UNDERSTANDING THE SELF

Understanding the self is the awareness of and the ability to understand one’s own thoughts and
actions. It entails the ability to attain insights into one’s attitudes, motives, defenses, reactions,
together with the weaknesses and strengths. It is subjective sense of the self and a complex
mixture of conscious and unconscious thoughts, attitudes, and perceptions.

Understanding self represents the sum total of people’s conscious perception of their identity as
distinct from others. The self is not a static phenomenon but continues to develop and change
throughout lives— (George Herbert Mead)

Self-understanding has been recognized as a competency for individuals to function efficiently in

any group of organization. It influences the individual’s ability to make key decisions about self
and other people around him. Understanding self-equips individuals with making more effective
career and life choice, the ability to lead, guide and inspire with authenticity.

SELF-CONCEPT
It is the set of beliefs that would hold about who we are. It is the sum total of an individual’s
beliefs about his or her own personal attributes. It is basically the individual’s image of the kind
of person he or she is which includes the awareness of being (what I am) and awareness of
function (what I can do). Self-concept includes not only our perceptions of what we are but also
of what we think, we ought to be and would like to be. The latter component of the self is called
the ideal self that represents the self-concept that an individual would ideally want to possess.

Our self-concept is “what we perceive ourselves to be,” and involves aspects of image and
esteem. How we see ourselves and how we feel about ourselves influences how we communicate
with others. What you are thinking now and how you communicate impacts and influences how
others treat you. Charles Cooley calls this concept the looking-glass self. We look at how others
treat us, what they say and how they say it, for clues about how they view us to gain insight into
our own identity. Leon Festinger added that we engage in social comparisons, evaluating
ourselves in relation to our peers of similar status, similar characteristics, or similar qualities.

The ability to think about how, what, and when we think, and why, is critical to intrapersonal
communication. Animals may use language and tools, but can they reflect on their own thinking?
Self-reflection is a trait that allows us to adapt and change to our context or environment, to
accept or reject messages, to examine our concept of ourselves and choose to improve.
 Topic 2. TWO WAYS IN WHICH WE PERCEIVE OURSELVES

POSITIVE SELF-CONCEPT:
People with positive self-concept believe in themselves are confident about their ability to deal
with problems, make decisions and feel equal with others, have respect for themselves and
expect it from others. These are the people who are realistic in the assessment of themselves and
can admit to a wide range of feelings, behaviors and needs.
NEGATIVE SELF-CONCEPT:
These are the people who see themselves as failures and have negative, pessimistic image of
themselves who begin to act their part. These negative feelings feed on themselves and become
a downward spiral, gradually encompassing all the people’s thoughts, actions, and relationships.
People with negative self-concept tend to complain constantly and find it difficult to accept
criticisms.

1. COGNITIVE ASPECT: SELF SCHEMA

Self-schemas are cognitive generalizations about the self, derived from experience, that
organize and guide the processing of self-related information.

2. AFFECTIVE/EVALUATIVE ASPECT: SEL-ESTEEM

The self-esteem reflects the perceived the difference between an individual’s actual self-
concept (who I think I really am) and some ideal self-image (who I would really like to
be).

3. BEHAVIORAL ASPECT: SELF PERCEPTION

In Darn Bem (1972) influential self-perception theory reflects, we observe our behavior
and our situation in which it took place make attributions about why the behavior
occurred and draw conclusions about our won characteristic and disposition. In other
words, we understand ourselves the same way we perceive and understand others.

COMPONENTS OF SELF-CONCEPT
Body Image
Self Esteem SELF CONCEPT Role Performance
Personal Identity
 POWER LEARNING STRATEGIES

Why go to college
You’ll learn to think and communicate better.
You’ll be able to better deal with advances in knowledge and technology that are changing the
world.
You’ll make Learning a lifelong habit.
You’ll understand the meaning of your own contributes to the world.

 P-prepare
 O-organize
 W-work
 E-evaluate
 R-rethink

Each step in the process provides students with a strategy that will help them achieve success not
only in the academic realm but in their careers.

Goal Setting Strategies

1. Set both long-term and short-term goals.
2. Recognize that who you are determine your goals.
3. Make goals realistic and attainable.
4. Goals should be involved behavior over which you have control.
5. Take ownership of your goals.

Organize
There are several kinds of organization.
 Physical aspects-of task completion or instance, you need to ask yourself if you have the
appropriate tools, such as papers, pen, and a calculator.
 Intellectual organization-is even more critical. It is accomplished by considering and
reviewing the academic skills that you’ll need to be successfully completes the task at
hand.
Work
 Finding the motivation to work.

Evaluation
 Take a moment to congratulate yourself and feel some satisfaction.
 Compare what you’ve accomplished with the goals you’re seeking to achieve.
 Have an out-body experience evaluate your accomplishments as if you were a respected
teacher from your past.
 Asked on your evaluation, revise your work.

Rethink
 Reanalyze, reviewing you accomplished the task.
 Question the outcome.
 Identify your underlying assumptions then challenged them.

Learning is an endeavor that you keep in mind. A purposeful action to gather information and
then validate the accuracy of that information through experience and use. Learning is
the cognitive process of acquiring skill or knowledge. It is a process of acquiring
new or modifying existing knowledge, behaviors, skills, values, or preferences. It is knowing or
discovering something and becoming aware of the existence of something.

Developing Good Study Skills

Understanding Yourself as a Learner
1. What is your learning style? - learning style refers to the way you prefer to take in new
information, by seeing, by listening, or through some other channel.
2. What times of day are you most productive? If your energy peaks early, you might
benefit from setting early morning time for studying or writing. If you are a night owl,
target aside a few evenings a week for schoolwork.
3. How much clutter can you handle in your workspace? Some people work fine at a messy
desk and know exactly where to find what they need in their stack of papers; however,
most people benefit from maintaining a neat, organized space.
4. How well do you juggle potential distractions in your environment? If you can study at
home without being tempted to turn on the television, check your e-mail, fix yourself a
snack, and so on, you may make home your workspace. However, if you need a less
distracting environment to stay focused, you may be able to find one on your college’s
campus or in your community.
 5. Does a little background noise help or hinder your productivity? Some people work better
when listening to background music or the low hum of conversation in a coffee shop.
Others need total silence.
6. When you work with a partner or group, do you stay on task? A study partner or group
can sometimes be invaluable. However, working this way takes extra planning and effort,
so be sure to use the time productively. If you find that group study sessions turn into
social occasions, you may study better on your own.
7. How do you manage stress? Accept that at certain points in the semester, you will feel
stressed out. In your day-to-day routine, make time for activities that help you reduce
stress, such as exercising, spending time with friends, or just scheduling downtime to
relax.
To begin identifying your learning style, think about how you would go about the process of
assembling a piece of furniture. Which of these options sounds most like you?
1. You would carefully look over the diagrams in the assembly manual first so you could
picture each step in the process. If you chose this style of learning, you may be a visual
learner. You understand ideas best when they are presented in a visual format, such as a
flowchart, a diagram, or text with clear headings and many photos or illustrations.
2. You would silently read the directions through, step by step, and then look at the
diagrams afterward. If you chose this style of learning, you may be a verbal learner. You
understand ideas best through reading and writing about them and taking detailed notes.
3. You would read the directions aloud under your breath. Having someone explain the
steps to you would also help. If you chose (c), you may be an auditory learner. You
understand ideas best through listening. You learn well from spoken lectures or books on
tape.
4. You would start putting the pieces together and figure out the process through trial and
error, consulting the directions as you worked. If you chose this type, you may be
a kinesthetic learner. You learn best through doing and prefer hands-on activities. In long
lectures, fidgeting may help you focus.

Learning Styles and Multiple Intelligences

A. Multiple Intelligences Model

Howard Gardner's theory of multiple intelligences proposes that people are not born with all of
the intelligence they will ever have. This theory challenged the traditional notion that there is one
single type of intelligence, sometimes known as “g” for general intelligence, which only focuses
on cognitive abilities.
When you hear the word intelligence, the concept of IQ testing may immediately come to mind.
Intelligence is often defined as our intellectual potential; something we are born with, something
that can be measured, and a capacity that is difficult to change.
In recent years, however, other views of intelligence have emerged. One such conception is the
theory of multiple intelligences proposed by Harvard psychologist Howard Gardner.
Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These
individuals are often good with directions as well as maps, charts, videos, and pictures.3
Strengths: Visual and spatial judgment
People with visual-spatial intelligence:
 Read and write for enjoyment
 Are good at putting puzzles together
 Interpret pictures, graphs, and charts well
 Enjoy drawing, painting, and the visual arts
 Recognize patterns easily

Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence can use words well, both when writing
and speaking. These individuals are typically very good at writing stories, memorizing
information, and reading.1
Strengths: Words, language, and writing
People with linguistic-verbal intelligence:
 Remember written and spoken information
 Enjoy reading and writing
 Debate or give persuasive speeches
 Can explain things well
 Use humor when telling stories
Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at reasoning, recognizing
patterns, and logically analyzing problems. These individuals tend to think conceptually about
numbers, relationships, and patterns.4
Strengths: Analyzing problems and mathematical operations
People with logical-mathematical intelligence:
 Have excellent problem-solving skills
 Enjoy thinking about abstract ideas
 Like conducting scientific experiments
 Can solve complex computations
Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence is said to be good at body movement,
performing actions, and physical control. People who are strong in this area tend to have
excellent hand-eye coordination and dexterity.4
Strengths: Physical movement, motor control
People with bodily-kinesthetic intelligence:
 Are skilled at dancing and sports
 Enjoy creating things with his or her hands
 Have excellent physical coordination
 Remember by doing, rather than hearing or seeing
Musical Intelligence
People who have strong musical intelligence are good at thinking in patterns, rhythms, and
sounds. They have a strong appreciation for music and are often good at musical composition
and performance.5
Strengths: Rhythm and music
People with musical intelligence:
 Enjoy singing and playing musical instruments
 Recognize musical patterns and tones easily
 Remember songs and melodies
  Have a rich understanding of musical structure, rhythm, and notes
Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at understanding and interacting with
other people. These individuals are skilled at assessing the emotions, motivations, desires, and
intentions of those around them.5
Strengths: Understanding and relating to other people
People with interpersonal intelligence:
 Communicate well verbally
 Are skilled at nonverbal communication
 See situations from different perspectives
 Create positive relationships with others
 Resolve conflicts in group settings
Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being aware of their own
emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis,
including daydreaming, exploring relationships with others, and assessing their personal
strengths.5
Strengths: Introspection and self-reflection
People with intrapersonal intelligence:
 Analyze their strengths and weaknesses well
 Enjoy analyzing theories and ideas
 Have excellent self-awareness
 Understand the basis for his or her own motivations and feelings
Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been met with more
resistance than his original seven intelligences. According to Gardner, individuals who are high
in this type of intelligence are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species. These individuals are said to be
highly aware of even subtle changes to their environments.
Strengths: Finding patterns and relationships to nature
People with naturalistic intelligence:
 Are interested in subjects such as botany, biology, and zoology
 Categorize and catalogue information easily
 Enjoy camping, gardening, hiking, and exploring the outdoors
 Dislikes learning unfamiliar topics that have no connection to nature