UNDS WEEK 13 SELECTIVE PRESENTATION AND IMPRESSION MANAGEMENT
DIGITAL SELF: SELF AND OTHERS IN CYBERSPACE
I, ME AND MYSELF AND MY USER ID ONLINE
 DIGITAL SELF IS A MASK WE PUT ON TO DRAW IN THE
INNOVATIVE WORLD.
 WITH THE DIGITAL TECHNOLOGIES SUCH AS WEB PAGES,
ONLINE GAMES, VIRTUAL WORLDS, SOCIAL MEDIA, SMART
PHONES, INTERNET, SELF EXTENSION IS EXTENSIVE.
 OBJECTS THAT ONE’S POSSESS CAN TRULY EXTEND THE
SELF, AS WHEN AN INSTRUMENT OR WEAPON ENABLES
US TO GET THINGS DONE OF WHICH WE WOULD
SOMEHOW OR ANOTHER BE UNABLE.
 BELONGING CAN LIKEWISE EMBLEMATICALLY EXTEND
SELF.
 SARTRE EXPLAINED THAT THE REASON WE WANT TO
HAVE SOMETHING IS TO ENLARGE OUR SENSE OF SELF
AND THAT THE ONLY WAY WE CAN KNOW WHO WE ARE
IS BY OBSERVING WHAT WE HAVE.
 BELK (1988) PRESENTED THE CONCEPT OF THE
EXTENDED SELF:
 DEMATERIALIZATION
 RE-EMBODIMENT
 SHARING
 CO-CONSTRUCTION OF SELF
 DISTRIBUTED MEMORY
 THIS REASONABLE REFRESH LOOKS TO RENEW THE IDEA,
CONSOLIDATE THE EFFECTS OF DIGITIZATION, AND GIVE
A COMPREHENSION OF CONSUMER FEELING OF SELF IN
THE PRESENT INNOVATIVE CONDITION. IT IS
ESSENTIALLY A WORK IN ADVANCE, FOR THE
COMPUTERIZED CONDITION AND OUR CONDUCT INSIDE
IT KEEP ON EVOLVING.
 BE THAT AS IT MAY, SOME VITAL CHANGES ARE NOW
CERTAIN. FIVE CHANGES WITH ADVANCED UTILIZATION
ARE VIEWED AS THAT EFFECT THE IDEA OF SELF & THE
IDEA OF BELONGING. REQUIRED ALTERATIONS &
INCREMENTS TO THE EXTENDED SELF ARE LAID OUT,
AND BEARINGS FOR FUTURE RESEARCH ARE
RECOMMENDED.
 THE ADVANCED WORLD OPENS A LARGE GROUP OF NEW
IMPLIES FOR SELF-EXTENSION UTILIZING NUMEROUS
NEW ITEMS TO COME TO AN INCOMPREHENSIBLY MORE
EXTENSIVE CROWD. DESPITE THE FACT THAT THIS
REQUIRES CERTAIN REFORMULATIONS, THE
FUNDAMENTAL IDEA OF THE EXTENDED SELF STAYS
CRUCIAL.
JASMINE ROSE ESPINAS
 SELF-PRESENTATION IS BEHAVIOR THAT ATTEMPTS TO
CONVEY SOME INFORMATION ABOUT ONESELF OR SOME
IMAGE OF ONESELF TO OTHER PEOPLE. THESE
BEHAVIORS ARE ACTIVATED BY THE EVALUATIVE
PRESENCE OF OTHER PEOPLE AND BY OTHERS’
KNOWLEDGE OF ONE’S BEHAVIOR.
 IN NEW SITUATIONS, MANY PEOPLE WOULD LIKE TO
IMPRESS AND BECOME SELF-CONSCIOUS. PEOPLE
BEHAVE IN WAYS DESIGNED TO CREATE A FAVORABLE
IMPRESSION OR EVEN TO ONE’S IDEALS.
 HUMANS ARE SOCIAL ANIMALS AND REGULATE OUR
BEHAVIOR TO FIT IN WORLD OR ADJUST IT TO
IMPRESSION THAT WE DESIRE.
 PEOPLE MONITOR THEIR BEHAVIOR, OBSERVE HOW
OTHERS REACT AND ADJUST THEIR PERFORMANCE TO
CREATE A DESIRED IMPRESSION.
TWO TYPES OF SELF - PRESENTATION
1. PLEASING THE AUDIENCE
 THIS TYPE OF SELF-PRESENTATION WHICH TRY TO
MATCH SELF TO THE AUDIENCE’S EXPECTATIONS AND
PREFERENCES.
2. SELF-CONSTRUCTION
 THIS TYPE OF SELF-PRESENTATION TRIES TO MATCH
ONESELF TO ONE’S OWN IDEAL SELF. THE EXPRESSION
OF THE AUDIENCE-PLEASING MOTIVE VARIES ACROSS
SITUATIONS.
MULTIPLE ASPECTS OF THE SELF
 HIGGINS (1987) ARGUES THAT THERE ARE THREE
DOMAINS OF THE SELF: THE ACTUAL SELF, THE IDEAL
SELF AND THE OUGHT SELF.
1. ACTUAL SELF
 THIS REFERS TO THE ATTRIBUTES AN INDIVIDUAL
POSSESSES.
2. IDEAL SELF
 THIS REFERS TO THE ATTRIBUTES AN INDIVIDUAL
WOULD IDEALLY POSSESS.
3. OUGHT SELF
 THIS REFERS TO THE ATTRIBUTES AN INDIVIDUAL
OUGHT TO POSSESS.
 ACCORDING TO HIGGINS, THE DISCREPANCIES BETWEEN
THE ACTUAL SELF AND IDEAL SELF LEADS TO FEELINGS
OF DEJECTION. OUR SENSE OF SELF HELPS ORGANIZE
OUR THOUGHTS, FEELINGS AND BEHAVIORS.
 OUR OVERALL SELF-EVALUATION INFLUENCES OUR
COGNITIVE PROCESSES. FOR INSTANCE, WHEN PEOPLE
WITH HIGH SELF-EVALUATION FAIL, THEY SUSTAIN
THEIR SELF-WORTH BY LOOKING AT OTHERS FAILURE.
 IMPACT OF ONLINE INTERACTION ON SELF
 COMPUTER MEDIATED COMMUNICATION
 ENCOMPASSES HUMAN COMMUNICATION INVOLVING
SEVERAL EXCHANGE THROUGH VARIOUS PLATFORMS
SUCH AS TEXT, AUDIO, AND/OR VIDEO MESSAGES. A CMC
INTERACTION OCCURS THROUGH VARIOUS TYPES OF
NETWORKING TECHNOLOGY AND SOFTWARE INCLUDING:
 EMAIL, INTERNET RELAY CHAT (IRC);
 INSTANT MESSAGING (IM);
 USENET AND MAILING LIST SERVERS.
 AN INTERESTING DISCUSSION CAN STEM FROM A
COMPARISON OF HOW WE CONSTRUCT OUR IDENTITY
IN THE “REAL WORLD“ VERSUS HOW WE CONSTRUCT IT
IN THE ONLINE WORLD.
 AS DUTTON (1996) POINTS OUT, THAT TECHNOLOGY
CAN WORK TWO WAYS: OPEN OR CLOSE SOCIAL
CHOICES. INDIVIDUALS SHAPE THE IMPACT OF
TECHNOLOGY HAS ON THEIR LIVES BY CHOOSING WHICH
TECHNOLOGY TO USE AND HOW TO USE IT.
BOUNDARIES OF SELF ONLINE
 THE LINE BETWEEN OFFLINE AND ONLINE SELF HAS
BECOME BLURRED. SINCE PEOPLE NOWADAYS ARE
BECOMING MORE CONNECTED DIGITALLY, SELF-IDENTITY
IS BECOMING MORE FASHIONED IN TRANSMEDIA
PARADIGM.
 IN THE PRESENT CULTURE OF CONSTANT
CONNECTIVITY, THE INTERNET IS COORDINATED INTO
OUR LIVES WITH THE END GOAL THAT THE EXPERIENCE
OF BEING ON THE WEB IS SUBJECTIVELY NOT QUITE
THE SAME AS BEFORE.
JASMINE ROSE ESPINAS
UNDS WEEK 14
POLITICAL SELF AND BEING A FILIPINO
INTRODUCTION
 THE PHILIPPINES WERE COLONIZED BY THREE CULTURES
 THEIR FOREIGN CULTURE, BELIEFS, LANGUAGE, AND
RELIGION HAVE MADE A HUGE DENT IN OUR OWN
FOUNDATION.
 CAN WE SAY THAT FILIPINOS HAVE TRULY DEVELOPED
AN IDENTITY OF THEIR OWN? OR ARE WE STILL LIVING
IN THE SHADOWS OF OUR COLONIAL FRIENDS?
WHO IS THE FILIPINO?
 ACCORDING TO 1987 PHILIPPINE CONSTITUTION ARTICLE
IV SECTION 1, FILIPINO CITIZENS ARE:
 THOSE WHO ARE CITIZENS OF THE PHILIPPINES AT
THE TIME OF THE ADOPTION OF THIS
CONSTITUTION
 THOSE WHOSE FATHERS OR MOTHERS ARE CITIZENS
OF THE PHILIPPINES
 THOSE BORN BEFORE JANUARY 17, 1973, OF FILIPINO
MOTHERS, WHO ELECT PHILIPPINE CITIZENSHIP
UPON REACHING THE AGE OF MAJORITY
 THOSE WHO ARE NATURALIZED IN ACCORDANCE WITH
LAW
 CULTURE AND HISTORY HAVE GREATLY INFLUENCED THE
MANNER FILIPINOS LEARN, LIVE, AND BEHAVE TO DATE.
 GENERATIONS AFTER GENERATIONS, COMMON TRAITS
AND VALUES HAVE BEEN PASSED ON THAT THE
FILIPINOS OF TODAY STILL EMBODY.
FILIPINO VALUES AND TRAITS
 WHILE THE PHILIPPINES MAY WELL KNOWN FOR ITS
AWE-INSPIRING BEAUTY, PERHAPS THE FILIPINOS’
UNIQUE TRAITS, REPUTABLE VALUE, AND LAUDABLE
TALENTS MAKE THE PHILIPPINES A PLACE TO BE.
1. THE FILIPINO HOSPITALITY
 A FILIPINO TRAIT THAT IS KNOWN FAR AND WIDE IS OUR
BRAND OF HOSPITALITY
 FILIPINOS WOULD WELCOME THEIR GUESTS AND
TOURISTS AS IF THEY ARE THEIR OWN FAMILY BY
OFFERING THEM THE BEST THINGS (PLATES, CHAIRS,
MUGS, BED)
 FILIPINOS ALSO ANTICIPATE GIVING TOURS TO FRIENDS
WHO WILL VISIT THEIR HOMETOWN FOR FREE
 DURING FIESTAS, FILIPINOS SERVE HEAPS OF FESTIVE
FOOD AND INVITE THE WHOLE BARANGAY OVER
 THEY ARE ALSO FOND OF GIVING PASALUBONG OR
TOKENS FROM THEIR TRAVELS AND PABAON OR
FAREWELL GIFTS TO THEIR VISITORS
2. RESPECT FOR ELDERS
 FILIPINOS GREET THEIR ELDERS BY KISSING THEIR
CHEEKS OR FOREHEAD WHILE SAYING “MANO PO!“ AND
CONSTANTLY USING “PO“ AND “OPO“ IN
CONVERSATIONS
 FORGETTING TO ADDRESS OLDER PEOPLE PROPERLY
WILL REGARD THEM AS RUDE AND IMPOLITE
 THERE IS ALSO A WIDE ARRAY OF REFERENCES TO ELDER
PEOPLE (ATE, KUYA, ETC.)
3. CLOSE FAMILY TIES
 FILIPINOS MAINTAIN A TIGHT RELATIONSHIP WITH
THEIR FAMILY REGARDLESS THAT THE CHILDREN ARE
OLD ENOUGH AND ALREADY HAVE THEIR FAMILIES OF
THEIR OWN
 FAMILY REUNION IS VERY COMMON
 FILIPINOS OPT TO LIVE IN BIG HOUSES TO
ACCOMMODATE EVERYONE
 NURSING HOMES ARE USUALLY NOT AN OPTION
4. SELF - SACRIFICE
 THE SELF-SACRIFICING ATTITUDE OF FILIPINOS CAN BE
SEEN AS EXTENSION TO THE FILIPINO HOSPITALITY
 FILIPINOS GO OUT OF THEIR WAY TO EXTEND THEIR
HELP TO FRIENDS, FAMILIES, AND LOVED ONES
 THEY WISH COMFORT AND BETTER LIVES FOR THEIR
LOVED ONES AND WOULD EVEN GO TO THE EXTEND OF
WORKING ABROAD
 OFWS ARE CONSIDERED THE MODERN HEROES
 THERE ARE TIMES THAT THE ELDEST AMONG THE
CHILDREN WOULD SACRIFICE HIS OR HER EDUCATION
FOR HIS OR HER YOUNGER SIBLINGS
5. BAYANIHAN
 THE BAYANIHAN SPIRIT IS GIVING WITHOUT EXPECTING
SOMETHING IN RETURN
 FILIPINOS ARE ALWAYS READY TO SHARE AND TO HELP
FRIENDS AND LOVED ONES WHO ARE IN NEED
6. “BAHALA NA“ ATTITUDE
 THE FILIPINO VERSION OF THE FAMOUS LINE HAKUNA
MATATA MEANING “NO WORRIES“
 THIS PHRASE IS SAID TO HAVE ORIGINATED FROM
“BATHALA NA“ WHERE BATHALA MEANS GOD AND THE
PHRASE MEANING LEAVING EVERYTHING INTO GOD’S
HANDS
7. NINGAS KUGON
 NINGAS IS A FILIPINO TERM FOR A FLAME AND KUGON
IS COGON GRASS THAT EASILY BURNS OUT AFTER IT IS
PUT INTO FLAMES
 NINGAS KUGON REFERS TO THE ATTITUDE OF EAGERLY
STARTING THINGS BUT QUICKLY LOSING EAGERNESS
SOON AFTER EXPERIENCING DIFFICULTY AS FAST AS
THE FIRE HAS IGNITED
8. PRIDE
 MOST FILIPINOS HOLD ON TO THEIR PRIDE AS IF THIS IS
MORE PRECIOUS THAN KEEPING A GOOD RELATIONSHIP
WITH FAMILY AND LOVED ONES
JASMINE ROSE ESPINAS
9. COLONIAL MENTALITY
 COLONIAL MENTALITY IS REGARDED AS LACK OF
PATRIOTISM AND ATTITUDE WHERE FILIPINOS FAVOR
FOREIGN PRODUCTS MORE THAN THEIR OWN
10. CRAB MENTALITY
 A TOXIC TRAIT AMONG FILIPINOS WHERE ONE RESENTS
THE ACHIEVEMENT OF ANOTHER, INSTEAD OF FEELING
HAPPY FOR THAT PERSON
11. FILIPINO TIME
 FILIPINOS HAVE THIS COMMON ATTITUDE OF ARRIVING
LATE AT COMMITMENTS, DINNER, AND PARTIES
ESPECIALLY IF THEY ARE MEETING SOMEONE CLOSE TO
THEM
HOW TO BE A GOOD FILIPINO
 BE AN ACTIVE FILIPINO CITIZEN
 “ANG KABATAAN AY PAG-ASA NG BAYAN“
 A GOOD FILIPINO CITIZEN SHOULD BE AWARE OF THE
CURRENT EVENTS AND PARTICIPATE IN GOVERNMENT
PROGRAMS THAT AIM FOR THE COUNTRY’S
PROGRESSION AND DEVELOPMENT
 PRACTICE YOUR RIGHT TO SUFFRAGE AND BE AN
INTELLECTUAL VOTER
 STUDY THE PHILIPPINE HISTORY
 THE ROAD OF THE PHILIPPINE HISTORY IS LONG AND
BLOODY, AND BY LEARNING AND FULLY UNDERSTANDING
THE EVENTS OF THE PHILIPPINE HISTORY, ONE WILL
LEARN SO MUCH AS TO WHY IT IS SO IMPORTANT TO
LOVE ONE’S COUNTRY
 SUPPORT LOCAL PRODUCTS
 WHEN YOU BUY LOCAL PRODUCTS, YOU DO NOT ONLY
SUPPORT LOCAL MANUFACTURERS AND BUSINESSMEN,
BUT YOU ALSO HELP STRENGTHEN THE LOCAL ECONOMY
 SPEAK THE FILIPINO LANGUAGE
 BECAUSE OF MODERN NEOLOGISMS AND
ENCULTURATION, WE SOMETIMES FORGET TO SPEAK
OUR REAL LANGUAGE
 DO NOT SPREAD FAKE NEWS AND BE DEMOCRATIC IN
ENGAGING WITH DISSENT
 THE INTERNET HAS ALSO MADE US ENGAGE IN HEATED
ARGUMENTS WITH PEOPLE ACROSS THE GLOBE OUR
POLITICAL POSITIONS
 SPREADING FAKE NEWS HAS BECOME SO MUCH EASIER
 IT IS PART OF BEING A GOOD FILIPINO TO SORT OUT
EVERYTHING THAT ONE READS BEFORE ACTUALLY
BUYING IT AND SPREADING IT LIKE WILDFIRE
 IT IS ALSO THE RESPONSIBILITY OF EVERY FILIPINO TO
RECOGNIZE DISAGREEMENT IN POLITICAL VIEWS, BE
TOLERANT, AND ARGUE INTELLIGENTLY WITHOUT
HAVING TO RESORT INTO NAME-CALLING PEOPLE
 UNDS WEEK 15
LEARNING TO BE A BETTER STUDENT
HOW DOES LEARNING OCCUR?
 THE PROCESS OF LEARNING NEW THINGS IS NOT
ALWAYS THE SAME
 LEARNING CAN HAPPEN IN A WIDE VARIETY OF WAYS
 TO EXPLAIN HOW AND WHEN LEARNING OCCURS, A
NUMBER OF DIFFERENT PSYCHOLOGICAL THEORIES
HAVE BEEN PROPOSED:
LEARNING THROUGH CLASSICAL CONDITIONING (IVAN
PAVLOV)
 LEARNING THROUGH ASSOCIATION IS ONE OF THE
MOST FUNDAMENTAL WAYS THAT PEOPLE LEARN NEW
THINGS
 IT INVOLVES MAKING AN ASSOCIATION BETWEEN TWO
STIMULI
 THIS IS THE ABILITY TO LEARN TO PERFORM A
PARTICULAR BEHAVIOR WHEN A PARTICULAR STIMULUS
IS PRESENT
LEARNING THROUH OPERANT CONDITIONING
(B. F. SKINNER)
 THE CONSEQUENCES OF YOUR ACTIONS CAN ALSO PLAY
A ROLE IN DETERMINING HOW AND WHAT YOU LEARN
 REINFORCEMENT AND PUNISHMENT
 WHEN SOMETHING IMMEDIATELY FOLLOWS A BEHAVIOR,
IT CAN EITHER INCREASE OR DECREASE THE LIKELIHOOD
THAT THE BEHAVIOR WILL OCCUR AGAIN IN THE FUTURE.
THIS PROCESS IS REFERRED TO AS OPERANT
CONDITIONING
LEARNING THROUGH OBSERVATION
(ALBERT BANDURA)
 OBSERVATIONAL LEARNING
 LEARNING OCCURS BY OBSERVING THE ACTIONS AND
CONSEQUENCES OF OTHER PEOPLE’S BEHAVIOR
JASMINE ROSE ESPINAS
 THE BOBO DOLL EXPERIMENT
 AN EXPERIMENT BY BANDURA (1961) IN WHICH
ADULTS MODELLED AGGRESSIVE BEHAVIOR
TOWARDS A “BOBO DOLL“
 CHILDREN WERE OBSERVED TO COPY THE ADULTS
 THIS SUPPORTS BANDURA’S SUCIAL LEARNING
THEORY, WHICH SUGGESTS PEOPLE LEARN BY
OBSERVATION, MODELLING, IMITATION,
PUNISHMENT, AND REWARD
 LEARNING IS A COMPLEX PROCESS THAT INVOLVES
MULTIPLE FACTORS. PSYCHOLOGISTS TODAY NOT ONLY
STUDY HOW LEARNING OCCURS BUT ALSO HOW SOCIAL,
EMOTIONAL, CULTURAL, AND BIOLOGICAL VARIABLES
MIGHT INFLUENCE THE LEARNING PROCESS.
 “OUR JOB AS TEACHERS IS NOT TO PREPARE’ KIDS
FOR SOMETHING; OUR JOB IS TO HELP KIDS LEARN
TO PREPARE THEMSELVES FOR ANYTHING.“ -A.J.
JULIANI
METACOGNITION
 IT IS COMMONLY DEFINED AS “THINKING ABOUT
THINKING“
 IT IS THE AWARENESS OF THE SCOPE &
LIMITATIONS OF YOUR CURRENT KNOWLEDGE & SKILLS
 DUE TO THIS AWARENESS, METACOGNITION ENABLES
THE PERSON TO ADAPT THEIR EXISTING KNOWLEDGE
AND SKILLS TO APPROACH A LEARNING TASK, SEEKING
FOR THE OPTIMUM RESULT OF THE LEARNING
EXPERIENCE
 METACOGNITION IS NOT ONLY FOR THINKING PROCESS
BUT ALSO FOR KEEPING ONE’S EMOTIONS AND
MOTIVATION WHILE LEARNING.
 THE EMOTIONAL STATE AND THE MOTIVATION OF A
PERSON THEN SHOULD ALSO BE IN THE STATE FOR
THAT PERSON IN ORDER TO FURTHER FACILITATE HIS
OR HER LEARNING.
ASPECTS OF METACOGNITION
1. SELF - APPRAISAL
 PERSONAL REFLECTION ON YOUR KNOWLEDGE AND
CAPABILITIES WHILE LEARNING
2. SELF - MANAGEMENT
 MENTAL PROCESS YOU EMPLOY USING WHAT YOU HAVE
IN PLANNING AND ADAPTING TO SUCCESSFULLY LEARN
OR ACCOMPLISH A CERTAIN TASK
 IN ORDER TO MAKE SELF-APPRAISAL AND SELF-
MANAGEMENT WORK, YOU MUST HAVE AN ACCURATE
SELF-ASSESSMENT YOU MUST BE HONEST ABOUT WHAT
YOU KNOW AND CAPABLE OF IN ORDER TO FIND WAYS
UTILIZE YOUR STRENGTHS AND IMPROVE ON YOUR
WEAKNESSES.
 “YOUR BRAIN IS LIKE A MUSCLE, YOU NEED TO EXERCISE
IT“
 EXCERCISING METACOGNITION
1. NO LIMITS! KNOW YOUR LIMITS
2. MODIFY YOUR APPROACH
3. SKIMMING
4. REHEARSE
5. SELF - ASSESSMENT
BECOMING A SELF - REGULATED LEARNER
 SELF - REGULATED LEARNING IS AN ACTIVE,
CONSTRUCTUVE, AND GOAL DIRECTED PROCESS WHERE
LEARNERS MONITOR, REGULATE, AND CONTROL THEIR
COGNITION, MOTIVATION, EMOTIONS, AND BEHAVIOUR,
GUIDED AND CONSTRAINED BY THEIR GOALS AND THE
CONEXTUAL FEATURES IN THE ENVIRONMENT
(PINTRICH, 2000)
 THEORETICAL MODELS OF SELF-REGULATED LEARNING
(SRL) SEEK TO EXPLAIN WHY SOME STUDENTS SUCCEED
IN THEIR STUDIES AND ARE MORE CAPABLE TO
REGULATE THEIR BEHAVIOUR, AND OTHERS FAILURE IN
BOTH SENSE
WHY USE SELF - REGULATION LEARNING STRATEGIES?
 TO INCREASE ACADEMIC PERFORMANCE
 TO PROVIDE INDIVIDUALS WITH TOOLS FOR LIFELONG
LEARNING
 TO PROVIDE INTRINSIC REWARDS
TIPS TO BECOME A BETTER STUDENTS
 PREPARE BEFORE GOING TO SCHOOL
 USE DIFFERENT RESOURCES
 BE CRITICAL AND MAKE LEARNING PERSONAL
 ASK HELP
 DO OTHER THINGS
JASMINE ROSE ESPINAS
UNDS WEEK 16
SETTING GOALS FOR SUCCESS
 “BY TAKING THE TIME TO STOP AND APPRECIATE WHO
YOU ARE AND WHT YOU HAVE ACHIEVED AND PERHAPS
LEARNED THROUGH A FEW MISTAKES, STUMBLES, AND
LOSSES, YOU ACTUALLY CAN ENHANCE EVERYTHING
ABOUT YOU“ -JACK CANFIELD (PROFESSIONAL COACH)
SELF - EFFICACY THEORY
 SELF - EFFICACY WAS INTRODUCED BY ALBERT
BANDURA
 HE IS KNOWNAS THE ORIGINATOR OF SOCIAL
LEARNING THEORY (RENAMED THE SOCIAL
COGNITIVE THEORY) AND TH THEORETICAL
CONSTRUCT O SELF - EFFICACY, AND IS ALSO
RESPONSIBLE FOR THE INFLUENTIAL 1961 BOBO
DOLL EXPERIMENT
 SELF - EFFICACY IS COMMONLY DEFINED AS THE BELIEF
IN ONE’S CAPABILITIES TO ACHIEVE A GOAL OR AN
OUTCOME
 IT IS THE ABILITY TO INFLUENCE EVENTS THAT AFFECT
ONE’S LIFE AND CONTROL THE WAY THESE EVENTS ARE
EXPERIENCED (BANDURA, 1994)
 WEIBELL (2011) IDENTIFIED ACTS OF PEOPLE WITH
“HIGH ASSURANCE IN THEIR CAPABILITIES“, SUCH AS:
 APPROACH DIFFICULT TASKS AS CHALLENGES TO BE
MASTERED
 SET CHALLENGING GOALS AND MAINTAIN STRONG
COMMITMENT TO THEM TO THEM
 SET CHALLENGING GOALS AND MAINTAIN STRONG
COMMITMENT TO THEM TO THEM
 ATTRIBUTE TO INSUFFICIENT EFFORT OR DEFICIENT
KNOWLEDGE AND SKILLS WHICH ARE ACQUIRABLE
 APPROACH THREATENING SITUATIONS WITH
ASSURANCE THAT THEY CAN CONTROL OVER THEM
 IN CONTRAST, PEOPLE “WHO DOUBT THEIR
CAPABILITIES“:
 shy away from tasks they view as personal
threats
 HAVE LOW ASPIRATION AND WEAK COMMITMENT TO
GOALS THEY CHOOSE TO PURSUE
 DWELL ON PERSONAL DEFICIENCIES, OBSTACLES,
THEY WILL ENCOUNTER, AND ALL KINDS OF
ADVERSE OUTCOMES, RATHER CONCENTRATING ON
HOW TO PERFORM SUCCESSFULLY
 SLACKEN THEIR EFFORTS AND GIVE UP QUICKLY
 ARE SLOW TO RECOVER THEIR SENSE OF EFFICACY
FOLLOWING FAILURES OR SETBACKS
 FALL EASY VICTIM TO STRESS AND DEPRESSION
MINDSET THEORY
 MINDSET THEORY WAS INTRODUCED BY CAROL DWECK
 SHE IS ONE OF THE WORLD’S LEADING RESEARCHERS
IN THE FIELD OF MOTIVATION AND IS THE LEWIS
AND VIRGINIA EATON PROFESSOR OF PSYCHOLOGY
AT STANFORD UNIVERSITY
 HER RESEARCH HAS FOCUSED ON WHY PEOPLE
SUCCEED AND HOW TO FOSTER SUCCESS
FIXED MINDSET
 INTELLIGENCE IS STATIC
 LEADS TO A DESIRE TO LOOK SMART AND THEREFORE A
TENDENCY TO:
 AVOID CHALLENGES
 GIVE UP EASILY DUE TO OBSTACLES
 SEE EFFORT AS FRUITLESS
 IGNORE USEFUL FEEDBACK
 BE THREATENED BY OTHERS’ SUCCESS
GROWTH MINDSET
 INTELLIGENCE CAN BE DEVELOPED
 LEADS TO A DESIRE TO LEARN AND THEREFORE A
TENDENCY TO:
 EMBRACE CHALLENGES
 PERSIST DESPITE OBSTACLES
 SEE EFFORT AS PATH TO MASTERY
 LEARN FROM CRITICISM
 BE INSPIRED BY OTHERS SUCCESS
GOAL SETTING THEORY
 GOAL SETTING THEORY WAS INTRODUCED BY EDWIN
LOCKE
 HE IS AN INTERNATIONALLY KNOWN SCHOLAR IN THE
BEHAVIORAL SCIENCES, HAS APPLIED HIS
EXTENSIVE KNOWLEDGE OF PHILOSOPHY,
PSYCHOLOGY, AND BUSINESS HISTORY TO EXPLAIN
WHAT MAKES GREAT WEALTH CREATION POSSIBLE
 IT IS A RELATIONSHIP BETWEEN HOW DIFFICULT AND
SPECIFIC A GOAL WAS AND PEOPLE’S PERFORMANCE OF A
TASK
JASMINE ROSE ESPINAS
GOAL SETTING PRINCIPLE
 CLARITY
 CHALLENGE
 COMMITMENT
 FEEDBACK
 TASK COMPLEXITY
GOAL SETTING
 SPECIFIC
 MEASURABLE
 ATTAINABLE
 RELEVANT
 TIME-BOUND
14 RESEARCH FINDINGS
 A RESEARCH WAS MADE BY LOCKE (2017) UNDER THE
ARTICLE “MOTIVATION THROUGH CONSCIOUS GOAL
SETTING“
1. THE MORE THE DIFFICULT THE GOAL, THE GREATER THE
ACHIEVEMENT.
2. THE MORE SPECIFIC THE GOAL, THE MORE PRECISELY
PERFORMANCE IS REGULATED.
3. GOAL THAT ARE BOTH SPECIFIC AND DIFFICULT LEAD TO
THE HIGHEST PERFORMANCE.
4. COMMITMENT TO GOALS IS MOST CRITICAL WHEN
GOALS ARE SPECIFIC AND DIFFICULT.
5. HIGH COMMITMENT TO GOALS IS ATTAINED WHEN THE
PERSON IS CONVINCED ON THE FOLLOWING FACTORS.
6. PEOPLE WITH HIGH SELF-EFFICACY ARE MORE LIKELY TO
SET HIGH GOALS OR TO ACCEPT DIFFICULT, ASSIGNED
GOALS , TO COMMIT THEMSELVES TO DIFFICULT GOALS,
TO RESPOND WITH RENEWED EFFORTS TO SETBACKS,
AND TO DISCOVER SUCCESSFUL TASK STRATEGIES.
7. GOAL SETTING IS MOST EFFECTIVE WHEN THERE IS
FEEDBACK THAT SHOWS PROGRESS IN RELATION THE
GOAL.
8. GOAL SETTING MEDIATES THE EFFECT OF KNOWLEDGE
OF PAST PERFORMANCE ON SUBSEQUENT PERFORMANCE.
9. GOALS AFFECT PERFORMANCE BY AFFECTING THE
DIRECTION OF ACTION, THE DEGREE OF EFFORT
EXERTED, AND THE PERSISTENCE OF ACTION OVER TIME.
10. GOALS STIMULATE PLANNING IN GENERAL.
11. WHEN PEOPLE STRIVE FOR GOALS ON COMPLEX TASKS,
THEY ARE LEAST EFFECTIVE IN DISCOVERING SUITABLE
TASK STRATEGIES.
12. WHEN PEOPLE STRIVE FOR GOALS ON COMPLEX TASKS,
THEY ARE LEAST EFFECTIVE IN DISCOVERING SUITABLE
TASK STRATEGIES.
13. GOAL SETTING AND GOAL ORIENTED MECHANISMS CAN
BE TRAINED AND/OR ADOPTED IN THE ABSENCE OF
TRAINING FOR THE PURPOSE OF SELF-REGULATION.
14. GOALS SERVE AS STANDARDS OF SELF- SATISFACTION,
WITH HARDER GOALS DEMANDING HIGHER
ACCOMPLISHMENT IN ORDER TO ATTAIN SELF-
SATISFACTION THAN EASY GOALS.
 IMPORTANCE OF GOAL - SETTING UNDS WEEK 17
1. IT HELPS YOU TO PRIORITIZE YOUR TASK AND TAKING CHARGE OF ONESELF / ONE’S HEALTH
MAINTAIN YOUR WORK AND ASSIGNMENTS.
2. GIVE DIRECTION AND PURPOSE OF YOUR WORK. WHAT IS STRESS?
3. IT HELPS YOU TO MOTIVATE YOURSELVES.  PERSON’S RESPONSE TO EVENTS THAT THREATEN
4. IT HELPS YOU IN MAKING DECISION. THEM
 IT IS UNCOMFORTABLE EMOTIONAL EXPERIENCE
 PEOPLE WITH GROWTH MINDSET, WHERE THERE IS ACCOMPANIED BY PREDICTABLE BIOCHEMICAL,
ROOM FOR IMPROVEMENT OF PERFORMANCE, WITH A PHYSIOLOGICAL, AND BEHAVIORAL CHANGES
POSITIVE PERCEIVED SELF- EFFICACY, WHERE HE OR TYPES OF STRESS
SHE HAS HIGH CONFIDENCE ON HIS OR HER  EUSTRESS
CAPABILITIES, AND HAS SET SPECIFIC ACHIEVABLE  POSITIVE STRESS / GOOD STRESS
GOALS , HAVE HIGH POSSIBILITY TO ATTAIN SUCCESS IN  DISTRESS
LIFE.  NEGATIVE STRESS / BAD STRESS

WHAT IS STRESSORS?
 IT IS ANYTHING THAT CAUSE STRESS

GENERAL ADAPTATION SYNDROME

(STRESS SYNDROME)
 THIS GENERAL STRESS SYNDROME AFFECTS THE WHOLE
BODY. STRESS ALWAYS MANIFEST ITSELF BY A
SYNDROME, A SUM OF CHANGES, AND NOT BY SIMPLY
ONE CHANGE (AIS, 2017).

PHYSICAL INDICATIONS OF FIGHT OR FLIGHT RESPONSE

 FIGHT
 DILATED PUPILS
 TREMBLING
 FLIGHT
 PALE OR FLUSHED SKIN
 RAPID HEART BEAT AND BREATHING

STRESS AND THE BRAIN

 STRESS AND THE BRAIN ARE CLOSELY LINKED, IN FACT
VERY SIMILAR TO HOW CREATIVITY AND THE BRAIN ARE
INTERLINKED. IN FACT, STRESS IS BASICALLY “ALL IN
OUR HEADS.“
 THERE ARE THREE PARTS OF THE BRAIN THAT ARE
HIGHLY INVOLVED IN HOW WE RECOGNIZE AND
RESPOND TO STRESSORS:
 THE AMYGDALA
 THE HIPPOCAMPUS
 THE PREFRONTAL CORTEX

JASMINE ROSE ESPINAS


HOW DO WE SAY WE’RE STRESSED IN FILIPINO?
 WE DON’T. WELL, AT LEAST NOT IN A WAY THAT WE
WOULD IN ENGLISH: I AM STRESSED. IT JUST DOESN’T
WORK OUT; WE DON’T, AS FAR AS I KNOW, HAVE A WORD
IN ANY OF OUR PHILIPPINE LANGUAGES FOR STRESS
AND BEING STRESSED.
 FILIPINOS DEAL WITH STRESS BY TRYING TO BE “HAPPY.“
 FILIPINO TERM IS MASAYA, WHICH IS REALLY MORE OF
AN EXTERNALIZED MERRIMENT.
 FILIPINAS ARE ACTUALLY MORE PRONE TO DEALING
WITH STRESSFUL SITUATIONS
THROUGH TIIS (ENDURANCE) AND KIMKIM (REPRESSION).
 CHECK OUT THE LOCAL SCENES OF MERRIMENT: IT’S
USUALLY MEN HAVING A GOOD TIME, BRINGING OUT
THE BEER AND TOASTING THEIR PROBLEMS AWAY, WHILE
THEIR WOMEN LOOK FOR WAYS TO MAKE ENDS MEET.
 MANY FILIPINOS WILL EXPRESS THEIR STRESS BY
COMPLAINING ABOUT RECURRING HEADACHES, OR
ABDOMINAL PAINS, ACCOMPANIED BY DIZZINESS, NAUSEA,
FATIGUE. DOCTORS USED TO DISMISS THESE AS BEING
ALL IN THE MIND, BUT IT HAS BECOME CLEAR THE
PHYSICAL PAIN AND DISTRESS MAY BE QUITE REAL, THAT
THE PENT-UP STRESS IS EXPRESSED THROUGH THE
BODY.
 THE MACHO IMPERATIVES AROUND STRESS ARE
INEVITABLY TIED TO ALCOHOL AND DRUGS. YOUNGER
MALE FILIPINOS ARE PARTICULARLY VULNERABLE, GIVEN
THEIR STRUGGLES WITH IDENTITY, MASCULINITY AND
SELF-ESTEEM, UNABLE TO EXPRESS THEIR
FRUSTRATIONS AND RESENTMENT.
SELF - CARE THERAPY
 A POSITIVE WAY TO COUNTER STRESS
 TAKE GOOD CARE OF YOURSELF. REMEMBER TO:
 GET ENOUGH REST AND SLEEP.
 EAT REGULARLY AND MAKE A HEALTHY CHOICES.
 KNOW YOUR LIMITS AND WHEN YOU NEED TO LET GO.
 IDENTIFY OR CREATE A NURTURING PLACE AT HOME.
 PRACTICE RELAXATION AND MEDITATION.
 ESCAPE FOR WHILE.
SELF - COMPASSION THERAPY
JASMINE ROSE ESPINAS
WHAT IS SELF - COMPASSION?
 MINDFULNESS
 SELF-COMPASSION INVOLVES RECOGNISING WHEN
WE’RE STRESSED OR STRUGGLING WITHOUT BEING
JUDGEMENTAL OR OVER-REACTING
 SELF-KINDNESS
 BEING SUPPORTIVE AND UNDERSTANDING TOWARDS
OURSELVES WHEN WE’RE HAVING A HARD TIME,
RATHER THAN BEING HARSHLY SELF-CRITICAL
 CONNECTEDNESS
 REMEMBERING THAT EVERYONE MAKES MISTAKES
AND EXPERIENCES DIFFICULTIES AT TIMES. WE ARE
NOT ALONE!
DR. KRISTEN NEFF
3 ELEMENTS OF SELF - COMPASSION
 SELF - KINDNESS
 UNDERSTANDING, NOT PUNISHMENT
 SENSE OF COMMON HUMANITY
 EVERYBODY GOES THROUGH THIS
 MINDFULNESS
 NEITHER IGNORING NOR EXAGGERATING FEELINGS OF
FAILURE
 SELF- COMPASSION IS LINKED TO LESS ANXIETY AND
DEPRESSION.
 SELF-COMPASSION, TREATING YOURSELF LIKE YOU
WOULD A CLOSE FRIEND, IS ASSOCIATED WITH
IMPROVED BODY IMAGE, BODY WEIGHT, AND WELL-BEING.
SELF - CARE PLAN
 STEP 1: EVALUATING YOUR COPING SKILLS
 Examining your own habits is an important first
step in developing a self-care plan.
 How do you typically deal with life’s demands?
Can you identify when you need to take a break?
 STEP 2: IDENTIFY YOUR SELF - CARE NEEDS
 STEP 3: CREATE YOUR SELF - CARE PLAN
 ONCE YOU’VE DETERMINED YOUR PERSONAL NEEDS
AND STRATEGY, WRITE IT DOWN. YOUR SELF-CARE
PLAN CAN BE AS SIMPLE OR COMPLEX AS YOU NEED
IT TO BE.
 YOU MAY CHOOSE TO KEEP A DETAILED PLAN AT
HOME AND CARRY A SIMPLIFIED VERSION IN YOUR
WALLET, IN YOUR PURSE, OR ON YOUR PHONE.
JASMINE ROSE ESPINAS