UNDERSTANDING THE SELF
FINALS
THE MATERIAL SELF
• person’s tangible possessions like his or her
car, house, clothes, even family and friends
make up his or her material self regardless of
how much or how little a person owns
materially, he/she will always strive to acquire
more because material possessions are
usually a reflection of a person’s success or
failure.
• according to William James, the self is
everything that an individual considers to be
his or hers, not only his or her body and
material possessions but also his or her
reputation and beliefs.
• a manifestation of one’s identity through his
material possessions
BASIC COMPONENTS OF MATERIAL SELF
• basic component of the material self is the
body.
• one of the tasks of adolescents is to accept
and appreciate the physical characteristics
of their body
– few adolescents are able to do this
successfully
– worry about their bodies and appearance
– girls are more concerned about body than
boys
– influenced by media
• another component is the clothes that
people wear
– represents the self
– style and brand of clothes become
significant symbols, particularly among
adolescents
– greatly influenced by peer groups due to
conformity.
• apart from these, material component of the
self can include one’s house, car, pets, and
other things that he or she considers as his or
her possession
– pets symbolically define a person’s identity
and could be an expression of one’s social
status, pride, and prestige, as in owning a
dog or cat of a very expensive breed
• also includes people an individual has
relationships with (immediate or extended
family, friends with whom one feels
psychologically connected)
– these people are likely to shape and
influence the development of one’s self and
identity.
CONSUMER CULTURE
ROLE OF MATERIAL POSSESSIONS ON THE SENSE OF
SELF AND IDENTITY
• regardless of how much or how little material
possessions people have, they remain
valuable because these possessions are
symbolic of one’s social status
– cars, houses, gadgets, and clothes are the
most valuable possessions because they are
the most visible in the eyes of others
– the more expensive they are, the more
people are impressed.
➢ Russell Belk in his work Are We What We
Own? suggests that material possessions act
as an objective manifestation of the self
– can be a reflection of hard work and
success
– people tend to measure success through
the amount of their material possessions
• defining the self by material possession can
also contribute to a feeling of well-being,
including sense of personal growth and
purpose or meaning in life
• however, lack or loss of it can be disruptive to
one’s mental health
– like people losing their houses and other
possessions because of disasters and
calamities
• the desire for material possession also have
negative effects on one’s sense of self and
identity
– materialism refers to giving more
importance to material possessions than
intangible values
– materialistic person is one who is excessively
concerned with the acquisition of material
possessions which can lead to psychological
dysfunction or impairment in functioning
• compulsive buying disorder (CBD) where
people have obsession with shopping and
buying behaviors that can cause adverse
consequences (e.g., debts)
• developmental evidence suggests that
identification with material things begin quite
early in life but remains high throughout life as
people seek for happiness
• psychologists identify other social and
cultural factors that seem to be strongly
implicated in the etiology of materialism
– exposure to images in TV, internet, and
magazines that brag about the importance
of material possessions (e.g., branded
clothes, mobile phones, cars, etc.)
– lack or loss of these could lead to anxiety,
insecurity, and depression in people who are
overly materialistic
• thus, when you are about to make a
purchase, he or she should ask himself or
herself a very important question”
– DO I REALLY NEED THIS?
• consumerism is the consumption of material
goods and services in excess of one’s basic
needs
• closely tied to materialism
• both heavily influence the way individuals
view the self (viewed positively and
negatively)
– people tend to be happier and more
motivated when their wants and needs are
met
 – on the other hand, it encourages people to
buy products and services that they do not
really need or afford
– the state of the needs and wants tend to
be endless, and thus could cause negative
effects such as dissatisfaction, unhappiness,
and depression.
IMPORTANCE OF DIGITAL TECHNOLOGY
• use of technology at the present time is essential
for individual survival and for communication with
other people
– opportunities to earn money
– connecting with relatives abroad
– education
– health (teleconsultation)

IMPACT OF ONLINE INTERACTIONS ON THE SELF

THE DIGITAL SELF • Philippines has the fastest growing internet
population in Southeast Asia, rooted to majority of
– among the Filipino youth, the use of digital
the Filipinos, particularly youth, use internet for
technology has now become part of the self—the
communication, information, and
digital self
Entertainment
– it is the aspect of the self that is expressed or shared
with others through online interactions on the
➢ Iqbal, Khan, and Malik suggest that mobile
internet, specifically in social networking sites
phones are ever more becoming a very
• users normally disclose personal information
valuable part of the daily life of today’s youth
(age, birthdate, address, etc.)
• some provide very personal information
– allows the users to keep in touch, connect
about themselves (hobbies, dislikes,
with people, and be updated on the
relationship status, etc.)
activities and whereabouts of others
– however, use of digital tech and online
– sharing of personal information may be related to
interactions limit face-to-face interaction
the strong desire of adolescents and adults for social
with others and drawn people away from
approval and acceptance
meaningful and intimate communication
with families and friends
SELF-PRESENTATION AND IMPRESSION MANAGEMENT
– growing use of internet changes social
➢ John DeLamater and Daniel Myers cite that
behaviors of individuals, families, and society
the self is heavily influenced by feedback
as a whole
from others
– impact of others whom we interact
➢ Hechanova and Ortega-Go find that the use
– interaction with significant others
of internet has both positive and negative
outcomes
• personal information that netizens disclose through
– can improve one’s relationship through
online interaction which others judge favorably
easier ways of communicating
through “liking” and “reacting” contribute to positive
– important facility for debates on current
self-concepts
issues in the country (political and societal
issues)
• people try to present themselves in such a way to
– can also be a facility to express the
impress—that is, to create positive impressions in the
opinions, needs, and concerns of people
eyes of the other people
– however, through digital tech, identity
– self-presentation refers to an individual’s
theft, false information, and fake news are
attempts, both conscious and unconscious,
able to circulate
to control how he or she projects himself or
herself in social interactions
• most users of social networking sites prefer to
be anonymous, may and sometimes use false
• most people strive to create images that are
names
positive
– privacy and confidentiality should be a
– some alter their appearances through what
major concern especially people who may
they post on social networking sites (fb, ig,
not be entirely aware of the consequences
twitter, tiktok, etc.) by using photo editing
of sharing private information online
tools
– the desire to impress other people on social
DATA PRIVACY ACT
media may lead to showing off one’s work,
• to protect the people from invasion of privacy,
achievements, and material possessions in a
Republic Act 10173, otherwise known as the Data
virtual place
Privacy Act of 2012 was passed in the Philippines
– aims to protect personal data in
• the desire to create positive impressions and to be
information and communication systems
“liked” by others may lead to consequences that
both in the government and the private
can be risky to one’s security and mental health
sector
(e.g., identity theft, cyberbullying, gossiping, anxiety,
depression)

• thus, individuals should be very careful with what

they post or share on social networking sites and still
be mindful of their privacy
LEARNING TO BE A BETTER STUDENT METACOGNITION AND SELF0REGULATED LEARNING
• according to neuroscientists, learning new • metacognition is the awareness of one’s thinking
knowledge and skills everyday keeps the structures and the strategies one uses to learn
of the brain changing and increases its ability to – psychologist John Flavell identifies 2
learn components of metacognition:
• learning is the acquisition of knowledge, skills, and
attitudes through experience – metacognitive knowledge includes
– a transformational process that leads to knowledge of one’s own cognitive abilities,
personal growth and development knowledge of cognitive tasks, and
– helps an individual to adapt to constantly knowledge of the strategies to complete
changing environment cognitive tasks (declarative-what,
– may it be through observation or imitation procedural-how, and conditional
knowledge-when)
WHAT HAPPENS IN THE BRAIN DURING LEARNING
• humans have the capacity to learn new skills and – metacognitive regulation refers to how an
adapt to new environments individual monitors and controls his or her
• the process of neuroplasticity is the ability of the cognitive processes (planning, monitoring,
brain to change throughout one’s life evaluating)
– involves addition of new neurons, new
interconnections between • self-regulated learning (SRL) defines as the process
neurons, and reorganization of information in which students systematically direct their thoughts,
processing areas feelings, and actions towards the attainment of their
– ability of the brain to change happens in 2 academic goals
ways: an increase in the number of synapses – a process of taking control of and
between neurons OR a change in the evaluating one’s own learning and behavior
function and structure of the neurons – a cyclical process in which student plans for
a task, monitors his performance, and reflects
on the outcome (then adjust or revise if not
effective)

• students practice their self-regulation learning by

setting goals, selecting and using strategies,
monitoring their performance, and reflecting on their
learning outcomes

• three essential components of self-regulated

learning:
– planning increases efficiency, control, and
motivation
– problem solving allows students to learn to
think and look for solutions when faced with
adversities
➢ neurons are the basic building blocks of the
– self-evaluation increases self-awareness
nervous system that transmit impulses or
that leads to the better understanding of
messages
one’s own emotions, strengths, and
➢ neurotransmitters are the electrochemicals
weaknesses
that connect and allow the transmission of
impulses from one neuron to another
GENERAL BENEFITS OF METACOGNITIVE AND SELF-
– acetylcholine, glutamate, and
REGULATION IN LEARNING
norepinephrine are associated with memory
• increase students’ knowledge and understanding
and learning
of different subject matters
• help students understand the kinds of information
• changes in the structure and functions of the
they need to successfully solve a problem in school
neurons in the brain usually happens in the cerebral
• help students choose the most appropriate and
cortex, the wrinkled layer of the brain
useful learning strategies to improve their learning
– divide into 4 lobes: frontal, parietal,
capabilities
temporal, and occipital, having each one
• help students organize daily tasks in school
with distinguished responsibility in processing
• help students identify strengths and weaknesses in
different types of sensory information
their academic performance
• allow students to learn ideas from others such as
• brain continues to grow and develop throughout
their teachers and fellow students
one’s life however, overall number of neurons and
• allow students to give and receive feedback in
synapses declines with age
their own thinking and performance
• develop students’ autonomy and control
• thus, Dr. Michael Merzenich, a leader in the field of
• improve students’ academic performance and
neuroplasticity research, suggests that learning a
help them becomes successful
new knowledge and skills everyday keeps the
•develop students’ high sense of self-efficacy and
structures of the brain in constant changes which
self-esteem
increases its ability to learn
HOW TO DEVELOP METACOGNITIVE AND SELF-
REGULATED LEARNING BEHAVIORS
• Set your short-term and long-term academic goals
in your studies. Identify negative outcomes if you
don’t achieve your goals as well as positive
outcomes when you achieve them.
• Make a self-help plan to achieve your academic
goals. Think and select strategies to achieve your
goals such as staying focused, avoiding distractions,
and developing skills to manage your time
efficiently.
• Monitor your academic performance and
progress. Use a chart to monitor your work
outcomes. When faced with difficult tasks, seek
social support when you need it. Look for inspiration
to keep you motivated in achieving your academic
goals. When confronted with difficulties, always think
and keep working toward your goals and the future.
• Reflect on what you have learned and
accomplished. Reflection helps you develop your
strengths and overcome your weaknesses.
SETTING GOALS FOR SUCCESS
• success is the outcome of hard work and
determination that must be shaped over a long
process.
Motivation
- directs a person’s behavior toward a particular
goal.
Goal
- is the object toward which behavior is directed,
usually within a specified period of time.
- in the context of industrial/organization
psychology, goal is simply what the
individual is consciously trying to do.
- for Edwin Locke and Gary Latham, goals
direct attention, effort and actions.
FACTORS WHICH MAY INFLUENCE GOALS:
➢ Values
- gives direction to behavior
- those which the person considers personally
important and worthy
- could be the basis for what is desirable,
correct, and good
➢ Needs
- activate the behavior
- motivation is usually aroused by the need for
or lack or something that may propel a person
to act
- according to Drive-reduction theory by Clark
Hull, humans are motivated to satisfy need in
order to maintain homeostasis or internal
equilibrium.
- unmet needs will cause a state of bodily
tension and consequently, homeostasis is
disturbed.
TWO CLASSIFICATIONS OF NEEDS:
• Physiological needs
- innate needs of the body (e.g., food, water,
air, sleep, and sex)
• Psychological needs
- arise from friendship with other people (e.g.,
affiliation, achievement, altruism, esteem, and
status)
HIERARCHY OF NEEDS
• theory of psychologist Abraham Maslow suggests
how needs motivate behavior
– he developed the theory of hierarchy of
needs presented in the shape of
pyramid with the biological or psychological
needs at the bottom and the need
for self-actualization at the top
– once biological needs are satisfied, safety
or security needs become
important (e.g., need to be safe from
danger, illness, and threat)
– next, individuals may be able to achieve
love and fulfill the need for belonging
– eventually, individuals can achieve self-
esteem (e.g., being accepted, respected,
and valued by others) and realize self-
actualization (e.g., self- fulfillment or
achievement of one’s potentialities)
THE MOTIVATIONAL IMPACT OF SELF EFFICACY AND
MINDSET
• Psychologist Albert Bandura defines self-
efficacy as the person’s belief that he/she
can successfully perform behaviors that will
produce desired effects
– it entails judgment of personal capacity and
actions
• Psychologist Carol Dweck introduced two
categories of mindset:
➢ Fix mindset
- believe that their basic qualities (e.g.,
intelligence or talents) are simply fixed traits
- worry about making mistakes
➢ Growth mindset
- believe that their most basic abilities can be
developed through dedication and hard
work
- understand that mistakes and effort are
critical to learning
 - welcome challenges and seek critical
feedback to help them learn
- embrace learning, mistakes, and effort that
promotes achievement

GOAL SETTING
• for goal setting to be most successful, it
should be SMART

- specific, measurable, attainable, relevant, and

time-bound
- individuals perform at higher levels when asked
to meet a goal that is concrete, achievable and
realistic, and important to them
- it also works best when there is a time frame for
their completion

➢ Locke and Latham suggest that most

effective performance results are attained
when goals are:

• specific and challenging

• there is feedback on the results
• when they are used to evaluate
performance
• when they create commitment and
acceptance

RULES OF GOAL SETTING:

➢ Set goals that motivate you. When you set

your goals, it is important that they are
personally important to you.

➢ Set SMART goal. Your goals must be clear

and well defined so that you can measure
the degree of your success. Be sure that your
goals are attainable and personally relevant
to you. Your goals must also have a time
frame.

➢ Write your life goals. Make a chart and write

a list of all the goals you want to achieve.
Prioritize the items on the list, discard those
unimportant, and make space for all the
important and urgent activities you want to
do such as studying your lessons.

➢ Develop an action plan for your future. Write

steps to attain your life goals.

➢ Start working toward your life goals.

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