UNDS111-LECTURE

Coverage: comprised of more than what or who are inside

the classroom
1. Learning to be a Better Student Do other things
2. Setting Goals for Success - The school provides co-curricular or extra-
3. Taking Charge of One’s Health curricular activities, join clubs, or school groups to
widen your experience as a student
LEARNING TO BE A BETTER STUDENT SETTING GOALS FOR SUCCESS
- Becoming a better student Bandura’s Self-Efficacy
o What kind of student are you? - Self-Efficacy is commonly defined as the belief in
13 Types of Students You See in Every Classroom one’s capabilities to achieve a goal or an outcome.
1. The One Who’s an Overachiever It is the ability to influence events that affect one’s
2. The Class Clown life and control the way these events are
3. The One Who Can’t Let Go of Their Phone experienced (Bandura, 1994)
4. The One Who Never Stops Partying High Self-Efficacy
5. The One Who Falls Asleep - Students with high self-efficacy may more likely to
6. The One Who Always Daydreams challenge themselves with difficult tasks and be
7. The One Who’s Involved in Everything highly motivated to achieve the task.
8. The One Who Everyone Thinks is Perfect - Self-efficacious students may more likely recover
9. The One That’s Always Anxious quickly from setbacks and ultimately are to achieve
10. The One That’s Really an Artist their personal goal.
11. The One Who Never Comes Prepared Low Self-Efficacy
12. The One Who Gets High Grades with Hardly Any - Student with low self-efficacy, believe that they
Studying cannot be successful and will less likely to make
13. The One Who Works Hard for Every Grade extended effort and may consider challenging task
Tips to Become a Better Student: to be avoided.
Prepare before going to school - They have low aspirations and may result from
- Always try to research or read the next lesson poor academic performances.
- Do assignment before going to class Four Ways to Build Self-Efficacy
- Eat and have proper rest 1. MASTERY EXPERIENCE
- Making sure that you have all the tools that you - Every experience is not always positive outcome.
need - It may also bring failure.
Use different Resources - This experience’s will help us build resilience thru
- Using different resources will enable you as a treating failure as learning opportunity and chance
student to access more information and be able to to reach our goal with different approach
learn the latest learnings related to this subjects’ 2. SOCIAL MODELING
matter that you are learning. - Observing those who practice high self-efficacy in
Be critical and make learning personal their lives and who have reached their goals
- Know what you are learning, why you are learning despite hardships can provide great motivation to
and how they are important to you and your plans a person.
in life - Bandura notes that it is necessary to draw role-
- By being critical to the information that you models from one’s own social surroundings.
acquire you will be able to appreciate more their - In this age, internet and social media can be big
value source of employing role-models
Ask help 3. SOCIAL PERSUASION
- The school may focus on the interaction between - It is about finding the right mentor.
the teachers and students but the institution is
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 UNDS111-LECTURE
- Social Persuasion is about having other’s (role
model) directly influence one’s self-efficacy by
providing opportunities to master experience.
- This social persuasion may be mentors that are
knowledgeable and practices what they preach.
4. STATES OF PHYSIOLOGY
- Our own emotions, moods and physical state can
influence our interpretation of self-efficacy.
- Having feeling of tension, anxiety and weariness
can lower our self-efficacy.
- Positive emotion can help build positive insight for
high self-efficacy to a person.
DWECK’S MINDSET THEORY
- Another learning theory that explains persons
acquiring of intelligence and realizing his/her goals
is the Mindset Theory by Carol S. Dweck.
- “Mindset” is a term used by Dweck to explain the
assumptions, methods, or notations held by one or
more people or group of people.
- It represents the cognitive processes activated in
response to a given task.
TWO KINDS OF MINDSET
Fixed Mindset
- (before termed as entity mindset) is an innate or
in-born personality of a person.
- It is basically “who you are”, how God made you.
Growth Mindset
- (or the Incremental mindset), where people
believe that training and an effort to learn can
change one’s qualities and traits
- It is then said that acquiring a Growth Mindset is
much better kind of mindset because it attributes
success to learning and continuous practice.
- Thus, the individual is not afraid of failure, it only
directs the person to need to practice more, pay
attention, invest on effort, and master new
learning.
- The person then be more confident to face
challenges and believe in him/herself that he will
improve his performance
GOAL SETTING THEORY
- Most people would probably agree that goal
setting is one of the main ingredient for a person
to succeed.
- It is a powerful way of motivating people and
motivating yourself.
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- Dr. Edwin Locke pioneers a research in 1960s’
about setting goals.
- This theory was more known to work or industrial
setting, much from where the SMART goal
originated.
- It was also then after several years he collaborated
with Dr. Gary Latham to a seminal work “A Theory
of Goal Setting and Task Performance
- States that there is a relationship between how
difficult and specific a goal was and the people’s
performance task.
- He found that specific and difficult goals led to
better task performance than vague or easy goals.
- Motivating words such as “Try Hard” or “Do your
best” is less effective than phrases such as “Try to
get more than 80% correct” or “Try beating your
best score”
- Having goal that is too easy is not motivating force
than hard and specific goals.
FIVE PRINCIPLES OF GOAL SETTING
1. Clarity
- Clear, measurable and unambiguous (specific)
goals.
2. Challenge
- Set a level of challenge to beat yourself with.
3. Commitment
- The harder the goal, the more commitment is
required
4. Feedback
- Listen to feedback from people to provide
opportunities to clarify expectations, adjust goal
difficulty and gain recognition
5. Task Complexity
- The more complicated and demanding the role
would give high level of motivation to a person
TAKING CHARGE OF ONE’S SELF
STRESS
- Actions or behavior that are considered to be
threatening or challenging to the physiological,
emotional and cognitive aspects of a person
- Body’s reaction to challenge or demand
2 Types of Stress
Acute Stress
- Occurs in a short period of time
Chronic Stress
- Occurs in a long period of time
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 UNDS111-LECTURE

GENERAL ADAPTATION SYNDROME - Response: I feel immobilized.

- Proposed by Hans Selye - Coping strategy: Support your mood by increasing
- A three-stage process that describes the sensory information.
physiological changes the body goes through when - Response: I feel disconnected.
under stress - Coping strategy: Make time to reflect and connect
Alarm with intolerable feelings in small doses.
- Initial symptoms the body experiences when under - Response: I feel okay.
stress; fight-or-flight response - Coping strategy: Engage in self-reflection to
Resistance identify the coping tools you’re using.
- Recovery phase; increased capacity to respond to
stressors.
Exhaustion
- Result of prolonged or chronic stress; the body is
no longer equipped to fight stress
PHYSIOLOGICAL INDICATORS OF STRESS ON BODY:
- Muscle Tension
- Tension-type headache and migraine
- Difficulty in breathing
- Asthma
- Increased heart rate
- Stronger contraction of the heart muscle
- Elevated blood pressure
- Heart attack
- Stroke
- Inflammation of the respiratory system
- Elevated epinephrine and cortisol hormones
- Uncontrolled blood glucose level
- Heartburn or acid reflux
- Severe stomach pain
- Diarrhea
- Constipation
- Increased respiration rate
- Dilated blood vessel in the arms and legs
- Affects testosterone production
- Sperm production
- Erectile dysfunction
- Absent or irregular menstrual cycle
- Difficult premenstrual symptoms
COPING WITH STRESS
- Response: I feel the need to mobilize
- Coping strategy: Focus on balance-set goals and
take breaks
- Response: I want to run away.
- Coping strategy: Soothe worried feelings by
decreasing sensory information.

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