UTS REVIEWER - The Pons, Relays and regulates the

signals that give you the sensation of

GROUP 7 – MANAGING AND CARING
pain from anywhere in your body
FOR THE SELF
below your neck.
THE FIVE KEY POINTS ABOUT - The Medulla Oblongata, Helps
LEARNING: (Lawrence Hall of control vital processes like your
Science/UC Berkeley NSF-WIDER heartbeat, breathing, and blood
Grant) pressure.
- The Parietal Lobe, Helps with your
1. learning is active: Involves engaging sense of direction relative to the
with objects, experiences, and world around you.
conversations. - The Occipital Lobe, The visual
2. It builds on Prior Knowledge: New processing area of the brain.
understanding enriches and modifies Associated with visuospatial
existing knowledge. processing, distance and depth
perception, color determination,
3. It occurs in a complex social object and face recognition, and
environment: Learning is a social activity, memory formation.
influenced by cultural context and - The Cerebellum, One of the three
interactions. main parts that make up your brain,
4. Learning is situated in authentic is responsible for coordinating
contexts: Knowledge is applied in real-life movement and balance.
situations. - The Spinal Cord, Responsible to
send motor commands from the
5. It requires motivation and cognitive brain to the body, send sensory
engagement: Active participation is information from the body to the
essential for effective learning. brain, and coordinate reflexes.

The characteristics and function of

The Human Brain: the left and right brain:

METACOGNITION AND STUDY

STRATEGIES

Metacognition
The Functions: (Meta “About” and cognition =
thinking)
- The Frontal lobe, Responsible for
higher cognitive functions such as Purposely thinking about one’s
memory, emotions, impulse control, own thinking strategies, When
problem solving, social interaction, people are able to “learn to think”
and motor function. and “Think to learn”. Metacognition
- The Temporal Lobe, Most is a learning strategy that you use to
commonly associated with understand and control your
processing auditory information and performance.
with the encoding of memory.
METACOGNITION
It is a system wherein you:
- Are totally involved and aware of
how you learn and what learning
techniques or strategies meet your
needs GROUP 8 – SETTING GOALS FOR
- Evaluate how effective these SUCCESS
strategies are for you What is self efficacy?
- Implement the best plan of action for
optimal learning - Refers to your belief in your capacity
to perform necessary actions to
Learnings were strong metacognitive produce specific performance goals
skills: (Bandura 1977, 1986, 1997). A
- Effectively plan for their learning reflection of your confidence in the
- Know their limits and seek help ability to exert control over your own
when needed motivation behavior and social
- Frequently assess their knowledge to environment.
test their comprehension of the topic “In order to succeed we need to have self
- Monitor their Own learning and use efficacy, to struggle together with
various learning strategies resilience to meet the inevitable obstacle
- Carefully practice a skill to gain and inequities of life.” Albert Bandora.
confidence and competence
Albert Bandora, known for his Social
Metacognitive awareness Inventory – learning theory and the concept of self-
In 1994, Schraw and Dennison created the efficacy. Social learning theory
Metacognitive Awareness Inventory (MAI) stressed the importance of observational
learning imitation and modeling.
Two Processes of Metacognition:
The theory of self efficacy, was for
1. Knowledge of cognition (Declarative, analyzing changes achieve in fairful and
Procedural, and conditional) avoidance behavior.
This involves: The Four Principles Source of Self
Efficacy Beliefs Presented by
a. being aware of the factions that involve
Bandora.
learning;
1. Inactive mastery experiences.
b. identifying the strategies you can use to
effectively learn and; - it is the most influential source of
efficacy information
c. choosing the appropriate learning
strategy. - it provide the most authentic evidence
of whatever one can muster what it takes
2. Regulation of cognition involves;
to succeed
a. setting goals and planning;
- Success increases sense of self efficacy
b. monitoring and controlling learning; failure undermine it
and
- A strong sense of self-efficacy is
c. evaluating own regulation achieved through experience and
perseverance in overcoming obstacle
CONCLUSION:
2. Vicarious experiences
Managing and caring for oneself is a
(comparisons)
dynamic and holistic process that requires
intentional effort, self-awareness, and Bandora believed that most human
adaptability. behavior is learned by observation.
 - Participant modeling, Observer Self Knowledge, The philosophical view as
watcher and performs your knowledge of your own sensation
- Timing, the learner is internally thoughts beliefs another mental states.
motivated and environment and
Self awareness, When you are a software,
conductive to learning
you understand that you stand apart from
- Learning strategy, The lessons are
others and from your environment. And that
appropriate for the learner level
you are a subject that acts interacts, and
learner is built on what the learner
experience your environment. Self-
already knows.
awareness assist that person reflect on his or
- Variation and consistency,
her “self”
Variation in learning techniques to
suit personal learning needs Self Esteem, It is your general attitude
consistency in assessing performance towards yourself. It is to answer the
and in giving feed back. question, do I like myself? Do I accept me
- Mental practice, it enhance for who I am? Am I a person of value?
vividness and stability of learning
What is self esteem?
3. Verbal Persuasion and Allied type of
social influences. - A reflection of what you believe
about yourself/.
- There are people who can motivate and - Refers to how we see and think
strengthen your belief in your capacity to about ourselves.
succeed. This significant people can
persuade you to believe that you possess the Factors of self esteem –
capability to master your task. - Family environment
4. Emotional and psychological states - Achievement
- Physical appearance
Your emotions and physical health affect - Self-belief
your self efficacy judgement with respect to - Task proficiency
specific task. - Feedback friends and others
Ex. You feel depressed, so you don’t feel Involves a degree of self evaluation, to
motivated to study. describe a person’s overall sense of self
worth or personal value.
- Preconception of capability, Your
personal assessment of your capacity COMPONENTS OF SELF ESTEEM
- Perceived task difficulty, Your (BRANDEN 1969)
assessment whether the task is at a
par with your preconceived 1. It is essential human need that is vital for
capability. survival as well as for normal healthy
- Effort, How hard you will work at development.
your task. 2. It arises automatically from within based
SELF CONCEPT on a person’s belief and consciousness
however external factor can affect it too.
- The term used to refer to how
someone think about or perceive 3. It occurs along with the person’s
themselves. thoughts, behaviors, feelings, and actions.
- Your idea of who you are based on
your personal belief and your
perceive notion others people see
you.
- GOALS
- VALUES
- BELIEFS
- ABILITIES
- SOCIAL
SELF CONCEPT VERSUS = LOCKE GOAL SETTING THEORY
 - Stated “Goal setting theory was Who?
based on the premise that much
Goals must be assignable to individual or
human action purposeful and it is
groups
directed conscious goals.”
- Goal setting theory predicts that - Realistic
people will channel effort toward
accomplishing their goals which will Feasible?
in turn affect performance. Realistic goals are challenging yet attainable
Three factors that will make individuals within the given timeframe
highly motivated: - Time base
1. Goals are challenging and specific When?
2. they are strongly committed to the Time frame must be aggressive yet
goal/goals realistic.
3. They strongly believe in the ability to GROUP 9 – TAKING CHANGE OF
accomplish their goal. ONE’S HEALTH
FIVE PRINCIPLES OF GOAL What is coping?
SETTING
Refers to the strategies and actions,
- Clarity, when a goal is clear and people use to manage stress, challenges,
specific. or difficult situations.
- Challenge, People are often
motivated by achievement. THE COPING SKILLS
- Commitment, A personally relevant - Positive coping skill
goal will motivate a person to
accomplish it. Strategies that help you manage stress in
- Feedback, provides opportunities to healthy, constructive ways.
clarify expectations. - Negative coping skill
- Task Complicity, Just like setting a
challenging goal, task complicity A strategy used to deal with stress or
involve appropriate balance. difficult emotions that may provide
temporary relief but ultimately worsens
SMART GOAL the situation and causes harm in the long
The condition given by Locke, developed by run.
management expert an author Kenneth 3 TYPES OF COPING SKILLS
Blanchard and Spencer Johnson
- PROBLEM FOCUSED COPING
- Dontaed as Specific and  It targets on controlling or changing
measurable, motivating attainable, the source of stress.
relevant, and trackable. (Blanchard,  It tackles the source in a practical
zigarmi, and zigarmi 1985). manner.
FIVE PRINCIPLES OF GOAL  Strategies include employing
SETTING – SMART problem-solving techniques; time
management; getting relevant social
- SPECIFIC support.
What, where, how? - EMOTION-FOCUSED COPING
 It involves lowering, if not
Specific goal is to distinct and define as eliminating negative emotional
much of the goal as possible. responses. (i.e., embarrassment).
- Measurable  It is an option when the source of
stress is external and beyond the
From and To person’s control.
 Strategies include distraction, talking
Measurement give feedback and lets one
out or verbalizing your problem,
know when the goal is complete.
prayer, and meditation.
- Assignable - COGNITIVE COPING
  It involves a conscious intellectual - Seeking professional help
activity of managing stressful
9 WAYS TO MANAGE STRESS
situations.
 You use your mind to combat stress- 1. REFRAMING – Changing the way you
inducing thoughts. view experiences or events, ideas, concepts,
and emotions to find alternatives that are
WHAT IS STRESS?
more positive.
- A state of mental or emotional strain,
2. Challenging negative thinking –
or tension resulting from adverse or
Questioning the rationality of your negative
very demanding circumstances. It is
thoughts. You take control of your thoughts
a mental and physical response to the
and stop negative thinking.
demands of your environment.
3. Positive self-talk – Sometimes referred to
as “positive affirmation” you talk to yourself
3 KINDS OF STRESS in a positive manner. This is useful for
confidence building.
- EUSTRESS
 Considered as good stress 4. Count to ten – Giving you time to gain
 A result from a situation or activity control of your emotions.
that you find motivating or inspiring
5. Cost-benefits analysis – Asking how
 Enjoyable and not threatening
yourself. Beneficial your thoughts,
activity
emotions, actions are.
- NEUSTRESS
 A “Neutral” Stress 6. Smell the roses – A way of telling
 A sensory stimulus that has no direct yourself to relax
consequence or effect on the person
 A situation or activity that you do 7. Keeping Perspective - Breaking down
not find threatening yet not your problems into little tasks and knowing
enjoyable which the problems need to be addressed
- DISTRESS right away.
 Situation or activities that you 8. Reducing uncertainty – As the saying
consider negative, harmful, goes, “lamang ang may alam” gather as
threatening much information as you can about your
 It could happen for just a short span problem.
of time or it could linger for
prolonged periods. 9. Using Imagery/Visualization – Imagery
as relaxation tool.
WHAT IS STRESSOR?
4 TYPES OF POSITIVE COPING
- Something that causes a state of STRATEGIES FOR STRESS
strain or tension
- Physical and Lifestyle Strategies
3 CATEGORIES OF SIGNS AND
SYMPTOMS OF STRESS Approaches stress indirectly by enhancing
physical health and establishing supportive
- PHYSICAL routines.
- COGNITIVE/PERCEPTUAL
- EMOTIONAL - Emotional Strategies

GROUP 10 – TAKING CHARGE OF Focuses on the direct management and

ONE’S HEALTH expression of emotions related to stress.

HEALTHY WAYS OF COPING - Cognitive Strategies

STRESS: Aims to alter perception and thoughts about
- Physical exercise stress.
- Relaxation - Philosophical/spiritual strategies
- Breathing
- Smile and laughter Encourages acceptance, purpose, and
- Time management connection from a broader life perspective.
- Social support/friends