LEARNING TO

BE A BETTER
LEARNER
BY: GROUP6
 WHAT IS METACOGNITION?

§ Metacognition is commonly defined as “thinking about

thinking” (Livingston 1997)
§ It is the awareness of the scope and limitations of your
current knowledge and skills (Melchenbaum 1985 )
§ Metacognition enables the person to adapt their
existing knowledge and skills to approach a learning
task, seeking for the optimum result to the learning
experience (American Institute for research 2010)
§ Metacognition is also not limited to the thinking
process of the individual, it also includes keeping one’s
emotions and motivations while learning in check
(Papaleontiou – Louca 2003).
Two(2) Aspects of
Metacognition:
 SELF – APRAISAL
is your personal reflection
on your knowledge and
capabilities

SELF – MANAGEMENT
is the mental process you
employ using what you have
in planning and adapting to
successfully learn or
accomplish a certain task
Two(2) Elements
of Metacognition:
 METACOGNITION
METACOGNITIVE REGULATION
KNOWLEDGE or self-management,
what you know about refers to how you
how you think. adjust your thinking
processes to help
you learn better.
Under metacognitive knowledge there are several variables that
affect how you now or assess yourself as a thinker :

PERSONAL TASK STRATEGY

VARIABLES VARIABLES VARIABLES

Which is your Which is what Refers to what

evaluation of you know or strategies or
your strengths what you think skills you
and weaknesses about the nature already have
in learning of the task, as in dealing with
well as what certain task
strategies the
task required.
FOUR TYPES OF
METACOGNITIVE
LEARNERS:
 TACIT AWARE STRATEGIC
LEARNERS LEARNERS LEARNERS

unaware of their know some of their strategize and

metacognitive metacognitive plan their course of
processes but processes but they action toward the
aware of their don’t plan on how to learning experience.
capabilities use them

REFLECTIVE
LEARNERS

reflect on their thinking

while using the strategies and
adapt their skills depending
on their situation.
SELF –
EFFICACY
 Albert E. Bandura
• Albert E. Bandura was born in
Mundare, Alberta on December 4,
1925.

• He was graduated at the

University of British Columbia as
a working student. In three year’s
time, he graduated with the
Bolocan Award in Psychological
in 1949.

• He introduce and study

the “self – efficacy” and
“The bobo doll Experiment”.
 What is
ü Self-efficacy theory is based on the
self-efficacy?? assumption that psychological
procedures serve as means of creasing
and strengthening expectation of
personal efficacy.
ü is the belief in one’s ability to succeed in
achieving an outcome or reaching a goal.
ü Self-efficacy typically comes into play
when there is an actual of received threat
to one's person safely. Or once ability to
deal with potentially aversive events.
Increasing a person's self-efficacy
increases their ability to deal with
a potentially overse situation.
 four main
sources of
influence:
 PERFORMANCE
EXPERIENCE

refers to one’s previous

and related experiences,
which can influence their
perception of whether or
not one has the
competence to perform VICARIOUS
the task at hand. EXPERIENCE

refers to the observed

performances and
experiences of others like
oneself in a
similar situation.
 SOCIAL
PERSUASION

it is a way of strengthening
people’s beliefs that they
have what it takes to
succeed. It also can provide PHYSIOLOGICAL(somatic
a temporary boost in and emotional) STATES
Perceived ability.
provide information
about efficacy beliefs. People
can gauge their degree of
confidence by the emotional
state they experience as
they contemplate an action.
THE BOBO DOLL
EXPERIMENT
• In the 1950s Dr. Bandura have a study known
as the Bobo doll experiment.

• A Bobo doll is an inflatable toy that is

approximately the same size as a
prepubescent child.

• In this experiment, the sample children were

presented with new social models of violent
and nonviolent behavior toward an
inflatable redounding Bobo doll.
• The result where the
group of children who
saw the violent behavior
model became violent to
the doll, while the
control group who was
presented with the
nonviolent behavior
model was rarely violent
to the doll.

• This experiment has

proven right the
hypothesis and social
modeling is a very
effective way of learning.
FIXED AND
GROWTH
MINDSET
• Carol S. Dweck , Is the author of
mindset : the new psychology of
success

• She was born on October 17, 1946

• She graduated from Bernard college

in 1967 and earn her PhD from Yaley
University in 1972.

• She thought at Columbia university

Harvard University and University of
Illinois Before joining Stanford
university in 2004.

• Her research focused on why people

succeed and how to foster success.
TWO TYPES OF
MINDSET:
 FIXED
MINDSET
A fixed mindset describes
Students who believe their
intelligence, talents and
personalities are fixed traits
that cannot grow. They
believe we are born with a
certain level of ability (or
special skills) and we are
unable to improve our level
abilities over time.
GROWTH
MINDSET
In the growth mindset
students understand that
their talents and abilities can
be developed through effort,
good teaching and
persistence they don’t
necessarily think everyone’s
the same or anyone can be
Einstein but they believe
everyone can get smarter if
they work for it.
GOAL
SETTING
THEORY
 EDWIN A. LOCKE
● Edwin A. Locke is Internationally known
for his research on goal setting.

● He was born on January 5,1938 .

● He is Deans professor (Emeritus) Of

leadership and motivation at the
Robert H. Smith school of business at
the University of Mary Land ,College
Park.

● He receive his BA from Harvard in 1960

and he’s PhD in industrial psychology
from Cornell university in 1964 (Locke
2017)
 GOAL SETTING THEORY
• Locke (1996) first described that the approach of
goal setting theory is based on what Aristotle
called final Causality; that is action caused by
purpose. It
accepts the axiomatic status of consciousness and
volition.
• It also assumes that introspective reports provide
useful and valid data for formulating psychological
concepts and measuring psychological
phenomena (e.g., purpose, goal commitment, self –
efficacy).
Goal have both an internal and an external
aspects:

q Internal , they are ideas (desire ends)

q External, they refers to the object or
condition sought (e.g., a job, a sale, a
certain performance level).

Two Attributes content:

q Difficulty , the extent to which a goal is

challenging and requires effort.
q Specificity, The clarity and precision
of a goal.
PRINCIPLES OF THE
GOAL SETTING
THEORY
 CLARITY

Goals must be clear

and specific. When people
know what they want to
achieve it may be easy
fulfill their goal in life..
CHALLENGE

Goals should be sufficiently

challenging to keep individual
engaged and focused while
performing the tasks needed
to reach each goal.
 COMMITMENT

Individual need to
understand and support the
goal they are being assigned
from the beginning.
If employees don't feel
committed to the goal, they
are less likely to enjoy the FEEDBACK
process and ultimately
achieve the goal. is an important component
of the goal- setting theory.
Regular feedback should be
provided throughout the goal-
achieving process to ensure
tasks stay on track to reach the
goal.
SMART goals are Measurable, and this
ensures that clear feedback can be
provided.
MOTIVATIONAL
STORY
A GLASS OF WATER
EFFECTS OF
STRESS TO
ONE’S
HEALTH
 Hans Selye define stress as the body’s
nonspecific Response to any demand,
whether It is caused by or result in Pleasant
Or unpleasant stimuli. It is essential to
differentiate between the unpleasant or
harmful variety of stress termed Distress,
which often connotes disease, eutress,
which often connotes euphoria. Eustress is
stress In daily life that has positive
connotations , Such as marriage,
promotions, baby, winning money, new
friends and graduation . On the other hand
distress is a stress in their daily life that as
negative connotations such as divorce
punishment injury negative feelings
financial problems and work difficulties
• HEADACHES • INSOMNIA

Stress can trigger and Stress makes it harder to fall

intensify tension asleep and stay sleep, which
headaches. can lead to
insomnia.

• INCREASE • HEARTBURN
DEPRESSION • RAPID BREATHING
Stress increases the
Chronic stress can wear hich could lead to When you’re stressed, the
you down emotionally and heartburn or make it worse. muscles that help you breathe
lead to depression tense up, which
can leave

• WEAKENED IMMUNE
SYSTEM

Long-term stress weakens

• TAKOTSUBO
CARDIOMYOPATHY
your immune system’s
defenses leaving you more
vulnerable to infection.
 EXAMINE THE
CULTURAL DIMENSION
OF STRESS AND
COPING
 Culture stress, sometimes known as culture shock, is very common when
relocating to a new culture and should be expected with all overseas travel.
Culture stress can take on many forms, the most common being depression,
irritability and homesickness. The degree to which you will suffer from culture
stress will depend on how long you are gone, how prepared you are for the effects
of stress and how open- minded you can remain throughout your study abroad
experience.

Culture stress is not derived from any one specific event or problem, but is a
symptom of the psychological discomfort of encountering different lifestyles,
methods of organization, and value
systems that may “threaten” the model you have lived with
all your life.
 Coping involves adjusting to unusual demands, or stressors. This
requires giving a greater effort and using greater energy than what's needed
in the daily routines of life. Prolonged mobilization of effort can contribute to
elevated levels of stress-related hormones and to eventual physical
breakdown and illness. Stressors that require coping may be acute, like
moving to a new home or experiencing the onset of marriage problems.
Stressors also occur that are of longer duration, such as chronic pain,
chronic illness or long-lasting financial problems.