AFFECTIVE Discussant : Lalaine Valenzuela

TARGETS & Lovely Astor

6. LOCUS OF CONTROL
•Locus of control (Rotter 1966) refers to an individual's beliefs about the extent of
control that they have over things that happen to them. The more anxious or
depressed a person is, the more external their locus of control tends to be and a
greater external locus of control is associated with a greater vulnerability to
physical illness.
•Locus of control is a psychological concept that refers to how strongly people
believe they have control over the situations and experiences that affect their lives.
In education, locus of control typically refers to how students perceive the causes
of their academic success or failure in school.
TYPES OF LOCUS OF
CONTROL
1. Internal locus of control
 Students generally believe that their success or failure is a result of the effort and
hard work they invest in their education. Individual believes that his/her behaviour
is guided by his/her personal decisions and efforts.
2. External locus of control
 Students generally believe that their successes or failures result from external
factors beyond their control, such as luck, fate, circumstance, injustice, bias, or
teachers who are unfair, prejudiced, or unskilled. Individual believes that his/her
behaviour is guided by fate, luck, or other external circumstances
 7. SELF-EFFICACY
Self-efficacy is the student's self-perception of his/her capability to perform successfully. It also
meant as the belief we have in our own abilities, specifically our ability to meet the challenges
ahead of us and complete a task successfully (Akhtar, 2008). General self-efficacy refers to our
overall belief in our ability to succeed, but there are many more specific forms of self-efficacy as
well (e.g., academic, parenting, sports). High self-efficacy can manifest as one or more of the
following traits and behaviors, among others:
1. A student who is not particularly gifted in a certain subject but believes in her own ability to learn
it well;
2. A man who has had bad luck with relationship so far, but retains a positive outlook on
3. An expectant mother who is nervous about caring for a new baby, but believes that she Related
titles
 8. ANXIETY
Anxiety is the mind and body's reaction to stressful, dangerous, or unfamiliar situations. It's the sense of uneasiness,
distress, or dread you feel before a significant event. A certain level of Anxiety helps us stay alert and aware, but for
those suffering from an anxiety disorder, it feels far from normal - it can be completely debilitating.
Types of Anxiety Disorders
There are many anxiety-related disorders, and they are divided into three main categories:
1. Anxiety disorders: Anxiety disorders are characterized by a general feature of excessive fear (i.e. emotional
response to perceived or real threat) and/or anxiety (i.e. worrying about a future threat) and can have negative
behavioral and emotional consequences.
2. Obsessive-compulsive and related disorders are characterized by obsessive, intrusive thoughts le.g..constantly
worrying about staving clean, or about one's body size) that trigger related, compulsive behaviors (e.g. repeated hand-
washing, or excessive exercise). These behaviors are
performed to alleviate the anxiety associated with the obsessive thoughts.
3. Trauma- and stressor- related anxiety disorders are related to the experience of a trauma (e.g., unexpected death
of a loved one, a car accident, or a violent incident like war or sexual assault) or stressor (e.g., divorce, beginning
college, moving).
 9. CREATIVITY
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be
useful in solving problems, communicating with others, and entertaining ourselves and others.
Three reasons why people are motivated to be creative:
1. need for novel, varied, and complex stimulation
2. need to communicate ideas and values
3. need to solve problems
In order to be creative, you need to be able to view things in new ways or from a different perspective. Among
other things, you need to be able to generate new possibilities or new alternatives. Tests of creativity measure
not only the number of alternatives that people can generate but the uniqueness of those alternatives. the
ability to generate alternatives or to see things uniquely does notoccur by change; it is linked to other, more
fundamental qualities of thinking, such as flexibility, tolerance of ambiguity or unpredictability, and the
enjoyment of things heretofore unknown.
 CHARACTERISTICS OF THE
1.
CREATIVE PERSONALITY:
Creative individuals have a great deal of energy, but they are also often quiet and at rest.
2. Creative individuals tend to be smart, yet also naive at the same time.
3. Creative individuals have a combination of playfulness and discipline, or responsibility and irresponsibility.
4. Creative people seem to harbor opposite tendencies on the continuum between extroversion and introversion.
5. Creative individuals are also remarkable humble and proud at the same time.
6. Creative individuals to a certain extent escape rigid gender role stereotyping and have a tendency toward
androgyny.
7. Generally, creative people are thought to be rebellious and independent.
8. Most creative persons are very passionate about their work, yet they can be extremely objective about it as
well.
9. The openness and sensitivity of creative individuals often exposes them to suffering pain yet also a great deal
of enjoyment.
 10. EPISTEMOLOGICAL
BELIEFS
It is the learner's personal philosophy concerning acquisition of knowledge, which
can change over time depending upon one's personal life experiences.
Beliefs about the nature of knowledge and knowing.
Epistemological beliefs is defined as the individuals' subjective beliefs of the
definition of knowledge and the way in which the process of acquiring knowledge
takes place (Schommer, 1990 cited in Deryakulu & Büyüköztürk, 2002).
The name epistemological beliefs include epistemological theories, ways of
knowing, epistemic reflection, epistemological resources, epistemic cognition, and
epistemological thinking. However, they all refer to the cognitions (i.e.,
understandings) an individual has about knowledge and knowing.
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