fulfillment.

An example of a self-fulfilling prophecy is the placebo effect, when a person

experiences beneficial outcome because they expect an inactive "look-alike"
substance or treatment to work, even though it has no known medical effect.

In the classroom, a self-fulfilling prophecy occurs when a teacher holds expectations

for students, which through social interaction, causes the students to behave in such
a manner as to confirm the originally false (but now true) expectation. For example,
lower expectations for students of color and students from disadvantaged
backgrounds, and higher expectations of middle-class students.

How is SELF-EFFICACY Developed?

ACTUAL PERFORMANCE - our own personal successes
and failures change our self-efficacy through reciprocal
determinism.

OBSERVATIONAL LEARNING - we gain vicarious

Reinforcement.

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 We see the successes and failures of those whom we perceive are similar to us, and
we think these attributes must apply to ourselves as well
VERBAL PERSUASION - what others say about us influences how we think about
ourselves, we will be influenced by what others say to persuade us of our ability level

PSYCHOLOGICAL CUES - the emotional state and the physiological pain and
pleasure we feel internally in the context of performing a task will influence the sense
of self-efficacy we develop

CAROL S. DWECK’S FIXED AND GROWTH MINDSET THEORY

Author of Mindset: The New

Psychology of Success. Born on October
17, 1946. Graduated from Bernard College
in 1967 and earned her PhD from Yale
University in 1972. She taught at Colombia
University, Harvard University, and
University of Illinois before joining Stanford
University in 2004(Up closed 2017) Her
research focuses on why people succeed
and how to foster success.

Fixed and growth mindset

Dr. Dweck described people with two types of mindset. People who believe
that success is based in their innate abilities have a “fixed” theory of intelligence,
which goes under fixed mindset. People who believe that success is based on hard
work, learning, training, and perseverance have growth theory of intelligence, which
goes under Growth mindset. According to Dr. Dweck, individuals may not
necessarily be aware of their own mindset, but their mindset can still be discerned
based on their behavior.

Fixed mindset individuals dread failure because it is a negative statement on

their basic abilities, while growth mindset individuals do not mind or fear failure as
much because they realize their performance can be improved and learning comes
from failure. These two mindsets play an important role in all aspects of a person‟s
life. Dr. Dweck argues that the growth mindset will allow a person to live a less
stressful and more successful life (Upclosed 2017)

For example, children given praise such as “good job”, and you like “good job, you
worked very hard” are likely to develop a growth mindset. In other words, it is
possible to encourage students to persist despite failure by encouraging them to think
about learning in a certain way.

Goal setting theory - EDWIN LOCKE

The goal setting theory was first studied by Dr. Locke
in the middle of 1960s. Locke (1996) first described that the
approach of goal setting theory is based on what Aristotle
called final causality; that is action caused by a purpose. It
accepts the axiomatic status of consciousness and volition.
It also assumes that introspective reports provide useful and
valid data for formulating psychological concepts and
measuring psychological phenomena (e.g., purpose, goal,
commitment, self-efficacy).

Goal Attributes
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 Goals have both an internal and an external aspect. Internally, they are ideas
(desired ends), externally, they refer to the object or condition ought (e.g., a job, a
sale, a certain performance level). The ideas guide action to attain the object. Two
broad attributes of goal are content (the actual object sought) and the intensity (the
scope, focus, and complexity, among others of the choice process). Qualitatively, the
content of a goal is whatever the person is seeking. Quantitatively, two attributes of
content, difficulty, and specificity, have been studied (Locke 2017).

14 research findings:

A research was made by Locke (2017) under the article “Motivation through
Conscious Goal Setting”. The research has the following 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 (or that, at least, progress
can be made toward it
c) Commitment can be enhanced by effective leadership. Relevant leadership
techniques include:
 Providing and communicating an inspiring vision;
 Acting as role model for the employees;
 Expecting outstanding performance;
 Promoting employees who embrace the vision and dismissing those who
reject it;
 Delegating responsibility (“ownership”) for key tasks;
 Goal setting itself can be delegated for capable, responsible employees;
 Expressing (genuine) confidence in employee capabilities;
 Enhancing capabilities through training; and
 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; and
d) The choice of task strategies

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 the action, the degree of
effort exerted, and the persistence of action overtime.

10. Goals stimulate planning in general. Often, the planning quality is higher than that
which occurs without goals.
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 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 t perform well; and
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.

13. Goal setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.

14.Goals serve as standards of self- satisfaction, with harder goals demanding

higher accomplishment in order to attain self-satisfaction than easy
goals.

People with growth mindset, where there is room for improvement of

Performance, with a positive perceived self-efficacy, where s/he has high confidence
on his/her capabilities, and set specific achievable goals, have high possibility to
attain success in life

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 Activity 2#: 7 Areas of life - goal
“Character cannot be developed in ease and quiet. Only through experiences of trials
and suffering can the soul be strengthened, vision cleared, ambition inspired and
success achieved.” - Hellen Keller

Below is a matrix with the seven areas of your life. Determine your short term
goals and long term goals. In doing this, integrate the lessons you have learned in
this course in understanding yourself and framing your future self. Emphasis should
be on determining the kind of life you will have especially in the field of your study.

Short term Goal Long term Goals

FAMILY

FRIENDS

HEALTH

ACADEMICS

FINANCIAL

Activity 3#: Road Map to Success

Are you ready to accomplish your dreams and goals? Creating a road map will help
jump start those goals. Draw your road map to success and follows the instructions
below:

1. Write out your goals this semester? What are the things that you want to
accomplish this semester? Make sure that these goals are worded so that it is
SMART. Remember, a goal without deadline is only a fantasy
2. List out what steps that you took to accomplish these goals. Add a date by when
each step needs to happen so that you can reach your goal on time.
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 3. List out everyone who can help you with each step.
4. What are the following factors or reason that could stand in your way of
accomplishing your goal? Right down 5 obstacles that you can think of.

Rubrics:
Creativity 10
Content Accuracy 10
Following Direction 10
Require Elements 10
Total 40

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 LESSON

TAKING CHARGE OF
3 ONE’S HEALTH
6 HOURS

“What happens is not as important as how you react to what happens” –

Thaddeus Golas
How we react to what happens determines the impact on our health. Stress is
vital to our daily lives because it might get the best in us or the worst in us. And yes,
we only wanted its positive impact in our lives, however, it is not always how we deal
with stress. Mostly, it consumes us and gets in our way in achieving our goals.
This module, will discuss stress, understanding, and coping with it on a daily
basis. It is but necessary to know these to avoid mental health problems, and
therefore promoting a more positive way of dealing with it.

At the end of this module, you are expected to:

a. Discussed that understanding stress and its sources during adolescence

may help in identifying ways to cope and have a healthful life,
b. Identified sources of your stress and illustrate the effect of stress on your
system, and
c. Demonstrated personal ways of coping with stress for healthful living.

Activity 2 Direction: Write 2 experiences where you felt extremely distressed.

Describe how you have dealt with it in the past. Write in 5 or more sentences.

Rubrics:
10 points content
5 points organization
5 points relevance

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 Stress is inevitable to life, we have to learn how to handle and cope up with it. More
so, we have to be familiar with other approach to healthy lifestyle, which is self-care.

STRESS is . . .

is the way human beings react both physically and mentally to

changes, events, and situations in their lives.

People experience stress in different ways and for different

reasons.

The reaction is based on your perception of an event or situation.

If you view a situation negatively, you will likely feel distressed—

overwhelmed, oppressed, or out of control.
Kinds of Stress
Eustress is the results from a “positive” view of an event or
situation, which is why it is also called “good stress or beneficial
stress”. It helps you rise to a challenge and can be an antidote to
boredom because it engages focused energy. It’s often a
question of perception: A positive stressor for one person can be
a negative stressor for another.
It has the following characteristics:
 Motivates, focuses energy.
 Is short-term.
 Is perceived as within our coping abilities.
 Feels exciting.
 Improves performance.

Distress – the negative kind of stress. It is a state of emotional suffering associated

with stressors and demands that are difficult to cope with in daily life. The lack of
effective care for and difficulty in identifying psychological dis- tress is frustrating for
patients and health professionals alike.
It has the following characteristics:
 Causes anxiety or concern.
 Can be short- or long-term.
 Is perceived as outside of our coping abilities.
 Feels unpleasant.
 Decreases performance.
 Can lead to mental and physical problems.

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 Stressors
A stressor is a stimulus with the potential for triggering the fight or flight response.
The stressors for which our bodies were evolutionarily trained were threats to our
safety (Greenberg, 2010). It is somewhat hard to categorize stressors into objective
lists of those that cause eustress and those that cause distress, because different
people will have different reactions to particular situations. However, by generalizing,
we can compile a list of stressors that are typically experienced as negative or
positive to most people, most of the time.

Examples of negative personal stressors include:

 The death of a spouse.

 Filing for divorce.
 Losing contact with loved ones.
 The death of a family member.
 Hospitalization (oneself or a family member).
 Injury or illness (oneself or a family member).
 Being abused or neglected.

 Separation from a spouse or committed relationship

partner.
 Conflict in interpersonal relationships.
 Bankruptcy/Money Problems.
 Unemployment.
 Sleep problems.
 Children's problems at school.
 Legal problems.
Examples of positive personal stressors include:

 Receiving a promotion or raise at work.

 Starting a new job.
 Marriage.
 Buying a home.
 Having a child.

 Moving.
 Taking a vacation.
 Holiday seasons.
 Retiring.
 Taking educational classes or learning a new hobby.

Greenberg (2010)

 environmental toxins, heat, cold

 psychological threats to self-esteem, depression
 sociological unemployment, death of a loved one
 philosophical use of time, purpose in life

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 The Klinic Community Health Centre (2010)
The environment can bombard people with intense and competing demands to
adjust. Examples of environmental stressors include weather, noise, crowding,
pollution, traffic, unsafe and substandard housing, and crime.

PHYSIOLOGICAL STRESSORS
Situations and circumstances affecting the body can be experienced as physiological
stressors.

Examples of physiological stressors include rapid growth of adolescence,

menopause, illness, aging, giving birth, accidents, poor nutrition, and sleep
disturbances.

The brain interprets and perceives situations as stressful, difficult, painful, or

pleasant. Some situations in life are stress provoking, but it is our thoughts that
determine whether they are a problem for us.
Stressors are not always limited to situations where some external situation is
creating a problem. Internal events such as feelings and thoughts and habitual
behaviors can also cause negative stress.

Common internally caused sources of distress include:

Fears: (e.g., fears of flying, heights, public speaking, chatting with strangers at a
party).
Repetitive Thought Patterns.
Worrying about future events (e.g., waiting for medical test results or job
restructuring).
Unrealistic, perfectionist expectations.

Habitual behavior patterns that can lead to distress include:

 Overscheduling.
 Failing to be assertive.
 Procrastination and/or failing to plan ahead.

Stress Response
Everyone has developed a response to stress. The key is to learn to monitor signs
and become aware of them when they are indicating that the stress level is
unmanageable.

The Fight or Flight Response (Hans Selye)

What happens in the body during the fight or flight response?

He found that any problem, real or imagined, could cause the

cerebral cortex (the thinking part of the brain) to send an
alarm to the hypothalamus (the main switch for the stress
response, located in the midbrain).

The hypothalamus then stimulates the sympathetic nervous system to make a series
of changes in the body. The heart rate, breathing rate, muscle tension, metabolism,
and blood pressure all increase. The hands and feet get cold as blood is directed
away from the extremities and digestive system into the larger muscles that can help
fight or run. The person experiences butterflies in the stomach; diaphragm locks;
pupils dilate to sharpen vision; and hearing becomes more acute.

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 This is the Stress Response.

The Stress Response

While all of this is going on, something else happens that can
have long-term negative effects if left unchecked.
The adrenal glands start to secrete corticoids (adrenaline,
epinephrine, and norepinephrine), which inhibit digestion,
reproduction, growth, and tissue repair and the responses of the
immune and inflammatory systems.
Some very important functions that keep the body healthy begin
to shut down. The stress response is useful and can be
necessary in times of emergency, but the frequent or
unrelenting triggering of the stress response without a balancing
relaxation response can contribute to a number of illnesses and symptoms.

SIGNS OF STRESS
PHYSICAL

 Aches and pains, muscle tension

 Diarrhea or constipation
 Nausea, dizziness, or butterflies in the
stomach
 Chest pain or rapid heartbeat
 Shallow breathing and sweating
 Frequent colds
COGNITIVE

 Memory problems
 Inability or difficulty concentrating
 Poor judgment
 Seeing only the negative
 Anxious, racing, or ruminating thoughts
 Constant worrying
EMOTIONAL

 Moodiness
 Irritability or short-tempered
 Agitation, inability to relax
 Feeling overwhelmed
 Sense of loneliness or isolation
 Depression or general unhappiness
BEHAVIORAL

 Eating more or less

 Sleeping too much or too little
 Isolating yourself from others
 Procrastinating or neglecting responsibilities
 Using alcohol, cigarettes, or drugs to relax
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  Nervous habits (nail biting, pacing)

Techniques to Counter Chronic Stress

Several techniques to counter chronic stress were presented in the same article
(Health Harvard 2017):

1. Relaxation response. Dr. Herbert Benson, director emeritus of the Benson-

Henry Institute for Mind Body Medicine at Massachusetts General Hospital, has
devoted much of his career to learning how people can counter the stress
response by using a combination of approaches that elicit the relaxation
response. These include deep abdominal breathing, focus on a soothing
word (such as peace or calm), visualization of tranquil scenes, repetitive
prayer, yoga, and tai chi.

2. Physical activity. People can use exercise to stifle the buildup of stress in
several ways. Exercise, such as taking a brisk walk shortly after feeling
stressed, not only deepens breathing but also helps relieve muscle tension.
Movement therapies such as yoga, tai chi, and qi gong combined with fluid
movements, with deep breathing, and mental focus, all of which can induce
calm.

3. Social support. Confidants, friends, acquaintances, co-workers,

relatives, spouses, and companions all provide a life-enhancing social net, and
may increase longevity. It is not clear why, but the buffering theory holds that
people who enjoy close relationships with family and friends receive emotional
support that indirectly helps to sustain them at times of chronic stress and
crisis.

Self-care therapy

Nancy Apperson [2008] of Northern Illinois University has provided steps for self-
care:

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 mediation
f. Escape for a while through reading books, watching movies, or short trip.

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 Activity 2#: My Self Care Plan

Stress can be managed by direct and indirect coping strategies. Direct

approaches include removing the stressor, recognizing and changing your perception
of the situation so that it is no longer stressful, removing yourself from the source of
stress, or limiting your exposure to the stressor. Indirect methods involve finding
ways to minimize the impact of stressful situations. They include exercising, healthy
eating and sleeping habits, relaxing, meditating, setting aside time for yourself,
working with others to solve problems, asking for help, and personal counselling.

Make a self-care plan that works for you.

Additional Self-Care & Stress-Coping

Strategies Direct: remove stressor, limit
exposure, reframe attitude Indirect: exercise,
Current Major Current Stress and
eat healthy, get enough sleep, take time to
Stressors Coping Strategies
relax, meditate, engage in a hobby, work with
others to solve problems, ask for help, get
personal counselling

Activity 3#: Make a video that shows your personal technique in combating stress.
Example: Singing, dancing, etc. Make a short explanation at the end of your video.
RUBRICS
Creativity 10pts
Explanation 10pts.
Relevance 10pts.

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