LONG QUIZ REVIEWER | UNDERSTANDING
THE SELF
LESSON#1
SELF UNDERSTANDING
o Santrock (2004), self-understanding is
the individual’s cognitive
representation of the self which
consists of the substance and the
content of self-conceptions.
o The development of self-understanding
in adolescence can be described as
simple to perplexing (hard to
understand) and involves several
aspects of the self.
GROWING UP
- As the age is advancing, interest and bodies are
also changing.
- In growing up, parents should respect the
privacy of their children and allow them
enough space to grow but at the same time let
them know that they are ready to listen and
support.
GROWING UP IN THE PHYSICAL SELF
- The concrete dimension
- is the tangible aspect of the person that can
be directly observed and experienced.
- Refers to the body, both physical extremities
and organs, which work together to perform
many actions.
- It is about how you nourish your self-image,
self-concept, and self-esteem.
PHYSICAL CHARACTERISTIC
- Defining traits or features of the person’s
body.
- Distinguished by the naked eye like facial
features, hairstyles, clothes, or figures.
o Erick Erikson, believed in the
importance of the body from early
development: physical as well as
intellectual skills will somehow serve
as a basis for whether a person has
achieved a sense of competence and
can manage and face the demands of
life complexities.
o William James considered the body as
the initial source of sensation and
necessary for the origin of and
maintenance of personality.
ADOLESCENCE
- Are divided into three periods:
o Early Adolescence (11-14)
o Middle Adolescence (15-17)
o Late Adolescence (18-21)
- In the Philippines, ages from 15-30 y.o. are the
youth.
PUBERTY
- According to Santrock, puberty is the same as
adolescence because puberty ends before the
end of the adolescent period, but he recognizes
the most essential marker of the beginning of
adolescence.
o Girls reach puberty earlier than boys
and they experience menarche (first
menstrual flow)
o Boys, two to three years later than girls
and they experience spermarche (first
ejaculation or noctural emission/wet
dreams).
- Santrock, explained that puberty is a brain-
neuroendocrine process occurring primarily in
early adolescence that triggers the rapid
physical changes that occur in the adolescent
stage of human development.
PHYSICAL CHAGES
Pituitary Glands – controls growth and regulates
the function of all other endocrine glands including
gonads (ovaries for girls and testes for boys).
Primary sexual changes
- For both boys and girls: changes in their
reproductive organs which is a preparation for
procreation.
Secondary sexual changes
Girls (Estrogen)
o Increase in height.
o Widening of the hips
o Increase of fatty tissue in the breast
Boys (Androgen and testosterone)
o Growth of facial and body hair
o Growth of muscles
o Change in the voice.
FACTORS AFFECTING THE DEVELOPMENT
OF PHYSICAL SELF
 Hereditary
 Environment
 Nature
LESSON#2
BODY IMAGE – the way one sees himself/herself or
the way he/she imagines how he looks.
o Poor body image = negative thoughts and
feelings and acceptance of one’s body.
o Healthy body image = positive thoughts,
feelings, and acceptance of one’s body.
Spotlight Effect – the belief that others are
paying more attention to the person’s
appearance and behavior than they are.
FACTORS AFFECTING PHYSICAL SELF
1). PERSONAL FACTORS
 Introspection and Self-affection
- Introspection is the process by which one
observes and examines one’s internal state
after behaving a certain way, Hewstone
(2015)
- Self-affection is limited because people are
commonly motivated to keep their unwanted
thoughts and experiences out of memory and
consciousness.
 Self-Perception Theory
- Explains that since one’s internal state is
difficult to interpret. People can infer states by
observing their behavior as they are an
outside observer.
 Self-concept
- cognitive representation of self-knowledge
which includes the total of all beliefs that
people have about themselves.
- pertains to all the characteristics the person
enumerates when asked to describe who he is.
- Includes aspects of life:
He was born into:
o Family
o Nationality
o Gender
o Physical traits
Choices he makes:
o What he does for a living
o Who his friends are
o What he believes in
2). SOCIAL FACTORS
 Attachment process and social appraisal
- People learn about their value and lovability
when they experience how their mothers and
caregivers care for them Bowl (1969).
- Consistent caregiving = promotes a positive
self-concept
- Negative caregiving = creates a negative self-
concept
 Maintaining, regulating, and expanding the
self in interpersonal relationship
- Sense of self is continuous and shaped through
ongoing interaction with others.
- This interaction acts as a “private audience.”
 The Looking-Glass self theory
- Stated that a person’s self grows out of
society’s interpersonal interactions and
perception of others.
- Self-image is shaped and reflected in the social
world.
- Other people’s reactions would serve as a
mirror in which people see themselves.
- Reflected appraisals – are inferences
regarding other’s appraisals of a person.
- Gained by observing how people react toward
an individual.
 Social Comparison
- Process of comparing oneself with others to
evaluate one’s abilities and opinions.
o Upward social comparison – compare
himself to others who are better than
him/her.
Leading to:
 Inferiority
 Envy
 Frustration
o Downward social comparison –
compares himself to someone who is in
worse situation than he is.
Leading to:
 Superiority
 Arrogance
LESSON#3 (GROUP 1)
EMOTIONAL INTELLIGENCE
- Refers to the ability to recognize, understand,
and manage one’s own emotions.
- Ability to perceive and influence the emotions
of others.
THE 5 ELEMENTS OF EMOTIONAL
INTELLIGENCE
 Self-awareness – recognizing and understanding
your emotions.
 Self-regulation – managing emotions after being
aware of your emotions.
 Motivation – drive to improve and achieve. It is
the force that pushes people to work with a high
level of commitment.
 Empathy – ability to put yourself in someone
else’s shoes,
  Social skills – adept at dealing with others.
THEORIES OF MOTIVATION
 Maslow’s Theory of Motivation – states that a
person will be motivated when all his needs are
fulfilled. He demonstrated this by creating a
pyramid:
Mentioning that one cannot ascend to the next
level unless lower-level needs are fulfilled.
 Hetzbergs Two Factor Theory
o Hygiene factors – are basic job
necessities, such as working conditions
and salary.
o Motivators – recognition and
achievement that drives job satisfaction
and motivation.
 McClelland’s Theory of Needs – States that
we all have three motivational drivers:
o Achievement – individuals who have a
strong need to set and take calculated
risks to accomplish their goals.
o Affiliation – Individuals who want to
belong to a group, to be liked, and will
often go along with whoever the rest of
the group wants to do.
o Power – Wants control, influence
others, and enjoys status and
recognition.
 Vroom’s Theory of Expectancy – states that
an individual’s motivation is affected by
Valence, Expectancy, and instrumentality.
o Valence – how much they value
potential rewards with specific results
or behaviors. (Extrinsic and Intrinsic)
o Expectancy – how much they believe
that their additional effort will help
them achieve the target result.
o Instrumentality – how much they
believe the rewards will actuallt appear
should they achieve the desired
outcome.
 McGregor Theory X and Theory Y
o Theory X – believe that if you feel that
your team members dislike their work,
have little motivation, then they are
likely to use an authoritarian style of
management (usually involves
micromanaging people’s work to
ensure that they get it done properly).
o Theory Y – Believe that if people are
willing to work without supervision,
these managers use a decentralized,
participate management style.
LESSON#4 (Group 2)
PHYSIOLOGICAL THEORY
The James-Lange Theory of Emotion
- Proposed by William James, a psychologist and
philosopher, in 1884.
- Proposed that physiological changes actually
precede emotions, which are equivalent to our
subjective experience of physiological changes.
- “Our feelings of the same changes as they
occur is the emotion”
Carl Lange’s Theory of Emotion
- similar to William James’ theory, it proposes
that emotions arise from our body’s
physiological responses to stimuli in the
environment.
- Proposes that physical arousal occurs when a
stimulus is presented and is followed by
emotion within the brain reacts to the nervous
system.
The