Section 1: Social, Environmental, and other Life Factors (S.E.L.F.

Nature vs. Nurture

Nature differs from Nurture, since in Nature, a person develops his/her characteristics biologically
(something that has developed starting from the birth of the child), while in Nurture, a person develops
his/her characteristics through the external factors, such as the environment and the society (family,
friends, relatives, etc.).

Identity vs. Self

Identity, also, differs from Self, as what the readings say, Identities are “qualities, characteristics, beliefs,
opinions, etc., that make a person unique from others.” These is what is distinguishable by others, or
what they perceive to us through our actions. Self, on the other had, is the “person of himself/herself,”
meaning, it is what the others didn’t see in you, because this is personal character; this is what makes up
a person.

Dimensionalities of the Self/Identity

There are 4 different dimensionalities of self, namely social factor, environmental factor, hereditary
factor, and person-volition factor. Social factors are the factors in the development of a person which
includes all the person around us, like our family members, relatives, friends, teachers or professors, and
even strangers, that might create an impression to you or affects your actions and thoughts in life.
Environmental factors are the factors in the development of a person that includes the environmental
structure, events, and such, which might give an impact on how a person could grow in all the aspects of
his/her life. Hereditary factors are the factors in the development of the person that includes biological
changes and events, such as growth in height, puberty (growing of pubic hair, deeper voices for male,
broadening of hips and start of menstruation for female, etc.) that usually affects the physical
characteristics of a person. Lastly, the Person-volition factors are the inclination of a person creates a
social construct which sets him apart to others.

Section 2: What Philosophy says about the Self

 Self – it is defined to as “a unified being, essentially connected to
consciousness, awareness, and agency (or, at least, with the faculty of
rational choice).
 Classical Antiquity
 Through Greek times:
 Greek philosophy was started by Socrates, with his
aphorism/principle of “know thyself,” which is also inscribed in the
temple of Apollo at Delphi.


 
 Socrates believed that the real self is not the physical body,
but rather the psyche, or the soul.



 Plato, a student of Socrates, also studied and explained
thoroughly what is the true essence of self, which is then founded by
his mentor. Plato suggested that the “self is fundamentally an
intellectual entity whose nature exists independent from physical
world.”



 Furthermore, Aristotle, student of Plato, explained
thoroughly how we could see the essence of self. Aristotle suggested
that the ideal is subsumed in the phenomena. Aristotle called the ideal
as essence, and the phenomena as the matter. He emphasized that
these 2 co-exist, and is dependent with one another.
 Two lens of Philosophy of Self in Greek Times:
 Rationalism – explains self from the standpoint of what
is ideal and true, and what not is rooted with senses.
 Empiricism – according to it, there is no such thing as
innate knowledge; all knowledge are derived from experience –
through five senses or what is perceived by our brain.
 Towards Modern Philosophy


 St. Augustine incoporated the views of Plato to his religious
philosophy.


 John Locke, David Hume, and Immanuel Kant were empiricists
philosophers.


 Rène Descartes was a dominant rational philosopher during the
Middle Ages
 Contemporary philosophers have incorporated science to their
theories in the light of the technological advancements that they have
been exposed to.
 Majority of contemporary philosopher were empiricists:
 Gilbert Ryle, Patricia Churchland, and Maurice Merleau-
Ponty have incorporated biological and neuroscience in their
philosophies.
 
Section 3: What Science says about the Self

Natural and social sciences encompass a number of disciplines that have deliberated on and explained
the concet and nature of the self.

Biological/Physiological Sciences

Neurophilosophy (attributed to Paul and Patricia Churchland) is concerned with the association of the
brain and the mind.

Psychoneuroimmunology describes the shaping of the self as similar to how the human immune system
functions.

Social Sciences

Psychology defined as the study of human behavior, sees the self as a theoretical construct.

Psychoanalysis (proposed by Sigmund Freud) focuses on the “unconscious” as a core element of the self.

Behaviorism maintains that the study of behavior should be made from an observable and measurable
perspective.

Social Cognitive Theory considers behavior as a function of the environment and internal attributes.

Humanistic Perspective draws its assumptions from the observed criticisms of psychoanalysis and
behaviorism. It believes that every individual has the ability to reach self-actualization and
transcendence, and that each person is inherently good or possesses something that is good.

Sociology is the study of the collective behavior of people within the society and focuses on social
problems encountered by individuals.

Anthropology is the study of human beings and their ancestors through time and space and in relation
to physical character, environmental and social relations, and culture.

Political Science (PolSci) is concerned with the participation of individuals in establishing a government
and making politicl choices.

Economics describes and analyzes the production, distribution, and consumption of goods and services.

MODULE 2: Unfolding the Biological Self

This module tackles two important representations of self: the physical and sexual. The first section
identifies biological and environmental factors that affect the physical self as well as issues and
challenges that individuals face with regard to their physical characteristics. The second section
discusses sexual attributes, characteristics, gender, and responsible sexual behavior.
Section 1: The Physical Self

Section 2: The Sexual Self

Section 1: The Physical Self

This section identifies and explains the biological and environmental factors that shape the physical self.
It also delves into socio-cultural issues associated with physical well-being.

The Biological Blueprint

The physical self is shaped by biological and environmental factors

Heredity is defined as the transmission of traits from parents to offspring. The traits are made up of
specific information embedded within one’s gene.

Genotype refers to the specific information embedded within one’s genes; not all genotypes translate to
an observed physical characteristic.

Phenotype is the physical expression of a particular trait.

Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the nucleus of the cell
and the storage unit of genes. The 23rd pair, also known as sex chromosomes, determines the sex of an
individual.

Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleic acid that contains the
genetic instructions specifying the biological development of every individual.

Maturation is known as the completion of growth of a genetic character within an organism or the
unfolding of an individual’s inherent traits or potential.

Environmental Conditioning

As you grow up, you are exposed to environmental influences that shape yoir physical self, including
those from your social networks, societal expectations, and cultural practices.

Family, being your first social group, forms a crucial foundation of your development, including that of
your physical self.

As you grow older, you get exposed to a larger social group with new practices and standards. As a
result, you may begin engaging in acts that would make you attractive and acceptable to others.

One aspect of physical beauty is a person’s body type. Contemporary media has portrayed slim bodies
as the ideal body type for women and muscular bodies for men. Thus, adolescents indulge in activities
that would enable them to achieve these ideal body types.

However, some adolescents may resort to unhealthy habits just to achieve the ideal body type. It is
important to remember that physical beauty is only skin-deep; that what matters is feeling good about
oneself and embracing a healthy perception of one’s physical worth.

Achieving Physical Well-being

Healthy eating. Following a healthy diet results in healthy skin, ideal weight, and better stamina.

Embracing a healthy lifestyle. Physical activities such as walking, running, going to the gym, and
engaging in sports also contribute to a healthier body.

Maintaining proper hygiene. Taking care of your body by consistently following a hygiene regimen can
also help you feel good about yourself.
Being confident. Be secure in yourself, embrace a positive outlook toward various situations and
problems, and love and accept who you are.

Section 2: The Sexual Self

This section tackles one of the most crucial aspects of human development, the sexual self. It highlights
biological and environmental factors that shape sexual development. Tips on regulating sexual behavior
are also provided.

The Biology of Self

At birth, the sexual genital (penis for male, vagina for female) is a biological feature that distinguishes
males from females. Moreover, during puberty, observable changes in the human body also known as
secondary sexual characteristics begin.

When physiological changes are trigerred within the adolescent’s reproductive system, he or she is likely
to experience sexual urges, become more sensitive to sexual stimuli, and feel sexual arousal.

Humans are likely to engage in sexual activities to satisfy sexual urges. However, the kind of sexual
activities they engage in may vary.

A person should be aware of his/her sexuality and sexual attributes in order to make responsible
decisions. Adolescents need to realize the importance of having informed choices.

Sexual Identity and Gender Orientation

Biological sex is one’s assignment upon birth and is dependent on physical feature. On the other hand,
gender is an identity that is learned and embraced by individual.

Gender roles refer to societal expectations of how men and women should act. Everyone has a basic
idea of gender roles: men are assumed to be strong and dominant while women are perceived to be
submissive and demure.

Sexual identity and gender orientation underlie one’s concept of self. A person expresses his or her
sexuality through individuality; one’s belief and behavioral lifestyle are based on his or her own
perceptions of sexuality.

The Consequences of Sexual Choices

Sexual intercourse (copulation) is the reproductive act in which the male organ (penis) enters the
female’s reproductive tract (vagina). Adolescents couples who engage in sexual intercourse are usually
overwhelmed by the sensations they feel during the act.

However, if the woman is fertile during the time of intercourse, pregnancy is likely to occur and it lasts
approximately nine months before the birth of the child. Having a child entails a big responsibility and
should not merely be a consequence of an impulsive moment. Physical risks to having an early
pregnancy may impact an adolescent’s development, including miscarriage, emotional stress, and health
risks to both mother and infant.

Aside from pregnancy, another consequence of impulsive and careless sexual intercourse is the risk of
acquring sexually-transmitted diseases (STDs). Among common STDs are:

Syphilis

Gonorrhea

Chlamydia

Genital Warts
The most alarming sexually transmitted disease is the acquired immune deficiency syndrome (AIDS)
caused by the human immunodeficiency virus (HIV). It can be transmitted by contact between broken
skin, wounds, or mucous membranes and HIV-infected blood or blood-contaminated body fluids.

It is important that everyone makes responsible decisions with regard to sexuality and sexual behavior.
Responsible sexual behavior entails the following:

Respect for one’s body. It means taking care of one’s body and avoiding activities that undermine one’s
worth and respect.

Maturity in thoughts and deeds. It refers to being objective, rational, and calm, instead of being swept
by one’s emotion.

Being guided by one’s personal beliefs and core values. Everyone, especially an adolescent, should
always be grounded by his/her personal principles and self-worth.

Being future-oriented. Instead of focusing on the present, a person should always weigh his or her
present actions with possible consequences in the future.

MODULE 3: Unfolding the Social Self

This module focuses on the social aspects of the self. As social beings, individuals interact with others
and relate themselves to other people. Social institutions and environments significantly contribute to
one’s identity and self-development. Among millenial learners, technology and the internet have
significantly influenced their social environments and, consequently, their sense of self. In this module,
the cultural, digital, and economic aspects of one’s life and how they influence a person’s social self will
be put to light. This module aims to provide learners with a deeper understanding of themselves
through a socio-cultural perspective.

Section 1: The Social Self

Section 2: The Socio-Digital Self

Section 3: The Material/Economic Self

Section 1: The Social Self

This section discusses the social and environmental factors that shape oneself. This included
environmental systems, cultural orientations, and other social factors that play a crucial role to one’s
self.

The Self and Its Social Agency

Human development is largely influenced by membership in crucial social groups that shape various
aspects of the self; from belief systems, values orientation, and behavior.

At the beginning of life, one already belongs to a social group: his/her family. It is the most pervading
influential social group that impacts the self in its entire course of development. The views one holds
about the world, values upheld in making choices ane decisions, and the habits and persistent behavior
one carries have been formed in the context of one’s family and home environment.
Next to family, schools and the general academic environment form a sgnificant part of the social self.
Worldviews expand as one gets exposed to more people in different social learning environment.
Knowledge and social skills gained from mentors, relatives, and peers contribute to how the social self is
harnessed.

Aside from one’s family and school environments, communities also shape one’s social self to a large
extent.

The social seld inevitably changes as one accomodates and eventually assimilates beliefs promoted by
the society as he/she thinks, appreciates, and behaves according to standards set by micro and
macrosystems.

Culture

“Culture is the complex whole which includes knowledge, belief, law, art moral, custom, and other
capabilities and habits acquired by man as a member of society.” (Tylor, 1871)download (1)

To further understand the nature of culture and its influences on oneself, the following models illustrate
how culture functions in relation to one’s social self.

Biological Systems Theory

images (2).jpeg

Urie Bronfenbenner’s (1935) Biological Systems of Development explains an individual’s social

development, using biological, environmental, and ecological lenses.

bronfenbrenner1-550x492

Individualism-Collectivism Model

markus_hazelphotoAnother model that highlights the impact of culture to the self is the Individualism-
Collectivism model proposed by Hazel Markus and Shinobu Kitayama (1991).

images (3).jpeg

According to the model, individualism as an orientation focuses on one’s individual attributes and
personal distinctiveness. People who are individualistic are observed to be competitive and self-reliant.
On the other hand, the collectivist orientation values relationships and harmony. People who are
collectivistic prioritize interests to maintain healthy relationships.

I vs. Me

One’s behavior when he or she is alone differs from his or her behavior when he or she is with others.

This is what Herbert Mead (1934) posited in his theory of the social self. He posited that the self is
divided into 2 parts: the I which is known as the unsocialized self, and the Me which is known as the
socialized self.

The I is manifested when one acts naturally for his/her own motivations and not because of others. On
the other hand, the Me is the awareness of how others expect one to behave. This is also known as the
social self.

These different models present ideas on the process of the self’s social development. Studying these
models helps in understanding oneself and other people. It is not ideal, however, to generalize a certain
culture based on these models.
Section 2: The Socio-Digital Self

This section examines the role of technology and the internet in shapong an individual’s social self, with
emphasis on the use of social media platforma and membership in virtual communities. This section
highlights the crucial role of the internet in forming the self and identity of millenial learners.

The Self in the Age of Technology

Social media is defined as the websites and applications that make it easier to create and share
information, ideas, and interests. It also allows people to create other forms of self-expression via virtual
communities and networks.

Through the use of social media, people may act differently since interaction in social media do not
happen face-to-face and there is no physical presence required. This is called online disembodiment.
With this, people are less likely to display their real “selves” to others, especially to strangers.

Digital Identity

People generally have role identities. These are the characters and roles an individual creates as a
member of a particular social group. Following this definition, “self” is composed of identities ranked by
importance. The greater the commitment of an individual to a particular identity, the greater the
importance of this identity.

In an online environment, one’s role identity is vitally important in order for him/her to project
himself/herself in the said environment. Amidst the technological tools and channels surrounding
individuals and online activities that people engage in, one’s online identity enables him/her to
participate in a virtual society.

However, participation in virtual environments may entail changes that may affect a person’s sense of
self. In some cases, people present themselves differently in online interactions as compared to the
face-to-face interactions they engage in.

Online Disinhibition Effect

When people afopt fake identities, they are likely to engage in behaviors that they would not do in real
life interactions, known as online disinhibition.

There are 2 main categories of behaviors that fall under online disinhibition:

Benign disinhibition. It occurs when people tend to self-disclose more on the internet than they would in
real life or go out of their way to help someone or show kindness.

Toxic disinhibition. People take part of this when they use rude language, bully or threaten others on
online platforms, and go to websites with contents of violence, crime, and pronography.

Managing Responsible Online Behavior

How can one behave responsibly online? The following are some suggestions:

Do not post or send anything that will embarass you.

Avoid posting statements when experiencing strong emotions.

Do not hang out with the “wrong crowd” online.

Do not hang out with the “wrong crowd” offline.

Be careful witg oversharing, especially confidential information that may be used irresponsibly.

Respect other people in the online community.

Section 3: The Material/Economic Self
This section focuses on how people maintain extensions of themselves
through material possessions and maintenance of particular lifestyles. In the
context of what the society values as needs and wants, this section discusses
how an individual acquires goods, the factors that shape his/her economic
decisions, and what these thingsbsay about one’s sense of self.

 People are likely to purchase products that can relate to their

personality. Material possessions signify some aspects of one’s sense of
self and identity.
 Possessions, tell a lot about their owners. Thus, one’s sense of self and
identity is influential on how an individual chooses to purchase his/her
wants and how he/she makes economic decisions that will address his/her
personal and social needs
 The decisions that go into the purchase of items and certain services is
dependent on a number of factors, including financial
constraints, availability of items and services, and the influence of family
and friends.
 However, the most important factor is determining whether these items
and services fall under:
 Wants. Synonymous with luxuries. People buy them for reasons
that do not warrant necessity.
 Needs. These are importantsl for survival. Food, clothing, and
shelther are basic needs so people purchase them out of necessity.
 In the process of acquiring material goods, people generally consider 2
things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned ro the
object. It is also concerned with how objects become powerful symbols
or icons of habit and ritual which can be quite separate from their primary
function.
 To further understand the term significance, Roland Barthes studied
the concept of semiology or the study of signs. According to him, it is
through objects that people assert their identities. This idea suggests that
objects, aside from contributing to how an individual identities
himself/herself, also signify relationships of people with others based on
what they possess.
 The possession of material things also indicates one’s status in the
society. These personal choices build one’s material and economic self
which is an extension of his/her social identity.
 Section 3: The Material/Economic Self
 This section focuses on how people maintain extensions of themselves
through material possessions and maintenance of particular lifestyles. In
the context of what the society values as needs and wants, this section
discusses how an individual acquires goods, the factors that shape
his/her economic decisions, and what these thingsbsay about one’s
sense of self.
 People are likely to purchase products that can relate to their
personality. Material possessions signify some aspects of one’s sense
of self and identity.
 Possessions, tell a lot about their owners. Thus, one’s sense of self and
identity is influential on how an individual chooses to purchase his/her
wants and how he/she makes economic decisions that will address
his/her personal and social needs
 The decisions that go into the purchase of items and certain services is
dependent on a number of factors, including financial constraints,
availability of items and services, and the influence of family and friends.
 However, the most important factor is determining whether these items
and services fall under:
 Wants. Synonymous with luxuries. People buy them for reasons that do
not warrant necessity.
 Needs. These are importantsl for survival. Food, clothing, and shelther
are basic needs so people purchase them out of necessity.
 In the process of acquiring material goods, people generally consider 2
things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned ro the object. It is
also concerned with how objects become powerful symbols or icons of
habit and ritual which can be quite separate from their primary function.

 To further understand the term significance, Roland Barthes studied the
concept of semiology or the study of signs. According to him, it is
through objects that people assert their identities. This idea suggests
that objects, aside from contributing to how an individual identities
himself/herself, also signify relationships of people with others based on
what they possess.
  The possession of material things also indicates one’s status in the
society. These personal choices build one’s material and economic self
which is an extension of his/her social identity.

Section 1: Cognition, Memory, and Intelligence

This section discusses the nature of cognition and metacognition, its
underlying mechanisms, and how it contributes to one’s sense of self. This
further tackles the mechanism of human memory and the different types of
human intelligence.

 Cognition
 People are born with innate capabilities that empower them to
manage themselves in various settings and situations.
 Cognition is a crucial part of an individual’s development process
which influences behavior, just as how behavior also impacts it,
assuming bi-directional connection. The way information is taken in and
how it is analyzed and processed is a function of human cognition.
 Cognition is defined as the complex array of mental processes
involved in remembering, perceiving, thinking, and how these processes
are employed (Ashcraft & Radvansky, 2010). It is an umbrella term to
cover all high-order thinking processes.
 Memory
 If cognition covers all higher-order thinking processes within an
individual, a major focus of its study is the function of memory. It is tbe
faculty of the mind through which information is acquired and retained for
later use.
 Memory functions in 3 levels:
 Sensory memory is the level that allows infomation from
the external environment to be perceived by an individual through
senses, usually in the form of chemical and physical stimuli, often with
focus and intent.
 Short-term, working memory is where information is
temporarily stored, where information is simultaneously remembered
and is in a readily-available state, typically from 10 to 15 seconds, up
to one minute. It can store up to 5-9 items, after whic information is
discarded if there is no conscious and deliberate effort to retain it.
 When there is a deliberate effort to store information and it
is done consistently and with practice, then this information is
transferred to long-term memory. Information stored in long-term
memory is often permanent and allows for repeated retrievals across
situations.
 Intelligence
 The term is referred to as an individual’s capacity for
understanding, learning, planning, and problem solving with logic,
creativity, and self-awareness.
 It is characterized as the appkication of knowledge to be able to
adjust to the environment.
  It is the process of applying knowledge in the proper context
whenever the need arises.
 A number of theories have already been presented regarding
intelligence.
 Howard Gardner’s theory of Multiple Intelligences

 Robert Stenberg’s Triarchic theory of intelligence

 According to Sternberg (1895), intelligence is defined as “a

mental activity directed toward purposive adaptation to, selection and
shaping of, real-world environments relevant to one’s life.”
 Both the theory of multiple intelligences and the triarchic theory of
intelligence explain the nature of intelligence, and the personal and
environmental factors that shape it.

Section 2: Human Learning
This section provides an overview of human learning, the factors that
contribute to the learning process, and how its shapes the individual self.

 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
connote 3 things:
1. The change is long-term
2. The source of change comes from within the external
structures of memory or knowledge of the individual. 
3. The change is attributed to the personal experiences of the
learner in his/her environment. 
 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 4 stages in
obsrvational learning:
1. When an individual focuses on information that he/she
perceives to be interesting and useful (Attention),
2. Stores and gives a mental representation of the information
(Retention),
3. Recalls and rehearses the information given (Motor
Reproduction), and
4. Repeats the entire process constantly and consistently
(Motivation), then learning happens.
 Learning happens even beyond the classroom; it happens in daily
situations. According to the social cognitive theory, there is an interaction
of personal (cognition, personality, motivational,
orientation), environmental (family, schools and other settings, peers and
social relationships), and behavioral factors (feedback and
consequence) that accounts for behavioral change.
 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.

 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 identifiable model who
accomplishes the task.
3. Improving physical and emotional states. Being relaxed
and calm before pursuing a challenging task.
4. Verbal persuasion. Providing encouragement and
feedback during the accomplishment of a challenging task.
 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. 

 Thus, in the learning process, studentsbare 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. It is in this perspective that
students are considered agents of their own learning, and they are
expected to invest in 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. There are 2 strategies in learning
that students can use:

1. Surface learning. Students simply accept information

presented to them and memorize them in an isolated and unlinked
manner.
2. Deep learning. The deeper understanding of information by
creating significant meaningful links across different concepts and how
it can be applied in practical ways.
 To adopt deep learning strategies, students can engage in the
following habits:

1. Taking doen notes

2. Asking questions during class sessions
3. Creating cognitive maps
4. Engaging in collaborative learning activities with
mentors and peers
5. Going beyond the mandatory course requirements
MODULE 5: Unfolding the Emotional Self

This module focuses on the emotional dimension of the self. It broadly

tackles the different aspects of human emotions and reactions that are
embedded in an individual’s different emotional experiences. It also
covers discussions on emotional intelligence and emotional regulation.

Section 1: Human Emotions and Emotional Intelligence

Section 2: Emotional Regulation

Section 1: Human Emotions and Emotional Intelligence

This section delves into the understanding of one’s emotional self

through the lens of emotional intelligence theories, particularly in the
aspects of emotional awareness and emotional management.

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. It plays a part in making decisions, embracing
certain lifestyles, and relating to others. Emotions are the lower level
responses occuring in the brain, which create biochemical reactions in
the body, and consequently cause changes in one’s physical state
(Hampton, 2015).

While emotion is a biological expereience 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 other words, feelings are subjective experiences that frame the
interpretation of emotion.

In managing emotions, one is actually managing his/her feelings

because he or she is the one “assigning” what emotion means to
him/her. Despite this distinction, researchers have used the term
emotional intelligence to denote the interpretation and managemebt of
emotional experiences.

Emotional Intelligence

Emotional intelligence has been defined by a number of theories.

For Bar-on (1997), 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’s one’s ability to

understand emotion and for them to contribute in how one perceives
the environment he or she is in.
For Goleman (1998), it is the” capacity for recognizingour own feelings
and those others, for motivating ourselves, and for managing emotions
effectively in ourselves and others.”

Emotional intelligence with its specific components has been outlined

by 3 models to explain its importance.

The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4

branches:

Emotional Perception and Expression

Emotional Facilitation as aids to make sound judgment

Emotional Understanding and Analysis

Reflective Emotional Regulation

Goleman (2005) came up with his own clusters of emotional

intelligence, namely:

Self-awareness

Self-management

Social awareness

Relationship management

Bar-On’s model (1997) is made up of 5 composites:

Self-perception

Self-expression

Interpersonal

Decision-making

Stress management

These 3 models seem to underlie 2 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.

In the workplace, emotional intelligence, EQ, is said to be more

important than IQ. Employees with high EQ achieve corporate success
and exhibit flexibility skills in dealing with superiors, colleagues, and
subordinates.

The results of various research have higlighted the importance of

emotional intelligence for all individuals. The application of emotional
intelligence can be seen in different aspects of daily life. Emotional
intelligence research has also produced a number of self-reports and
assessment tools to measure EQ levels in specific individuals.

Section 2: Emotional Regulation

This section continues the discussion on the emotionak aspect of the

self, from emotional intelligence to healthy emotional expression and
regulation. It highlights practical applications of emotional intelligence
to one’s daily life.

Managing and Regulating Emotions in Adolescence

Adolescence is considered a turbulent time of development due to to

the biological, psychological, and social changes that adolescents
experience and encounter. 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.

According to Gross (1987), emotional regulation may take two forms:

Cognitive reappraisal. It involves the evaluation of the situation prior to

making personal, subjective valuations about it. This approach can be
helpful because it allows for tbe logical evaluatiom of the situation
instead of letting emotions rule over rationality.

Suppression. It involves denial and masking of facial expressions to

hide one’s current emotional state. 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 experential avoidance (avoidance of

thoughts and feelings judged to be painful), rumination (repeated
contemplation), acceptance, and distraction. The advantage of using
these strategies is that they provide the ability to alter negative impacts
of unpleasant emotions.

Behavioral/overt strategies entail engagementvin observable activities,

such as behavioral avoidance (choice od 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.
 Meta-analytic research has outlined ten (10) common strategies
employed in emotional regulation, namely:

Rumination

Distraction

Acceptance

Problem solving

Behavioral avoidance

Experential avoidance

Expressive suppression

Reappraisal

Mindfulness

Worry

However, there are common characteristics shared by individuals who

have achieved emotional maturity and efficacy.

Self-control. Managing disruptive impulses.

Trustwothiness. Maintaining standards of honesty and integrity.

Conscientiousness. Taking responsibility for one’s performance.

Adaptability. Handling change with flexibility.

Innovation. Being open to new ideas.

Empathy. Understanding other people and putting yourself in their

shoes.

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.

Thus, it is important that students engage in learning opporunities, 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 emphatic leaders in the
future.

MODULE 6: Unfolding the Spiritual Self

 This module focuses on the spiritual dimension of the self. It broadly tackles
the different aspects of spirituality from existence, relatedness or connections,
and the inner soul.

Section 1: The Inner Soul

Section 2: Connections with Nature

Section 3: Discovering Life’s Meaning

Section 1: The Inner Soul

This section discusses the nature of spirituality, how it is different from

religiosity, the factors that shape one’s spirituality, and its impact on oneself.

Spirituality

The concept of the “whole person” is usually associated to the idea of human
beings as having physical ans psychological aspects. However, there is third
aspect of being human that is as important as the 2 precedents: the spiritual
aspect.

Highlighting the mind-body-spirit connection, the spiritual self is an ongoing,

personal life journey, contextualizer by the belief in a higher being, culture,
relationships, nature, and the discovery of meaning in one’s life.

There are several definitions that have been formulated regarding spirituality.

Puchalski (2014), spirituality is the aspect of tbe self that is associated to an

individual’s process of seeking and expressiny meaning and how he or she is
connected to the self, to others, to the moment and to everything else that
composes his/her environment, including the sacred and significant.

Beauregard and O’Leary (2007), spirituality is any experience that is thought

to bring the experiencer in contact with the divine; it is not just any experience
that feels meaningful.

Sinnott (2002), spirituality is also posited as the indivudual’s personal relation

to the sacred or transcendent, a relation that then informs other relationships
and the meaning of one’s own life.

Myers and his colleagues (2000), spirituality is the “personal and private
beliefs that transcend the material aspects of life and give a deep sense of
wholeness, connectedness, and openness to the infinite.”

What do these definitions have in common with regard to spirituality?

Spirituality talks about meaning and purpose that go beyond the physical
realities of life. Going through development, people are inevitably programmed
to make realizations about life, and those insights are not always about
observable phenomena or environmental experiences.

Spirituality is focused on a person’s connections to different aspects of his/her

existence: to other people, to nature, and to sacredness and divinity. In the
pursuit of and applying meaning to one’s life, relationships are created and
sustained not only with people but with other life forms or with a higher being.

Spirituality talks about the sacred and transcendent. It is a general belief that
in this vast universe, there is a force higher than the self.

However, people are not born with innate spirituality. It is something acquired
as a result of various personal, social, and environmental factors present
throughout one’s lifetime. In this regard, spirituality is related to religiosity,
which is often used interchangeably with the former. There are, however,
distinct differences between the 2.

Religiosity is defined as the adherence to a belief system and practices

associated with a tradition in which there is agreement about what is believed
and practiced. It is a formal attachment to the set of beliefs, values, and
practices of a particular religious sect. It includes specific practices,
proscriptions (what should not be done and avoided), and participation in a
specific community that shares the same beliefs and practices.

However, as one grows older, he/she begins to form questions that are rooted
in religious orientations, slowly making realizations and insights until his/her
search for meaning and transcendence goes beyond his/her religious
orientation.

There are distinctions between religiosity and spirituality:

If religiosity is communal, then spirituality is individual.

In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual attributes
include the need for spiritual quest, ecumenical worldviews, compassion,
service, and inner peace.

A person can possess spirituality even his/she doed not subscribe to any
religion. Spiritual models are present everywhere. They function for
respondents as exemplars or spiritual qualities, such as compassion, self-
control, or faith. Thus, q person can be spiritual without being religious.

What does spirituality bring to one’s life? For many people, the search for
sacredness and transcendence can bring positive consequences to life. A
spiritual person finds contentment and serenity in his/her life circumstances.
Through spirituality, questions such as “am I a good person?” and “how can I
live my life to the fullest?” are answered. Most importantly, spirituality allows
one to become resilient amidst challenges and roadblocks that occur in daily
life.

How is spirituality enhanced? The best way of enhancing spiritualith lies within
the self. Constant reflection and meditation of life choices and decisions,
developing emphaty and compassion toward other people, and having faith in
a higher being can enhance spiritual intelligence. It is not about finding
meaning in life, but rather, how meaning is applied to life.

Section 2: Connections with Nature

This section discusses the natural affinity people have with nature and similar
constructs, the factors that contribute to such connections, how these relations
to nature are manifested, and how they can be enhanced in the context of
one’s spirituality.

The Self and the Natural Environment

The spiritual self is not only tied in one’s connection with a higher being and
other people; it is also related to how people relates to nature.

Religiosity aside, a significant number of people have made a serious

commitment to nature by taking care of animals, pledging advocacy for
environmental issues, and practicing daily behaviors that manifest a growing
concern for the world. These are embodied in the concepts of affinity with
nature and ecopsychology.

Affinity with Nature and Ecopsychology

Affinity with nature can be defined as the ties that bind people and nature
together. It can also mean nature connectedness, defined as the extent to
which individuals include nature as part of their identity. If people feel that they
are one with nature, then destroying it can mean self-destruction and vice
versa.

Ecopsychology shares many similarities with the concept of having affinity

with nature. It is concerned with the fundamental interconnections between
humans and the natural world through a phenomenological and sensorial link,
and the integration of practices based on the notion that direct contact with the
natural world has healing potential.

While it is fairly obvious that both concepts focus on the connection of man to
nature, their distinction lies on the nature of the connection they are referring
to.

Affinity with nature highlights the emotional connection with nature, anchored
on positive affective experiences and authentic love for nature.

Ecopsychology is based on a transpersonal and philosophical relationship

with nature, highlighting beliefs and practices that promote and enhance
ecological, personal, and community sustainability.

How can affinity with nature and ecopsychology be developed?

Just like other aspects of self, these are brought about by experiences with
nature and observations about the environment.

Locations are also account for tge environmental values and attitudes an
individual has; individuals living in rural areas are more likely to be mindful of
the environment, compared to urban residents.
How are connections with nature established and improved?

It is not enough that one simply conforms to what society says about taking
care of the environment. Developing an open mind and adopting a
philosophical perspective that advocates for environmental protection and
sustainability is important.

The emergence of technology has hampered people’s engagement with

outside activities. It is importnat to go out, explore the world, immerse oneself
in the beauty of nature, and foster ecologically healthy lifestyles.

While not all people are meant for being active environmental advocates,
incremental behaviors toward protecting the environment cam go a long way.
In taking care of nature, an individual also takes care of himself/herself, thus
contributing to optimal, healthy development.

Section 3: Discovering Life’s Meaning

This section highlights the concept of well-being and life satisfaction

particularly their aspects, what they mean to an individual, the factors that
contribute to them, and their consequences to daily living. This section also
highlights discuss the significance of well-being and life satisfaction in today’s
challeging times.

Well-being and Life Satisfaction

Human beings are naturally inclined to assess their life, reflect on tbe choicee
they have made, evaluate tge consequences of such choicee, and learn
lessons from various experiences.

Well-being and life satisfaction are interchangeably used but there is a thin
line that distinguishes one from the other.

Well-being, being intrinsic in nature, is an inner, personal construct,

associatee with self-esteem, ans self-understanding. It is how good one feels
about himself/herself.

Life satisfaction is also intrinsic but in this case, it is the general attitude
towards life. When well-being and life satisfaction are present, happiness
naturally flow.

However, in some cases, happiness is generally regarded as the emotional

result of life satisfaction. Happiness can be subjective and temporal while life
satisfaction is more encompassing.

Life satisfaction can refer to the desire to change one’s life, satisfaction with
the past, satisfaction with the future, and significany other’s views of one’s life
(Diener, et al., 1999). It is also associated with quality of life.

How well-being and life satisfaction achieved? Research has cited many
factors that influence how they can be achieved.
 Personal factors such as personality (such as openness to experience and
extraversion), cognition, physical health, and vigor have been associated with
well-being and life satisfaction.

Environmental conditons contribute to individual life satisfaction.

Socio-economic status, home and social environment, interpersonal

relationships, and education also inflence one’s well-being and life satisfaction.

Engaging in forward thinking (enabling forethough ans planning) and

becoming community oriented are only some of the things that can be done to
enhance the over-all quality of life. However, well-being and life satisfaction are
highly personal and relative. Similar to personal meanings attributed to and
generated in daily life, how one feels about himself/herself and the life he/she
lives is dependent on how he/she defines a meaningful life.

What are the characteristics of people who have a high level of well-being and
life satisfaction? Literature has posited a variety of qualitues associtee to such
individuals:

Effective self-perception. Being able to change their attitude about themselves

and engage in self-monitoring to minimize negative attitudes.

Realistic self-esteem and self-acceptance. Self-valuation and self-respect.

Control of behavior. Behavior awarenss and regulation.

True perception of the world. Harboring healthy perceptions of their

environment and place within it.

Sustaining relationships and affection. Manifesting empathy and sharing of

positive emotions with others.

Self-direction and productivity. Making surr their golas and behaviors are
aligned to their core values and conscious beliefs of themselves.

Within the context of spirituality, being cognizant of one’s purpose in life,

accepting limitations and celebrating strengths, enabling love and concern for
others, and engaging in behaviors that embody all these will lead one to have
well-being and life satisfaction.

MODULE 7: Unfolding the Emerging Facets of the Self

This module discusses the facets of the self other than the commonly known
ones which are the biological, social, mental, emotional, and spiritual. It
particularly covers two of the emerging facets of the self rooted personal
development: the political and the digital self. This module intends to make
students understand and appreciate their responsibilities as citizens of the
country and of global and virtual communities.
Section 1: The Political Self: Developing Active Citizenship

Section 2: The Digital Self: Uncovering Digital Citizenship

Section 1: The Political Self: Developing Active Citizenship

This section discusses the nayire of politics, elements of active citizenship,

and how they shape one’s political self. It details how one can become activelt
involved in political and communal affairs, and how they are significant to the
shaping of the self.

Politics, Citizenship and the Self

As members of the society, people are naturally obligated to participate in a

political system as social citizens. Politics refers to the actions or activities
concerned with achieving and using power in a ntaion or society. It is also
defined as the ways that power is shared in an organization and tbe ways it is
affected by personal relationships between people who work together.

As Aristotle stated, “man is, by nature, a political animal.” This is because man
is a social being and that people naturally drawn to various political
involvements in order to satisfy their social needs.

Politics as imbibed by man implies several things:

Politics is concerned with power. Power inequalities can be observed within

societies. The one who holds power holds influence.

Politics functions based on a particular social economic and cultural context.

The nature of politics and political systems is dependent on the culture of the
state. Political claims made by advocates are influenced by their geographical
location and idealogy.

The political is also personal. One’s personal choices reflect his/her personal
politics; both are indistinguishable.

Politics goes hand in hand with the society. Politics pervades the structure of
society, and thus influences inhabitants in their beliefs, ethics, and behavior.

However, the political self is not only shaped by one’s political affiliation or
beliefs. One’s sense of accountability should be manifested in promoting
certain advocacies through healthy political engagement. This is aligned with
the concept of active citizenship.

Active Citizenship

Active citizenship refers to the structured forms of engagement with political

processes and everyday forms of participation in society. It is alos defined as
the process of sharing decisions which affect one’s life and the life of a
community in which one lives. Participation is the fundamental right of
citizenship.

Active citizenship is anchored on one’s cognitive and behavioral engagement

to participate in formal and informal political activities. Different people
manifest different levels of active citizenship; some they take a more active
approach in making their voices heard.

Active citizenship is a practice of democracy. Democracy should not only be

thought of as a form of government. It is a communal system that allows
volitional freedom of citizens to make informed choices that allow them to be
heard.

Active citizenship is a social construct. It fosters socal relatedness and

belongingness.

The most important goal of active citizenship is to instill change and influence
societt at large.

Active citizenship is also associated with the “sense of community.” People,

including adolescents, participate in communal activities because it gives a
sense of belonging in a particular group. Active citizenship may facilitate ethnic
pride ane provide a voice to the woes of their social group.

For the younger generation, active citizenship can contribute to their social
develoment. Engaging in such activities can also enhance effiacy and
competence of the younger generation, as they are considered to be the
“future leaders” of the society. The participation of the youth in nation-building
activities enhances their value orientation and fosters integrity, compassion,
and the sense of justice, which are crucial to the holistic development of a
citizen of a nation.

Active citizenship helps an individual embrace his/her individuality through the

choices he/she makes and the behavior he/she manifests. The political self is
a result of various personal and environmental factors that impact the
individual. The participation of the youth in political discourse and social
activities can result in cultural and political paradigm shifts that may be felt
even by future generations. Thus, the future begins now.

Section 2: The Digital Self: Uncovering

Digital Citizenship
This section explores the impact of technology on the society. It focuses on
how technology use enables people to become digital citizens, how it sustains
relationships and forge collabirations with other people, and what kind of
digital identities are being forged while outlining the responsible use of
technology.

 The Self in the Digital World

 The millenial generation is known to be the generation of digital
natives because millenials were born in an era of rapid technological
advancement. As a result, daily life is almost always dependent on the
functions of technology, especially the internet which provides people
with a venue of presenting their identitied through social media platforms.
 The advent of technology comes with a corresponding challenge:
to ensure that technology is used properly. This is the essence of digital
citizenship, which refers to the norms of appropriate and responsible
 behavior towards technology use. Digital citizenship is ancjoted in 3
geneal principles: respecting, educating, and protecting oneself and
others. Digital citizenship serves the purpose or regulating human
behavior in a highly-technological and digital world.
 A major concern of living in tbe digital era is how technology
shapes one’s sense of self and identity. One concept that is related to
the concept of the digital self is online disinhibtion. It is defined as the
lack of restraint one feels when communicating online in comparison to
communicating in person.
 Some individuals lose their inhibition in social interactions
because there is an aspect of being present only in the virtual, a sort
of anonymity. Anonymity may serve as an option for individuals who are
naturally shy and introverted to express their thoughts, without threat to
their self-esteem.
 Nowadays, however, people are more inclined to show their own
personalities via online channels. The internet becomes a multi-media
venue for showcasing personal traits, qualities, and even experiences.
The values and beliefs he/she upholds are also expressed in his/her
online behavior. Thus, technology, through the development of virtual
spaces and communitied accesible through the internet, can be a basis
of evaluating the consistency of the self.
 The permeating nature of technology has also influenced various
technological and online behaviors people manifest. Within the concept
of digital citizenship, there are 9 themes that cover these behaviors:
  The themes listed above emphasize the proliferation of
technology in the world ans how they are used for specific purposes.
Suffice it to say, technology is here to stay. There is a need to adapt to
the dynamic changes that technology entails.
 Technology offers limitless opportunities; its presence is
inevitable. However, technology need not control the society and
people’s lives. An individual must define himself/herself based solely on
his/her terms.

MODULE 8: The Future Self

This module discusses how an individual is able to forsee the future on the
basis of experiences and present behavior. Using the Possible Selves theory
and Time Perspectives theory as backdrops, this module explores future
possibilities open and how one can himself or herself to changes in the present
to embrace that future.

Section 1: The Future Self: Our Past, Present, and Future

Section 2: The Possible Selves

Section 1: The Future Self: Our Past, Present,

and Future
This section focuses on the Time Perspective Theory of Philip Zimbardo
which explains that people are likely to sort, categorize, and analyze their
human experiences into past, present, and future timeframes, influenced by
personal, social, and institutional factors.

 Towards an Optimistic Future

 Understanding the self is not just about knowing and recognizing
oneself as a product of different life factors. The self, and its potentials
and limits can be more thoroughly understood by using a time-oriented
lens which focuses on how the self evolves from being the self of the
past, of the present, and the possible self in the future.
 This time-oriented conceptualization of the self importantly
explains how individuals construe their sense of self by using temporal
perspectives in self interpretations, and the processes that individuals
 use in conceptualizing what one can possibly or potentially become.

 Søren Kierkegaard once said that “life can only be understood

backwards, but it must be lived forwards.” What he meant in this quote is
that an individual has the capability to plan for his/her future if he/she is
able to understand and retrospectively reflect on experiences, past
choices and decisions, past behaviors. Understanding the past and
taking control of the present can lead to an optimistic future.
 Time Perspective Theory
 The Time Perspective Theory of Philip Zimbardo (1999) explains
how people envisiom their experiences. In a nutshell, his theory explains
that people are likely to sort, categorize, and analyze their human
experiences into past, present, and futurr timeframes, influenced by

personal, social, and institutional factors. 

 The theory also warns people against making decisions
dominated by only one time frame. Thus, in planning and setting goals, it
should be based on something learned from the past and contextualized
by the present which can facilitate future growth and development.
 The 5 time perspective, according the theory, are the following:
1. Present Hedonistic individuals tend to be risk-takers,
driven by sensory, concrete factors, and driven by pleasurable
sensations. They often disregard negative consequences of their
actions since they are focused on the process rather than the outcome,
and are often emotional and volatile.
 2. Present fatalistic individuals are those who feel their lives
are out of control and that no matter what they do, things will not turn
out as what they plan them to be.
3. Past positive individuals are likely to remain in their
comfort zone, their actions influenced by what has worked in the past.
4. Past negative individuals, like past-positive oned are
always anchored on the past but being on the negative side, they tend
to focus on the wrong decisions they have made in the past and
contantly regret them.
5. Future oriented individuals base their present choices and
action on long-term consequences. They are likely to manifest delay of
gratification, and endure negative situations if they are likely to see the
benefits of doing such.
 According to Zimbardo, a healthy perspective is one that
combines past, present, and future time perspectives. Remembering
past lessons and gaining insights from both postive and negative
experiences, maximizing present opportunities and circumstances, and
planning for the future can have positive outcomes for any individual, and
in this context, students. Thus, taking note of time perspectives can
certainly help college students in determining their futures, within
personal and professional contexts.

Section 2: The Possible Selves

This section focuses on the Possible Selves Theory of Hazel Markus and
Paula Nurius which refers to the different representations of the self derived
from the past and the future. Possible selves are viewed as the positive
aspects of the self that contribute to an individual’s motivations in his/her
goals and present actions that will potentially lead into attaining desired and
expected self outcomes in the future.

  

 The Possible Selves Theory

 While one lives in the present and is bounded by present
circumstances, he/she has the capacity to make the right choices that
will have consequences and repercussions for the future. The Possible
Selves Theory has outlined 6 philosophical premises that are not only
crucial to one’s full self-understanding but also vital in shaping one’s
future.
 1. Possible selves is both a motivtional resource and
behavioral blueprint of the self. How one envisions himself/herself to be
fuels his/her drive to achieve his/her plans for the future enables him or
her to set specific short-term and long-term goals. Asidr from having
these concrete goals and thoughts, people derive pleasure and
satisfaction in making those plans, this further channeling behavior
towards that end.
2. Not all future selves are positive. Future selves revolve
around 3 ideas: what one might become (Ought-to selves), what one
would like to become (Ideal or Hoped-for selves), and what one is
afraid to become (Feared selves). Setting goals must be done
realistically and in doing so, one needs to consider not only what
he/she wants to become but also the possible negative outcome of
his/her ambitions.
3. Onevs future self is intertwined with his/her past and
present selves. Present situations enable one to think clearly of his/her
options and the decisions he/she needs to take, which would bring
him/her closer to his/her future goals. On the other hand, experiences
also shape how one perceives the future because of enduring
concerns or unfinished businesses that are brought to the present, and
thus, may be a driving force to one’s future plans.
4. Future selves are a product of social interactions. How
one’s future is foreseen is a product of social contexts: family, peers
and colleagues, schools and other institutions, the society, and the
digital world. The technological landscaoe the millenials are exposed to
(via social media, web applications, technology-driven resources) has
shaped their future ambitions in determining the digital legacy they
want to leave behind.
5. This premise lies in life transitions that have an enabling
influence on one’s future selves. When there are changes in one’s
present life circumstances (e.g., entering a new grade level,
transferring to a new school, shifting to a new course, experiencing
changes in family situations, etc.), there will also be changes to how
future life perspectives are viewed. However, people are not passive
recipients of these changes with human agency, an individual is able to
effect those changes for his/her future.
6. The last premise is based on the concepts of proximal and
distal goals. People are more motivated to work on goals thag are
more immediate than those which are not. Thus, some students lay
down simple steps and concrete plans in ensuring their goals are
achieved. Setting short-term (by term, semester, year) and long-term
goals (by 5 years, 10 years) is one way of ensuring that their future self
is fulfilled.
 Based on the premises laid out above, the future self is not a
possibility that is out of one’s hands. Having a clear vision of the future
planning and weighing present options, and making the right choices can
lead to an optimistic future. Thus, one has the power and agency to
shape his/her future, while living in the present.