St. Michael TVET Training and Assessment Center, Inc.

Subject: Pag-unawa sa Sarili

*GENERAL DIRECTIONS: COPY and PROPERLY LABEL THE ACTIVITIES IN SEPERATE SHEET/S TO BE
SUBMITTED.
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TOPIC A: Human Learning
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Objectives: ​At the end of this section, students are expected to;

1. explain the learning process;

2. discuss the factors that influence the process; and
3. apply principles of learning to their academic life.

Diagnostics​: If you think the statement is correct, write AGREE, otherwise write DISAGREE.

1. Learning is a lifelong process.

2. Learning happens in a variety of situations.
3. Every individual learns in exactly the same manner.
4. There is a limit to what one can learn.
5. Learning is a choice.

Learning

If cognition, memory, and intelligence are underlying mechanisms that allow people to perceive, process, and
apply information for daily adaptation, then learning is a natural consequence of these mechanisms. Learning is defined
as a relatively permanent change in a person's knowledge or behavior as a result of experience. This definition connotes
three things: first, the change is long-term; second, the source of change comes from within the external structures of
memory or knowledge of the individual; and third, the change is attributed to the personal experiences of the learner in
his or her environment. When knowledge or information is transferred to long-term memory which are further elaborated,
rehearsed, and practiced, then learning happens.

People learn in many ways, and several theories and models have been forwarded to understand and explain
how learning occurs. One such theory is the ​social cognitive theory which emphasizes the value of the social
environment in one's learning process that is built on observational learning. Based on this theory, there are four stages
in observational learning: attention, retention, motor reproduction, and motivation. When an individual focuses on
information that he or she perceives to be interesting and useful (attention), stores and gives a mental representation of
the information (retention), recalls and rehearses the information given (motor reproduction), and repeats the entire
process constantly and consistently (motivation), then learning happens. An example is solving a difficult mathematical
problem. The student listens to the math teacher, reads books and memorize the formulas and principles to be used,
practices solving different equations, and does this over and over again to learn how to solve the mathematical problem
accurately with ease.

Learning happens even beyond the classroom. It happens in daily situations. When there is an observable
change in one's perceptions and behavior, learning happens. Thus, learning is not limited to desirable outcomes; one
can also learn from undesirable situations. According to the social cognitive theory, there is an interaction of personal
(cognition, personality, orientation), environmental (family, schools and other settings, peers and social relationships),
and behavioral factors (feedback and consequence) that accounts for behavioral change. For example, when students
are conscientious and driven in their studies personal); schools, parents, and peers are also endorsing the same goals;
and students feel personally rewarded whenever they get good grades for their academic efforts, then it is likely that
such behavior will be sustained. Following the same idea, an individual is likely to perceive vices as positive acts if his or
her relatives and peers are involved in these vices. The individual who will probably acquire the behaviors pervading his
or her social environment will then receive positive feedback from the people who share the same behaviors. There is no
one factor that dominates predisposition to a particular behavior. According to the social cognitive theory, all three factors
interactively influence one another in one's particular behavior.

The notion of learning is underlined by notions of ​self-efficacy and human agency. Self- efficacy is defined as
the extent to which people believe that they can confidently learn and master a particular skill. When an individual has
high self-efficacy, he or she is likely to engage in challenging tasks and deal with frustrations and disappointments
efficiently. In contrast, people with low self-efficacy are likely to avoid difficult tasks because they lack confidence which
further contributes to them having low self-esteem. Thus, self- efficacy is a crucial factor in one's learning process.

According to Albert Bandura, self-efficacy can be developed through the following:

1. Mastery experience ​= accomplishing simple tasks that lead to more complex tasks.
2. Social modelling ​= Observing an intelligible model who accomplishes the task.
3. Improving physical and emotional states ​= being relaxed and call before pushing a challenging task.
4. Verbal persuasion​ = providing encouragement and feedback during the accomplishment of a challenging task.

An example that illustrates self-efficacy would be a learner who is doing a particularly challenging writing
assignment. If the learner already has experience in a similar task, looks up to a mentor, allots sufficient time to the task,
and is constantly encouraged, he or she will probably have high self-efficacy. On the other hand, facing the same
situation, a learner who has had no prior experience in writing, has no model to look up to, is always stressed and
pressured by the deadline, and receives no positive feedback in accomplishing the task is likely to have low self-efficacy
in writing.

Apart from self-efficacy, human agency is another valuable principle in the learning process. People are not
products of inner forces or environments; they are self-regulating and proactive. People influence their own environments
by their characteristics and behavior; people influence other people; and they influence social groups in attaining benefits
that can be experienced by many.

1. Intentionality​ = making an active decision to engage in particular activities

2. Forethought​ = anticipating outcomes and consequences of particular actions
3. Self-reactiveness​ = constructing and regulating behavior appropriately
4. Self-reflectiveness​ = reflecting and evaluating one’s thoughts and behavior

Thus, in the learning process, students are equally accountable for their performance as much as their teachers.
While teachers are considered agents of motivating the learning process, students have the responsibility to be
equally involved as well. When teachers give tasks, students must be responsible to accomplish the tasks assigned
to them. Students are accountable for the level of their performance in the classroom setting. In the entirety of the
general learning process, students become in touch with their own learning process. It is in this perspective that
students are considered agents of their own learning, and they are expected to invest in their own learning process.

This leads to the question of how much of an investment should students make in the learning process. Although
educators are largely responsible for shaping the learning process, students themselves can also take hold of their
own learning process through self-regulation. There are two strategies in learning that students can use: deep
learning and surface learning. In surface learning, students Simply accept information presented to them and
memorize them in an isolated and unlinked manner. As a result, no deeper understanding of ideas and concepts and
long-term retention of information is achieved. On the other hand, deep learning is the deeper understanding of
information by creating significant meaningful links across different concepts and how it can be applied in practical
ways. Students who engage in deep learning strategies are self-regulated learners; they practically teach themselves
and engage in learning opportunities characterized by collaboration and high metacognition. Quality learning
outcomes definitely emerge from deep learning strategies.

Surface learning leads to mere absorption of facts and rote memorization. It does not allow for autonomous learning
to happen, and pays attention to teacher performance rather than student learning. Although surface learning is useful
in some instances, it should be understood that it is the type of learning that does not necessarily lead to deep
understanding. On the other hand, deep learning strategies involve making meaningful connections, using higher
cognitive skills, enhancing intrinsic motivation, and developing better metacognitive skills.

To adopt deep learning strategies, students can engage in the following habits:
1. Taking down notes. By taking down notes, students reinforce retention and comprehension of ideas
and can relate them to past information they have already stored
2. Asking questions during class sessions​. Asking questions during class fosters individual and group
discovery through an active discussion between teacher and students. It also allows opportunity for
immediate feedback of the learning process.
 3. Creating cognitive maps​. The essence of deep learning is the process of students and students
making meaningful connections among different forms of information learned by the student. Creating
cognitive maps is linking concepts together to arrive at valuable meanings and also to enable the
transfer of valuable concepts to long-term memory.
4. Engaging in collaborative learning activities with mentors and peers. There is a saying that "two
heads are better than one." In joining study groups, students canconverse, exchange ideas, and debate
so as to sharpen their collaborative learning skills.
5. Going beyond the mandatory course requirements. Reading additional reference materials, watching
films that showcase concepts discussed in class, going on trips for an alternative learning experience,
and engaging in other learning opportunities can greatly enhance the learning process.

YOUR TASK 1: Force Field Analysis: Analyzing the Pressures For and Against Change

Some people struggle when they have tough decisions to make. They hash through the pros
and cons, and agonize over making the right call.

When you're making difficult or challenging decisions, it pays to use an effective, structured
decision-making technique that will improve the quality of your decisions and increase your chances of
success. Force Field Analysis is one such technique and, in this article and in the video, below, we'll
explore what it is and how you can use it.

About the Tool

Force Field Analysis was created by Kurt Lewin in the 1940s. Lewin originally used it in his work
as a social psychologist. Today, however, it is also used in business, for making and communicating
go/no-go decisions.
The idea behind Force Field Analysis is that situations are maintained by an equilibrium between
forces that drive change and others that resist change, as shown in figure 1, below. For change to
happen, the driving forces must be strengthened or the resisting forces weakened.

The tool is useful for making decisions by analyzing the forces for and against a change, and for
communicating the reasoning behind your decision.

How to Use the Tool

To carry out a Force Field Analysis, use a blank sheet of paper or a whiteboard, or download our worksheet
and follow these five steps.

Step 1: Describe Your Plan or Proposal for Change

Define your goal or vision for change, and write it down in a box in the middle of the page.
 Step 2: Identify Forces For Change
Think about the kinds of forces that are driving change. These can be internal and external.
Internal drivers could include:
● Outdated machinery or product lines.
● Declining team morale.
● A need to increase profitability.
● Your external drivers could include:
● A volatile, uncertain operating environment.
● Disruptive technologies.
● Changing demographic trends.

Tip 1: It's important to identify as many of the factors that will influence the change as you can. Where
appropriate, involve other people, such as team members or experts in your organization.

Tip 2: The following questions may help you to identify forces that will influence the change:
● What business benefit will the change deliver?
● Who supports the change? Who is against it? Why?
● Do you have the resources to make the change work?
● What costs and risks are involved?
● What business processes will be affected?

When you've identified the forces that are driving change, add them to the left-hand side of your Force Field
Analysis.

Step 3: Identify Forces Against Change

Now brainstorm the forces that resist or are unfavorable to change.
Internal resistors and restrainers could include:
● Fears of the unknown.
● Existing organizational structures.
● "That's not how we do it here " attitudes.

External factors might be:

● Existing commitments to partner organizations.
● Government legislation.
● Obligations toward your customers.

Now add the forces against change to the right-hand side of your Force Field Analysis.
YOUR TASK 2
INSTRUCTIONS: Form a group of five (5) and come up with a desired solution to a situation. Using the ​worksheet​,
present your group’s solution and explain it to the class using the questions that follow.
1. What solution did you come up with? Why?
2. Do you think you can follow through this solution? Why or why not?
3. How can you ensure that you can implement your decision
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TOPIC B: Unfolding the Emotional Self_Human Emotions and Emotional Intelligence
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Objectives:
1. describe and explain the emotional side of the self through the lens of emotional intelligence models;
2. identify and explain the factors that influence one’s emotionality; and
3. apply emotional intelligence to their daily lives.

Diagnostics: If you think the statement is correct, write AGREE, otherwise write DISAGREE.

1. Emotions are as important as logic and reasoning.

2. Emotions cannot be managed.
3. Emotions do not influence interpersonal relationships.
4. Every individual has the same level and expression of emotionality.
5. There are universal ways of expressing emotions.

Human Emotions

An important aspect of understanding the self is acknowledging the presence of emotions. Emotions serve as a
driving force in how one acts and behaves. Emotions play a part in making decisions, embracing certain lifestyles, and
relating to others. However, while emotions can be immediately recognized, there is difficulty in defining them and for
some people, there is also difficulty in controlling them. However, this is not to say that emotions rule over one's
rationality and become the sole basis of his or her decisions. An important point to remember is that every individual is
expected to have the capacity to manage his or her emotions. Emotions are the lower level responses occurring in the
brain, which create biochemical reactions in the body, and consequently cause changes in one's physical state
(Hampton, 2015). Thus, emotions serve a critical survival function in making one aware of threats coming from the
environment that may affect his or her inner consciousness.
There is a distinction between emotions and feelings despite both being interchangeably used and discussed in
various contexts. While emotion is a biological experience and response, feelings have been defined as the mental
portrayal of what is going on in your body when you have an emotion and is the by-product of your brain perceiving and
assigning meaning to the emotion (Hampton, 2015). In other words, feelings are subjective experiences that frame the
interpretation of emotion. Emotions are physiological; feelings are subjective since they are based on personal beliefs
and experiences. In making a particular decision, aside from using logic and reason in deliberating about a choice, we
ask ourselves how do I feel about making this decision? Does it feel good? Does it feel right?" Therefore, in managing
emotions, one is actually managing his or her feelings because he or she is the one "assigning" what the emotion means
to him or her. Despite this distinction, researchers have used the term emotional intelligence to denote the interpretation
and management of emotional experiences.

Emotional Intelligence

Emotional intelligence has been defined by a number of theories. For Bar-On (1997, p. 14), it is "an array of
non-cognitive abilities, competencies, and skills that influence one's ability to succeed in coping with environmental
demands and pressures." According to Mayer, Salovey, and Caruso (2004), it is one's ability to understand emotion and
for them to contribute in how one perceives the environment he or she is in. Emotional intelligence includes one's
capacity to regulate emotions and be emotionally aware which helpful on one's emotional and intellectual growth. For
Goleman (1998, p. 317), it is the "capacity for recognizing our own feelings and those of others, for motivating ourselves,
and for managing emotions effectively in ourselves and others." Emotional intelligence is an aggregate result of both
innate individual characteristics and skills people acquire and develop throughout their lifetime.
What do these definitions imply about emotions? First, emotions exist alongside cognition. The brain produces
the physiological component of emotions and the mind interprets it. Cognition is used to be aware of one's feelings and
of others too. Thus, the two are not and should not be studied separately because one cannot exist without the other.
Emotions, just like any other information one encounters are also processed by the senses. Emotions can be managed
and regulated and they can be identified so that they are used within the right context. Managing emotions is an ability
and an ability is something that is learned. In regulating emotions, the capacity to be sensitive to one's emotions and
those of others is also developed for self-understanding and maintaining healthy interpersonal relationships. Lastly,
emotional intelligence is a requirement for one's overall well-being and hence, can translate to effective functioning in all
aspects of one's life.
 Emotional intelligence with its specific components has been outlined by three models to explain its importance.
The first model has outlined four branches: emotional perception and expression, emotional facilitation as aids to make
sound judgment, emotional understanding and analysis, and reflective emotional regulation (Mayer, Salovey, & Caruso,
2004). Goleman (2005) came up with his own clusters of emotional intelligence, namely self-awareness,
self-management, social awareness, and relationship management. Bar-On's model (1997) is made up of five (5)
composites: self-perception, self-expression, interpersonal, decision-making, and stress management. These three
models seem to underlie two general aspects of emotional intelligence: intrapersonal and interpersonal.
Research has supported the positive impact of emotional intelligence in a variety of settings. It has been seen to
have positive effects on thinking abilities during anxiety-provoking testing conditions and enable students to obtain good
scores. It is also negatively correlated to aggressive and delinquent behaviors; students who have been assessed to
have high emotional intelligence have good social relationships with their peers and teachers and are unlikely to break
rules. People with high emotional intelligence manifest high social competence in dealing with different kinds of people.
In the workplace, emotional intelligence, EQ, is said to be more important than IQ. Employees with emotional intelligence
achieve corporate success and exhibit flexibility skills in dealing with superiors, colleagues, and subordinates. Such
employees also have high organizational commitment since they pledge to commit to the goals and advocacy of their
companies. They are also seen to be effective leaders and agents of change. Emotional intelligence also influences
well-being and life satisfaction. Emotionally intelligent people are not likely to develop depression and anxiety, hence
effectively coping with problems and other challenges since they are able to manage their emotions.
The results of various researches have highlighted the importance of emotional intelligence for all individuals.
The application of emotional intelligence can be seen in different aspects of daily life. At home, emotions are managed in
dealing with family members and at school, emotions are regulated in socializing with classmates and teachers as well
as motivating oneself in fulfilling his or her academic tasks. Effectively regulating emotions also has a positive effect on
one's career goals as emotional intelligence is a crucial criteria companies and organizations consider in assessing
employment suitability. Emotional intelligence research has also produced a number of self-reports and assessment
tools to measure EQ levels in specific individuals.

YOUR TASK 3: ​Instructions: ​For each emotion, write what you do when you experience the emotions listed.
Include both productive and destructive behavior. Write as many as you can.

EMOTION PRODUCTIVE BEHAVIOR DESTRUCTIVE BEHAVIOR

Happy

Sad

Excited

Afraid

Inspired

Angry

YOUR TASK 4: Answer the following questions briefly.

QUESTIONS
1. Are you more likely to have positive emotions or negative emotions? Explain your answer.
2. How do your emotions influence your sense of self?
 YOUR TASK 5: ​This exercise will help you become aware of how your emotions and feelings when working with
others. For each row, put a (/) check mark on the box that best describes your preference and behavior when
working in a group. Choose only one option (1) per row.

A G P D

After putting a (/) check mark on your preferred box, tally your responses per letter and identify your
dominant tendency. Put the total in the table below:

What do the letters mean?

A - you are an ​action person.​ You want to plunge immediately into the work and ask questions as you work through the
task.
G - you are a ​goal-directed person​. You want to get the overall picture and the benefits you are getting from working on
the task.
P - you are a ​people-person​. You value relationships, ensure everyone has a say in the task and that they feel
comfortable before working on it.
D​ - You are a ​detailed person​. You want to know all the information, including the specifics, before working on any task.
 YOUR TASK 6: ​Answer the following questions briefly:

1. What do you think are the strengths of your dominant tendency? Use three or four adjectives.
2. What are the limitations of your dominant tendency? Use three or four adjectives.
3. What other tendency do you think you can work with best? Why?
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TOPIC C: Emotional Regulation
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Objectives
1. Describe and explain the emotional development as adolescents;
2. Expound on the specific mechanisms of emotional expression and regulation; and
3. Identify appropriate situations in which emotional regulation should be practiced.

Diagnostics: AGREE or DISAGREE

1. Emotional regulation is learned.
2. Each person has different ways of controlling emotions across all situations.
3. Emotional regulation helps us in our personal development.
4. Emotional expression is generally regarded as negative.
5. There is only one way of controlling emotions across all situations.

Managing and Regulating Emotions in Adolescence

Adolescence is considered a turbulent time of development due to the biological, psychological, and social
changes that adolescents experience and encounter. Part of the reason why this is a crucial point of development is the
emotional growth that teenagers come to terms with. In the midst of exploring their ourselves and identity, adolescents
begin to develop values, perceptions, and engage in risk-taking behavior that have both positive and negative
consequences, which is underlined by fluctuating, rapidly changing emotions. It is important that at this stage,
adolescents begin to curb their impulsivity, develop emotional efficacy, and ultimately, acquire emotional maturity. This
will enable them to make viable future plans and long-term goals.
In order to establish emotional efficacy and emotional maturity, emotional regulation must be learned. Emotional
regulation is defined as an attempt to influence emotion. This can be applied in interacting with the self and with others.
While emotional regulation can occur for both positive and negative emotions, it is often used to negate the impact of
unpleasant emotions. According to Gross (1987), emotional regulation may take two forms: cognitive reappraisal and
suppression. Cognitive reappraisal involves the evaluation of the situation prior to making personal, subjective valuations
about it. In this way, feelings are managed by using reason to appraise the situation, This approach can be helpful
because it allows for the logical evaluation of the situation instead of letting emotions rule over rationality. The other
approach, suppression, involves denial and masking of facial expressions to hide one's current emotional state. Despite
its negative connotation, it also has positive consequences. When there is an attempt to hide pain, the feeling is less
likely to be painful. In certain situations where expressing feelings will not always have positive outcomes, suppression
may be the practical option.
Another approach in explaining emotional regulation is through the use of cognitive/covert strategies and
behavioral/ overt strategies. Cognitive/covert strategies include experiential avoidance (avoidance of thoughts and
feelings judged to be painful), rumination (repeated contemplation), acceptance, and distraction. These strategies
happen within one's mind and are not directly observable. The advantage of using these strategies is that they provide
the ability to alter negative impacts of unpleasant emotions. When an individual has no control over the situation but has
a choice on how to react to a circumstance; cognitive strategies empower an individual to handle a particular emotion.
On the other hand, behavioral/overt strategies entail engagement in observable activities, such as behavioral avoidance
(choice of not doing behaviors resulting in negative emotions), substance abuse, exercise, eating, and getting involved in
social activities. An advantage of behavioral regulation is that its observable nature allows them to be monitored directly.
However, involvement in unhealthy behaviors such as substance abuse as a way of emotional coping and adjustment
can lead to long-term unhealthy consequences for the individual.
Meta-analytic research has outlined ten (10) common strategies employed in emotional regulation, namely,
rumination, distraction, acceptance, problem solving, behavioral avoidance, experiential avoidance, expressive
suppression, reappraisal, mindfulness, and worry. However, employing these strategies is dependent on a number of
factors, including personal characteristics, external stimuli, specific emotional regulation goals, nature of the emotion to
be regulated, long-term goals, and available cognitive resources. Thus, emotional regulation varies from person to
person, from context to context.
 However, there are common characteristics shared by individuals who have achieved emotional maturity and
efficacy. These individuals manifest the following qualities that enable effective emotional regulation:
1. Self-contro​l. Managing disruptive impulses.
2. Trustworthiness​. Maintaining standards of honesty and integrity.
3. Conscientiousness​.Taking responsibility for one's performance.
4. Adaptability​. Handling change with flexibility.
5. Innovation​. Being open to new ideas.
6. Empathy.​ Understanding other people and putting yourself in their shoes.

In a cultural aspect, emotional regulation is defined as "all the processes that help attain culturally appropriate or
functional emotional experiences." This definition underlies the importance of culture in emotional behavior. There is a
need to contextualize how emotions are managed in an appropriate manner; strategies that would fit the cultural context
people are in must be adapted. In the cultural context, emotional regulation is influenced by culturally valued relationship
frameworks. This ensures social competence in a variety of situations: within homes, school environments, and the
society at large.
How are emotional regulation abilities developed? Regulating emotions can be primarily learned through
observational and social referencing, particularly on the basis of the family. The emotional climate of homes, parenting
styles of parents, family communication and socialization practices, and mental health conditions of family members
converge toward the emotional development of adolescents. Aside from the home environment, schools also play a
crucial role in emotional development as these emotional regulation strategies are often embedded in the school
curriculum and school activities.
Thus, it is important that students engage in learning opportunities, not only for the acquisition of knowledge and
information, but more so on the acquisition of emotional regulation strategies that will empower them to become
productive social citizens and empathic leaders in the future.

YOUR TASK 7: ​Answer the following questions briefly:

1. Do the opinions of other people matter in how you express your emotions? Explain.
2. How important is managing emotions in your life with regards to your interpersonal relationships?
Explain.