UNIVERSITY OF LA SALETTE, INC.

SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones

uls.edu.ph

EXPLORE!
UNIT I. Learning to be a Better Student (Go Monilla and Ramirez)
Learning Outcomes:
At the end of the chapter, the students are able to:
1. Explain learning and explain how it works in humans.
2. Identify the parts of the brain involved in learning.
3. Describe the importance of neuroplasticity and its implications to learning.
4. Discuss the influence of metacognition and self- regulation in learning.
5. Choose and apply strategies to improve learning.

Learning
• Behaviorists define learning as a relatively permanent change in behavior as a result of practice or
experiences.
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• Cognitive psychologists define learning as a process that leads to change as a result of experience.
• Learning is the acquisition of knowledge, skills, and attitudes through experience.
• It is a transformational process that leads to personal growth and development.
• Learning helps the individual to adapt in the environment.
• Learning is a constant process.

Go to https://ulsclms.online and access the materials): (Please visit the uls.clms.tk or simply go to
https://ulsclms.online/ log in your account and read in details the PPT/Lecture for this topic.)

ENGAGE!
Metacognition and Self-Regulated Learning
• Metacognition is the awareness of one's thinking and the strategies one is using to learn. The ‘meta’ in
metacognition refers to higher-order cognition about cognition. Metacognition is simply defined as
cognition about cognition or thinking abou thinking.
• Psychologist John Flavell identified two components of metacognition: metacognitive knowledge and
metacognitive regulation. Metacognitive knowledge includes knowledge of one’s own cognitive
abilities, knowledge of cognitive tasks, and knowledge of the strategies to complete the cognitive tasks.
•Metacognitive regulation refers to how the individual monitors and control one’s cognitive processes.
• Barry J. Zimmerman defines self-regulated learning (SRL) as the process in which students
systematically direct their thoughts, feelings, and actions toward the attainment of their academic goals.
•Self-regulated describes a process of taking control of and evaluating one's own learning and behavior.
•In simple words, self-regulated learning is a process of taking control of and evaluating one's own
learning.
 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones

Metacognitive Awareness Inventory (MAI) Think of yourself as a learner. Read each statement
carefully. Consider if the statement is true or false as it generally applies to you when you are in the role
of a learner (student, attending classes, university etc.) Check True or False as appropriate. When
finished all statements, apply your responses to the Scoring Guide.
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false as
it generally applies to you when you are in the role of a learner (student, attending classes, university etc.)
Check True or False as appropriate. When finished all statements, apply your responses to the Scoring
Guide. This survey and scoring guide are attributed to Schraw, G. & Dennison, R.S. (1994). Assessing
metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

True False

1. I ask myself periodically if I am meeting my goals.

2. I consider several alternatives to a problem before I answer.

3. I try to use strategies that have worked in the past.

4. I pace myself while learning in order to have enough time.

5. I understand my intellectual strengths and weaknesses.

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6. I think about what I really need to learn before I begin a task

7. I know how well I did once I finish a test.

8. I set specific goals before I begin a task.

9. I slow down when I encounter important information.

10. I know what kind of information is most important to learn.

11. I ask myself if I have considered all options when solving a problem.

12. I am good at organizing information.

13. I consciously focus my attention on important information.

14. I have a specific purpose for each strategy I use.

15. I learn best when I know something about the topic.

16. I know what the teacher expects me to learn.

17. I am good at remembering information.

18. I use different learning strategies depending on the situation.

 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones
19. I ask myself if there was an easier way to do things after I finish a task.

20. I have control over how well I learn.

21. I periodically review to help me understand important relationships.

22. I ask myself questions about the material before I begin.

23. I think of several ways to solve a problem and choose the best one.

24. I summarize what I’ve learned after I finish.

25. I ask others for help when I don’t understand something.

26. I can motivate myself to learn when I need to

27. I am aware of what strategies I use when I study.

28. I find myself analyzing the usefulness of strategies while I study.

29. I use my intellectual strengths to compensate for my weaknesses.

30. I focus on the meaning and significance of new information.

31. I create my own examples to make information

v more meaningful.

32. I am a good judge of how well I understand something.

33. I find myself using helpful learning strategies automatically.

34. I find myself pausing regularly to check my comprehension.

35. I know when each strategy I use will be most effective.

36. I ask myself how well I accomplish my goals once I’m finished.

37. I draw pictures or diagrams to help me understand while learning.

38. I ask myself if I have considered all options after I solve a problem.

39. I try to translate new information into my own words.

40. I change strategies when I fail to understand.

41. I use the organizational structure of the text to help me learn.

42. I read instructions carefully before I begin a task.

43. I ask myself if what I’m reading is related to what I already know.
 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones
44. I reevaluate my assumptions when I get confused.

45. I organize my time to best accomplish my goals.

46. I learn more when I am interested in the topic.

47. I try to break studying down into smaller steps.

48. I focus on overall meaning rather than specifics.

49. I ask myself questions about how well I am doing while I am learning
something new.

50. I ask myself if I learned as much as I could have once I finish a task.

51. I stop and go back over new information that is not clear.

52. I stop and reread when I get confused.

Metacognitive Awareness Inventory (MAI) Scoring Guide Directions For each True, give yourself 1 point
in the Score column. For each False, give yourself 0 points in the Score column. Total the score of each
category and place in box. Read the descriptions relating to each section.

ASSESS!
v
Do you think you’re a good student? A good learner? Is there a difference?
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APPLY!
What actions are you taking today to help you reach your goals in the future?
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EXPLORE!
UNIT II. Setting Goals for Success

Learning Outcomes:
 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones
At the end of the chapter, the students are able to:

1. Know the types of motivation.

2. Identify their short-term and long-term goals.
3. Understand the importance of goal setting.
4. Apply the ways on how to achieve their goals.

GOALS

• Motivation directs a person’s behavior toward a particular goal.

• A goal is the object toward which the behavior is directed, usually within a specified period of time.
• Goals motivate people to develop strategies that will enable them to perform better

• Goals can be classified into two categories: short-term goals and long- term goals.
• Generally, short-term goals are those that can be achieved in a day, week, or year.
• Long-term goals are usually achieved over a year or more.
ENGAGE!
Go to https://ulsclms.online and access the materials): (Please visit the uls.clms.tk or simply go to
https://ulsclms.online/ log in your account and read in details the PPT/Lecture for this topic.)

v goal setting.
The SMART is an acronym that you can use to guide your
https://www.mindtools.com/pages/article/smart-goals.htm

Its criteria are commonly attributed to Peter Drucker's Management by Objectives  concept. The first
known use of the term occurs in the November 1981 issue of Management Review by George T. Doran.
Since then, Professor Robert S. Rubin (Saint Louis University) wrote about SMART in an article for The
Society for Industrial and Organizational Psychology. He stated that SMART has come to mean different
things to different people, as shown below.

To make sure your goals are clear and reachable, each one should be:

Specific (simple, sensible, significant).

Measurable (meaningful, motivating).
Achievable (agreed, attainable).
Relevant (reasonable, realistic and resourced, results-based).
Time bound (time-based, time limited, time/cost limited, timely, time-sensitive).

Professor Rubin also notes that the definition of the SMART acronym may need updating to reflect the
importance of efficacy and feedback. However, some authors have expanded it to include extra focus
areas; SMARTER, for example, includes Evaluated and Reviewed.

ASSESS!
 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones
Look in to your plan and path at present, what are your SMART and SMARTER GOALS?
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APPLY!
Fill the boxes below with your simple and smart plan.

Smart Goals Simple Goal Smart Goal

Specific (simple, sensible,

significant).

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Measurable (meaningful,
motivating).

Achievable (agreed,
attainable).

Relevant (reasonable,
realistic and resourced,
results-based).

Time bound (time-based,

time limited, time/cost
limited, timely, time-
sensitive).

EXPLORE!
UNIT III. Taking Charge of One’s Health
 UNIVERSITY OF LA SALETTE, INC.
SANTIAGO CITY
UNDERSTANDING THE SELF
Prepared by: Joel T. Quiñones
• Stress refers to events that are perceived as challenging, damaging, or threatening to one’s physical or
psychological well-being, whether actual or imagined. Any life event that requires people to change,
adapt, or adjust would likely result in stress.
• These events are referred to as stressors and the way people respond to them is called stress response.
• Everyday people encounter stressors. Stress is experienced by all people but in different degrees, from
mild to severe, and it depends on how people interpret the situation.
• Major life events such as wedding and having a baby may be positive events but they demand a great
deal of adjustment and thus, cause stress. All the more, negative events such as losing one’s job or death
of a loved one cause high level of stress. Catastrophe creates high level of stress. Natural disasters such
as during typhoon Yolanda, war in Marawi City, and the eruption of Taal and Covid 19 Pandemic are
examples of catastrophe.
• Yet, hassles that people experience daily such as difficulty in getting a ride to school, irritation in
traffic and small disagreement with parents and classmates can cause stress and couldmharm well-being
especially if such events continue and pile up. When people experience urgent demands as when
targeting a deadline such as submission of school project, students are likely to experience pressure.
• Another factor that causes stress is when a person is experiencing frustration especially when he or she
is thwarted or prevented from satisfying a need or achieving his or her goal. Conflict is another factor of
stress. Conflict occurs when a person needs to choose between two or many options. In order to deal
with frustrations, conflicts, and stress, people sometimes use unconscious strategies called defense
mechanisms in order to cope with the pain and deal with anxiety.

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ENGAGE!
Read and understand the 14 Defence Mechanism, Stress Management Techniques and Stress
Management Benefits at Go to https://ulsclms.online and access the materials): (Please visit the
uls.clms.tk or simply go to https://ulsclms.online/ log in your account and read in details the
PPT/Lecture for this topic.) You

ASSESS!
Please follow the link on Stress Test Online https://www.bemindfulonline.com/test-your-stress and
assess yourself in relation to stress level. Write your answer in the APPLY section.

APPLY!
What will be your bold steps towards self-care and stress avoidance?
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