Managing and Caring

3 for the Self

How is your life right now? Are you stressed?

Problems with family? Study? Friends?
Boyfriend/girlfriend? Requirements? Or just
anxious with everyday life? Life as a college student
is never easy. Being away with your family if you
stay in a boarding house, being the one responsible
for yourself when you got sick because your mother
is not there to care for you. Managing your time of
studying, making requirements, leisure and other
activities we need to do in everyday life. You need to
learn to manage your responsibilities. Learning is
not just about the books and the four corners of the
room but also, we are learning in our everyday
experiences and that teaches us best lessons.

I. Objective:

At the end of the chapter, the students will be able demonstrate various ways of managing and
caring for themselves.
II. Learning Outcomes:
At the end of the course, the students
will be able to:
1. Discuss how to be better students using different study strategies;
2. Understand how the human brain works during learning;
3. Identify short-and long-term goals;
4. Discuss various sources of stress;
5. Compare and contrast the different coping strategies; and
6. Apply positive coping strategies.
The Lawrence Hall of Science/UC Berkeley NSF-WIDER Grant, outlined five points on the “learning”
process:
1. Learning is active
2. It builds on prior knowledge.
3. It occurs in a complex social environment.
4. Learning is situated in an authentic context.
5. It requires learners’ motivation and cognitive engagement.

Diagnostic Exercise
List down the strategies that you personally use when you study for your exam.
1.
2.
3.
4.
5.

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LEARNING TO BE A BETTER STUDENT

Become a student of change, it is the only thing that will remain constant.
-Al D’Amato

The typical college campus is a friendly place; but it is also a competitive environment. The
education you receive there, and the attitudes you develop, will guide you for the rest of your life. Your
grades will be especially important in landing your first job, or when applying to graduate school. To be
a successful student requires certain skills; but these are skills that can be learned.
The Basics of Being a Good Student
• Prioritize your life: Doing well in • Do all of the homework and
school should be your top assigned reading.
priority. • Develop self-discipline.
• Study: There is no substitute. • Manage your time.
• Always attend class.

1. Self-Discipline Made Easy

Human beings are creatures of habit. Therefore, form a habit of doing what you reason
you should do.
2. Time Management
No matter how you slice it, there are only 24 hours in a day.

WHAT HAPPENS DURING LEARNING? BRAIN AND BEHAVIOR CHANGES

The nervous system is one of the most important systems in our body because it is the
main control and coordinating system of the body. It manages the voluntary and involuntary
body processes, especially during learning. It is divided into two major systems, the central
nervous system and the peripheral nervous system. Both systems are responsible for
transmitting and receiving information throughout our body.
Here’s the diagram of the major divisions and parts of the nervous system:

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LEFT BRAIN/RIGHT BRAIN ACTIVITY

Have you ever heard people say that they tend to be more of a right-brain or left-brain thinker?
From books to television programs, you've probably heard the phrase mentioned numerous times. Or
perhaps, you've even taken an online test to determine which type best describes you.

You've probably also spotted at least a few infographics on Pinterest or Facebook claiming to
reveal your dominant brain hemisphere. And maybe you have come across a few articles or books
suggesting you can unleash the hidden creativity of right brain thinking or the deductive logic of left-
brain thinking.

People described as left-brain thinkers are told that they have strong math and logic skills. Those
who are described as right-brain thinkers, on the other hand, are told that their talents are more on the
creative side of things.
Given the popularity of the idea of "right-brained" and "left-brained" thinkers, it might surprise you
learn that this idea is just one of many myths about the brain.

Theory
According to the theory of left-brain or right-brain dominance, each side of the brain controls
different types of thinking. Additionally, people are said to prefer one type of thinking over the other.
For example, a person who is "left-brained" is often said to be more logical, analytical, and objective. A
person who is "right-brained" is said to be more intuitive, thoughtful, and subjective.
The left hemisphere controls the muscles on the right side of the body while the right hemisphere
controls those on the left. This is why damage to the left side of the brain, for example, might have an
effect on the right side of the body.
Right Brain
According to the left-brain, right-brain dominance theory, the right side of the brain is best at
expressive and creative tasks. Some of the abilities popularly associated with the right side of the
brain include:

Recognizing faces Expressing emotions Creating music Reading emotions

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Appreciating color Using imagination Being intuitive Being creative

Left Brain
The left-side of the brain is considered to be adept at tasks that involve logic, language, and analytical
thinking. The left-brain is described as being better at:

Language Logic Critical thinking

Numbers Reasoning

You can also take an online test to know if you are left or right-brained person. Just follow the link:
https://www.mentalup.co/blog/right-brain-left-brain-test
Let’s examine the major parts and functions of the human brain.

Here are the characteristics and functions of

the left and right brain:

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METACOGNITION AND STUDY STRATEGIES

METACOGNITIVE TEACHING STRATEGIES (HELPING STUDENTS LEARN HOW TO LEARN)

Metacognition:
(meta= “about” and cognition= “thinking”)
Purposefully thinking about one’s own thinking strategies- when people are able
to “learn to think” and “think to learn”.
Metacognition is learning strategy that you use to understand and control your own
performance.
It is a system wherein you:
• Are totally involved and aware of how you learn, and what learning techniques or
strategies meet your needs
• Evaluate how effectiveness these strategies are for you
• Implement the best plan of action for optimal learning
Learners with strong metacognitive skills
• Effectively plan for their learning
• Know their limits and seek help when needed
• Frequently assess their knowledge to test their comprehension of the topic.
• Monitor their own learning and use various learning strategies
• Carefully practice a skill to gain confidence and competence

METACOGNITIVE AWARENESS INVENTORY

Two process of metacognition:

1. Knowledge of cognition (declarative, procedural, and conditional)
This involves:
a. Being aware of the factors that involve learning;
b. Identifying the strategies you can use to effectively learn; and
c. Choosing the appropriate learning strategy.
2. Regulation of cognition involves:
a. Setting goals and planning;
b. Monitoring and controlling learning; and
c. Evaluating own regulation (assessing if the strategy you are using is working or not;
making adjustments and trying something new).
In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory (MAI). This was
developed to bring awareness of metacognitive knowledge and metacognitive regulation, spefically for
adut learners. He MAI consists of 52 questions that cover the two components of cognition, “knowledge
of cognition factor” and “regulation of cognition factor”.

Using the Metacognitive Awareness Inventory

1. Copy or print the 52-statement handout.
2. After they have completed checking “true” or false” give them the second handout (Scoring
Guide)
3. Discuss with students. Discuss how they can improve their knowledge and regulation of
cognition.
Activity 2
“ME AS A LEARNER”
Metacognitive Awareness Inventory (MAI)
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true
or false as it generally applies to you when you are in the role of a learner (student, attending class,

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university, etc.) Check (/) True of False as appropriate. When finished with all statements, apply your
responses to the Scoring Guide
(Download the MAI through this link: https://services.viu.ca/sites/default/files/metacognitive-
awareness-inventory.pdf )

METACOGNITIVE AWARENESS INVENTORY (MAI) SCORING GUIDE

(refer to the above link for scoring guide)

PRE-ASSESSMENT (SELF-ASSESSMENT) OF CONTENT

A simple activity such as finding out what you already know about a topic can help you begin to think
about how learning works.

Here are a few ways to conduct a pre-assessment (or a student’s self-assessment) of new content.
1. Create a few key questions about the categorize/summarize all responses by
content/topic a week prior to the class. themes.
Questions should ask students what they 3. Share responses with students the next
know already about the topic, possible class either verbally or summary of
identification of any misconceptions they themes.
hold on the topic, challenges or successes 4. Have discussion with students about
they have had with the topic, challenges how asking these questions can help
or successes they have had with the them in thoughtful planning of how they
topic, exploration into past experiences, might approach a new idea or topic or
or applications of the content/topic. how they will approach course content
2. Have the students individually hand in and associated studying. learning
their responses anonymously. Skim strategies.
through the answers after class. Possibly

SELF-ASSESSMENT OF SELF-REGULATED LEARNING SKILLS.

Students are not going to learn how to be good learners unless we engage them in activities and
discussions about how they perceive themselves as learners- and to see what approaches are working
and not working for their learning.
Here are 21 statements you could pose to students to start them thinking about how they think
and think about how they learn. Ideally, we hope to have students utilizing deep approaches to learn
rather than surfaces approaches. Strategic approaches are somewhere in between the two but don’t
really result in longer term and meaningful learning.

SURFACE APPROACH TO LEARNING QUESTIONS

1. I find I have to concentrate on just memorizing a good deal of what I have to learn.
2. I am not really sure what’s important in lectures, so try to get down all I can.
3. I tend to read vey little beyond what is actually required to pass.
4. I concentrate on learning just those bits of information that I have to know to pass.
5. I like to be told precisely what to do in essays or other assignments.
6. I often seem to panic if I get behind in my work.
7. Often, I find myself wondering whether the work I am doing here is really worthwhile.

STRATEGIC APPROACH TO LEARNING QUESTIONS

1. I think I am quite systematic and organized when it comes to studying for exams.
2. I am pretty good at getting down to work whenever I need to.
3. I organize my study time carefully to make the best use of it.
4. Before starting work on an assignment or exam question, I think first how best to tackle it.
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 5. I look carefully at my instructor’s comments on coursework to see how to get higher marks
the next time.
6. I put a lot of effort into studying because I am determined to do well.
7. When I have finished a piece of work, I check it through to see if it really meets requirements.

DEEP APPROACH TO LEARNING QUESTION

1. When I am reading, I stop from time to time to reflect on what I am trying to learn from it.
2. When I am working on a new topic, I try to see in my own mind how all the ideas fit together.
3. Often, I find myself questioning things I hear in lectures or read in books.
4. Some of the ideas I come across on the course I find really gripping.
5. I usually set out to understand for myself the meaning of what we have to learn.
6. I like to play around with ideas of my own even if they don’t get me far.
7. It is important for me to be able to follow the argument, or to see the reason behind things.

WHAT APPROACH TO LEARNING DO YOU USE?

Instructions: Read each statement and (/) the Strongly Somewhat Somewhat Strongly
column descriptor you feel best represents how you Agree Agree Disagree Disagree
learn.
Approach:

I find I have to concentrate on just memorizing a

good deal of what I have to learn.
I am not really sure what’s important in lectures, so
I try to get down all I can.
I tend to read very little beyond what is actually
required to pass.
I like to be told precisely what to do in essays and
other assignments.
I often seem to panic if I get behind in my work
Often I find myself wondering whether the work I
am doing here is really worthwhile.
Approach:

I think I am quite systematic and organized when it

comes to studying for exams.
I am pretty good at getting down to work whenever
I need to.
I organize my study time carefully to make the best
use of it.
Before starting work on an assignment or exam
question, I think first how best to tackle it
I look carefully at my instructor’s comments on
coursework to see how to get higher marks the next
time
I put a lot of effort into studying because I am
determined to do well
When I have finished a piece of work, I check it
through to see if it really meets requirements.
Approach:

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 When I am reading, I stop from time to time to reflect
on what I am trying to learn from it.
When I am working on a new topic, I try to see in my
own mind how all the ideas fit together.
Often, I find myself questioning things I hear in
lectures or read in books.
Some of the ideas I come across on the course I find
really gripping.
I usually set out to understand for myself the
meaning of what we have to learn.
I like to play around with ideas of my own even if
they don’t get me far.
It is important for me to be able to follow the
argument, or to see the reason behind things.

THINK ALOUD FOR METACOGNITION

Anytime you can talk out loud (“think aloud”) about how you view a document or a picture or think
about a book, or share your thinking processes with students, you are helping them become more
metacognitive in their own approaches to the subject.
Once you have modelled for them how you would solve a problem or internet a piece of writing, have
students work in pairs to talk out loud as to how they are thinking about an assignment piece of
homework or an assignment.
1. On student talks out loud while the partner records what they are saying (the strategy is going
to be used to complete the homework or do the assignment). The partner also guides them to
think through all the steps.
2. Students switch roles and do the same for each other.
3. Now students have thought out the process for completing the assignment or homework,
received some feedback from their partner and possibly have a plan written down as to how
they are going to undertake the task. Debrief briefly with class as to lessons learned etc.

CONCEPT MAPPING AND VISUAL STUDY TOOLS

Concept maps were originally developed to enhance meaningful learning in the sciences. A
concept map is a way of representing relationships between ideas, images, or words.

HOW TO USE A CONCEPT MAP

Every concept map responds to a focus question, and a good focus questions can lead to a much
richer concept map.
Steps to create a concept map:
1. Construct a focus question.
2. Identify the key concepts:
- some people rank the concepts by importance as it may help with the construction of
the map.
- this also helps the map makers sort the ideas, and if they see no relevant connection
they do not have to include the concept.

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 3. Construct a Map
-if this is the first time you are doing one-do it as a group first.

CLASSROOM ASSESSMENT TOOLS

There are many short activities you can do during class time that will help promote metacognitive
thinking in your students.
Sometimes these little activities are called “Classroom Assessment Tools-CATS” (term coined by
Angelo and Cross).
Here is a sampling of a few tools to consider. They often take a few minutes to do and are easy to
implement.
CATs give students and faculty immediate feedback on learning.

ASSESSMENT METHOD DESCRIPTION HOW TO USE

Ticket-Out-The-Door During last few minutes of class, Review/read all before next
students write response to a class and use to clarify, correct,
question or two about class or elaborate more for students.
concepts. Hand in as exit class.
One-Minute Paper During the last few minute of Review/read all before next
class, students write response to class and use to clarify, correct,
“Most important thing I learned or elaborate more for students.
today” and “What I understood
the least today”.
Muddiest Point Similar to One-Minute Paper-but Same as One-Minute Paper but if
only ask students to describe many students have same
what they didn’t understand problem, reteach concept
during class and what they think another way.
might help them.
Student-Generated Test Divide the class into groups and Use as many of the questions as
Questions assign each group a topic on possible on next test.
which they are to each write a
question and answer for next
test.
Memory Matrix Students fill in cells of a two- Tally the number of correct and
dimensional diagram with incorrect responses. Look for
instructor-provided labels such
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 as a comparison chart outlining patterns among the incorrect
similarities and differences in responses. Address in class.
two columns against a variety of
concepts in the discipline.
K-W-L Chart Label three charts K (What I Discuss with students’
KNOW Already), W (What I perceptions of what they
WANT to know), and L (What I thought they knew, what they
have LEARNED). Complete the have come to know, etc.
first two before a unit/topic and
the last one at end.
Directed Paraphrasing Ask students to write a
laypersons’s

METACOGNITIVE NOTE-TAKING SKILLS

Below are samples and suggestions on how to take good notes during a class. You may make
your own plan depending on your studying types.

BEGINNING OF CLASS (PLAN + CONNECT)

In this section. Students are encouraged to prepare their notes in an organized fashion.
Date: _____Course: _________Name: _______________________ Class: ___________
Learning Outcomes: ________________________________________
Connections:
• What do I already know about this topic?
• How do I feel about this topic? (excited, anxious, curious, nervous)
• How does this topic relate to something I already know?
• What questions do I have already about this topic?

MIDDLE OF CLASS (Monitoring Learning)

Create 2 columns in your notes. In the left column, record insights, “ah-ha” moment, what
questions do you have about the content, connection from other people and any feelings or thoughts
they have on the class. In the right column, take traditional notes on key concepts and headings on the
board and indicate when you are shifting to a new section or concept.

LEARNING INSIGHTS CLASS NOTES

END OF CLASS (Reflecting of Learning)

Reflective learning is a way of allowing learners to step back from their learning experience,
helping them to develop critical thinking skills and, improve on future performance by analyzing what
they have learned and how far they have come.
Draw a line below your notes and write a summary of the whole class. Just a few sentences are
enough to have your idea about the key learning.

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REFLECTIVE WRITING

Reflective writing helps students make connections between what they are learning in their
homework/class content and with how they are integrating the content into their current learning
structures. Writing helps the students observe themselves before, during and after their reading. The
most popular reflective writing activity is the “minute paper” whereby students respond to prompts
that ask them to think about their experiences with the homework, class activities, or recent learning
experiences in your class. Here are some sample prompts to use your reflective writing activities:

• The most important part of the reading, • “I learned a lot doing this assignment”. I
video or class is…. agree (or disagree) because….
• The most useful or valuable thing(s) I • The advice I’d give myself based on what I
learned today was…. know now and if I were starting this
• The most surprising or unexpected idea I assignment over again would be….
encountered was… • If I were to paraphrase what we have
• The ideas that stand out the most in my learned today for a high school student it
mind are…. would look like this….
• This helped or hindered my understanding • What I have learned today, I am able to
of the reading, video or class …. connect to other courses in this way…
• Two ideas that I have found confusing are….

MANAGING YOUR OWN LEARNING: SEL-REGULATED LEARNING

What are the factors that you consider important in your learning? Is it the educator’s teaching
style? The learning materials?
Self-regulated learning is how students regulate-their own emotions, cognition, behavior, and
aspects of the context during a learning experience.

SELF- REGULATED LEARNERS

• Aware of their own strengths and weaknesses.
• Utilize metacognitive strategies (for example, you question your learning and monitor
your own learning as well as your approach to academic tasks)
• Attribute any success or failure to factors within personal control

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SELF-REGULATION AS A PROCESS
The ability to self-regulate has been viewed as a desirable quality throughout history because of
its positive effects on behavior and the acquisition of skills (Reid, 1993). The appeal of self-regulation
and its positive effects on behavior and educational outcomes has prompted much research in this area.
"Self-Regulation refers to the self-directive process through which learners transform their mental
abilities into task related skills" (Zimmerman, 2001). This is the method or procedure that learners use
to manage and organize their thoughts and convert them into skills used for learning. Self-regulation is
the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting
unsuccessful efforts (Berk, 2003). In order for students to be self-regulated they need to be aware of
their own thought process, and be motivated to actively participate in their own learning process
(Zimmerman, 2001).

1. Plan, set goals, and lay out strategies

This first step of the cycle may be overlooked by many students as they dive headlong into a task.
Encouraging students to establish a plan before they start working on a task will help them strategize
right from the start. Although students may see this as taking a step backward, it will ultimately help
them be more efficient with their time and effort.
Guide students though this process by helping them ask themselves the following questions:

Analyze the Ask:

learning task. Is this a task I've done before or something new?

Does it build off of a task I've done before?

How much time will it take?

How much focus will I need?

Set goals. How will I structure this task?

What are the intermediate checkpoints and sub-goals?

Can I complete an outline with two weeks to go, and then a rough draft one
week prior to the due date?

That would allow time to get extra help as needed.

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 Plan Will I need resources from the library, a color printer, help from my lab
strategies. partners, or an appointment for office hours?
Given my needs, when should I get started on this task?

Set Given how much time I have available, my strengths and weaknesses, and my
expectations current standing in the course, what type of outcome would I like?
for the
outcome. Do I need to "ace" this, or is it OK if I can just complete it successfully?

Instructor tips:
• When students are new to a task, help them map out the most effective strategies to
match the goal.
• Set intermediate, shorter term goals along the pathway toward a larger goal.
• As students gain proficiency, allow them to plan for themselves.
2. Use strategies and monitor performance
In this phase, students carry out the plan that was outlined in the forethought phase. Ideally, students
can proceed with confidence because they have already established a detailed plan of action.
Here are some key points you can use to coach students through this phase.
• Use self-observation to reflect on the actions taken by the student and the effectiveness
of the results.
o For example, when I studied in a quiet location in the library, I completed the
reading more quickly than when I read at home.
• Because things don't always go smoothly, have students make a plan for what to do when
obstacles arise (Flanagan, 2014).
o For example, if I get stuck on the math in this assignment, I will go to the TA's
weekly help session.
• Prompt students to stick with the strategies, even though it may be tempting to revert
back to known (but ineffective) strategies. Unfamiliar approaches may feel inefficient at
first, but learning the method can be as important as learning the material.
• Have the students monitor their progress on the intermediate goals, and the strategies
they are using. At the same time, you can also monitor their progress and offer feedback
(see structuring feedback for self-regulated learning).
3. Reflect on performance
Many students focus solely on the extrinsic outcome of their grade. While grades are important, you can
help students reflect on how they think they did on a particular assignment, and why. This self-
reflection can help them understand why they earned a certain grade and how to improve their
performance. Activities like an exam wrapper can solidify this process.
• Ask students to evaluate their own performance and their results. Students should
compare their performance to their original goal, rather than comparing themselves to
others.
• Reflect on the effectiveness of strategies used. Did they select an appropriate strategy?
Did they follow through with the selected strategy?
• Encourage students to attribute poor outcomes to the effort made and/or the strategy
used. Students should be coached to not attribute failure to lack of ability.
• Help students manage their emotions, and in time, direct them toward productive lines
of thinking about how they can improve their performance. Even if their outcome is not
what they had hoped, they can still learn from the experience.
• A key part of this process is that students use this reflection to plan for the next task. How
will they adapt their planning, strategy, time management, and self-monitoring?

***Please answer the Activity no.11 in your activity sheet***

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SETTING GOALS FOR SUCCESS

It’s a great time to consider where you are going and where you’d like to be. You probably know
that goals are essential to being successful in life, but maybe you’re not sure where to start. Well, you’re
at the right place – we’ve put together some great tips for you on how to set goals in life.
Often when someone says they have a goal, what they really mean is that they are attracted to a
vague idea. You may say, “I just want to be happy.” But as Eleanor Roosevelt said, “Happiness is not a
goal…it’s a by-product of a life well lived.” A life well lived rarely happens by accident. It is the result of
setting and pursuing goals.

1. Planning for Success in Life

2. Dreams and Goals

Great goals start with daydreams, imaginations, and hopes. The worries, struggles, and
busyness of life can easily become barriers to dreaming. Setting good goals starts with
taking time to dream. Let go of what others say you or people like you “should” or
“can’t” be or do. This is dreamland – there are no limits.

a. My Top 3 Goals
We’ve put together three guidepost questions. Knowing the answers to these above can
help you re-adjust the details other goals in your life to keep you moving towards your
dream life. These essentially become your top three goals – the goals to which all other
goals move your towards.
What do you want to experience?
_____________________________________________________________________________________________________
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If the world only gets one message from your life, what do you want it to be?
_____________________________________________________________________________________________________
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_____________________________________________________________________________________________________
b. Creating a Life Plan Worksheet
We’ve put together a worksheet with the questions listed below to help you define your
ideal life in greater detail. We recommend you respond to each question with as much
detail that if you were to read it 5 or 10 years from now, you’d understand exactly what
you described.
1. What are the different relationships you’d like to have in your life?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. Which places you would like to visit?
_____________________________________________________________________________________________________
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3. What kinds of friends do you want to have?
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4. Where do you want to live?
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5. What things do you want to buy?
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6. If you could win awards, what awards would you want to win?
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7. What does your spiritual life look like?
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8. How do you want to be intellectually?
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9. What kind of home do you want to own?
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10. How do you want to be emotionally?
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11. What qualities do you want to develop in yourself?
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12. How do you want to be physically?
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13. What hobbies do you want to pursue?
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14. Who do you want to help?
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15. What kinds of projects do you want to do?
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16. How do you want to think and feel about yourself?
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17. What are your goals educationally?
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18. What do you want to be a part of?
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19. How will you know when you have “arrived”?
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20. What are 10 adjectives that others might use to describe you, when you have
reached your goals?

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 _____________________________________________________________________________________________________
_____________________________________________________________________________________________________

3. How to Plan your Life Goals

Once you’ve written up your ideal life, you may want to take a break & see if anything else pops
into your mind. Sometimes, once you stop trying to think about it, additional, but important
details will pop up.

After a break or whenever you are ready, sit down and go through each of your answers & write
down what achievements are required to get you to this life. These achievements are your
actionable goals. They are the actions that will take you from dreamer to achiever.
a. Setting Goals Worksheet
Figuring out the path for each piece of your dream life will result in a long master list of
goals. We’ve put together this setting goal worksheet to help guide you through building
your master list of goals.

4. Final Thoughts on How to Set Goals in Life

Yes, this work of writing up goals takes time and effort, but it’s worth it. You can charge ahead in
life with what you feel is the right direction, but speed and effort without direction can only
guarantee you exhaustion.

“The trouble with not having a goal is that you can spend your life running up and down the field
and never score.” -Bill Copeland

THE IMPORTANCE OF GOALS

Why is it important to set goals for yourself? What are your short-term goals? Long term goals?

“ME AND MY GOALS”

List down your goals. Make a 5-year plan on how to achieve your goals using the matrix below:

GOALS ACTION TIME-TABLE

Ex: Having savings of 7,000 Start saving by keeping 20 pesos 5 years
pesos/year from my daily allowance of 100 pesos

17
ALBERT BANDORA’S SELF-EFFICACY

The General Self-Efficacy Scale (GSE)

Read each of the statements in this instrument and select the response that you believe best indicates
how well these statements describe you. Put a check (/) mark in the blank of your choice.
4- exactly true 2- hardly true
3- moderately true 1- Not at all true

INDICATORS EXACTLY MODERATELY HARDLY NOT AT

TRUE TRUE TRUE ALL
TRUE
1. I can always manage to solve difficult
problems if I try hard enough.
2. If someone opposes me, I can find the means
and ways to get what I want.
3. It is easy for me to stick to my aims and
accomplish my goals.
4. I am confident that I could deal efficiently
with unexpected events.
5. Thanks to my resourcefulness, I know how
to handle unforeseen situations.
6. I can solve most problems if I invest the
necessary effort.
7. I can remain calm when facing difficulties
because I can rely on my coping abilities.
8. When I am confronted with a problem, I can
usually find several solutions.
9. If I am in trouble, I can usually think of a
solution.
10. I can usually handle whatever comes my
way.

WHAT IS SELF-EFFICACY?

Self-efficacy, or your belief in your own abilities to deal with various situations, can play a role
in not only how you feel about yourself, but whether or not you successfully achieve your goals in life.
Social cognitive psychologist and professor Albert Bandura is best-known for his social learning
theory and the concept of self-efficacy. Social learning theory stressed the importance of
observational learning, imitation, and modeling. According to Bandura (1977), “Learning would be
exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of the own
actions to inform them what to do.”

18
 The theory of self- efficacy as presented by Bandura (1977:193) was “for analyzing changes
achieved in fearful and avoidant behavior.” He asserted that even though you believe an activity may
lead to a certain outcome, you might not be motivated to perform the action; hence, you doubt your
ability to perform.
Bandura presented four principal sources of self-efficacy beliefs:
1. Enactive mastery experiences
a. It is the most-influential source of efficacy information.
b. It provides the most authentic evidence of whether one can muster what it takes to
succeed.
c. Success increases sense of self-efficacy; failure undermines it.
d. A strong sense of self-efficacy is achieved through experience and perseverance in
overcoming obstacles.
2. Vicarious experiences (comparisons)
Bandura believed that most human behavior is learned by observation through modeling.
Additionally, people tend to approach tasks that they have seen in others perform. Through
observation, you can build your self-efficacy by watching others perform a task.
Factors might facilitate retention processes:
• Participant modeling. Observer watches and performs.
• Timing. The learner is internally motivated and the environment is conducive to learning.
• Learning strategy. The lessons are appropriate for the learner’s level. Learning is built on
what the learner already knows.
• Variation and consistency. Variation in learning techniques to suit personal learning
needs; consistency in assessing performance and in giving feedback
• Mental practice. It enhances vividness and stability of learning.
3. Verbal persuasions and allied types of social influences
There are people who can help motivate you and strengthen your beliefs in your capacity to
success. These significant people (i.e., parents, teachers, friends, and so on) can persuade you to
believe that you possess the capability to master your tasks. Their moral support will make you
more likely to put in effort even when problems arise.
4. Emotional and physiological states
Your emotions and physical health affect your self-efficacy judgment with respect to specific tasks.
For example, you feel depressed or you have a fever, yet you need to study for a test; you are not
motivated to study because you feel you will not understand any of the topics anyway.

WHAT IS A SELF-CONCEPT?

Self-concept is your idea of who you are (self) based on your personal beliefs and your perceived notion
of how other people see you. This personal belief could be your body image (“I’m sexy”), your notions
about yourself (“I am hardworking”), and how you tend to label yourself in different situations (“I can
be nasty if you push me too far”).
Generally, self-concept embodies the answer to “Who am I?”

Self-knowledge
-philosophically viewed as your knowledge of your own
sensations, thoughts, beliefs, and other mental states.
Self- awareness
When you are self-aware, you understand that you stand
apart from others and from your environment, and that you
are a subject that acts, interacts, and experiences your
environment.
Self-esteem
Self- concept
versus It is your general attitude towards yourself.

19
 It answers the questions:
Do I like myself?
Do I accept me for who I am?
Am I

WHAT IS SELF-ESTEEM?

In psychology, the term self-esteem is used to describe a person's overall sense of self-worth or
personal value. In other words, how much you appreciate and like yourself. It involves a variety of
beliefs about yourself, such as the appraisal of your own appearance, beliefs, emotions, and behaviors.

LOCKE’S GOAL-SETTINGTHEORY

Locke’s primary revelation was around the power of setting specific and measurable goals,
rather than keeping outcomes general. With his theory he demonstrated how targets like “increase sales
by 20%” or “reach a customer NPS of 50” are much more effective than vague direction such as
“complete your work to a higher standard”. This might seem obvious to those of us who have sat down
to work out our KPIs, but this really was Locke’s brainchild. He gave us the foundation for modern goal-
setting which had momentous practical implications for managers.
Locke and Latham’s five principles of effective goal setting
1. Clarity. A goal must be specific and clear.
2. Challenge. An easy or tedious goal is demotivating. But keep a realistic balance: don’t expect
anyone on your team to spin straw into gold.
3. Commitment. Your employees have to understand and buy in to the goal from the outset.
4. Feedback. Provide regular feedback throughout the whole process. This helps to keep the goal
on track.
5. Task complexity. Think about realistic timescales, and break down the process into sub-goals
with regular reviews.

SMART GOALS

If you want to improve your odds of success even further, make sure your goals stand up to the
test of being SMART goals. SMART goals give a more specific direction and a more concrete reality to
strive towards. Review your goals and re-write any that need it as SMART goals. SMART goals are
Specific, Measurable, Achievable, Relevant, and Time-based.
The next important step is to define the path to break down your big goals into smaller steps.
Take one big goal at a time and write down the steps or supporting action you need to take to get to that
goal and write down every supporting action you can think to take you to closer to your big goal.

20
 **Please answer the Activity no. 12 in your activity sheet**

TAKING CHARGE OF ONE’S HEALTH

“ME AND MY COPING”

STEP 1: Write your ways of breaking up stress:
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

STEP 2: After listing down your coping strategies, choose a partner to share your list (you can choose
an online classmate or friend who has fellow UTS subject.)

STEP 3: After the sharing, answer the guide questions below:

1. How did you feel when you were asked to write/list down your ways in coping with stress?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
2. When you were instructed to share your lists with a partner, wat where you thinking of?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
3. Based on your sharing, do you have similar stress coping strategies? If yes, did you discuss if those
similar ways on your lists are effective? If no, why?
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

POSITIVE AND NEGATIVE COPING SKILLS

People react differently to stressful situations. Following is a list of what would be considered
“positive” responses.
**First print out of the following form, then check off the appropriate response for each of these. If
there are any other position ways that you use to deal with stress, please list them at the bottom of the
list.
RESPONSE NEVER SOMETIMES OFTEN
Meditate
Stretch
Engage in progressive muscle relaxation

21
 Listen to music
Exercise aerobically
Watch television
Go to the movies
Read
Work on puzzles or play games
Go for a leisurely walk
Go to a health club
Relax in a steam room r sauna
Spend time alone
Go fishing or hunting
Participate in some form of recreational
activity such as golf
Do some work in the yard
Socialize with friends
Sit outside and relax
Engage in a hobby

STRESSORS AND RESPONSES

What is stress?

Stress is a feeling of emotional or physical tension. It can come from any event or thought that
makes you feel frustrated, angry, or nervous.
Stress is your body's reaction to a challenge or demand. In short bursts, stress can be positive,
such as when it helps you avoid danger or meet a deadline. But when stress lasts for a long time, it may
harm your health.
In addition, stress is our built-in response to danger, a surge in hormones as we choose between
fighting, fleeing, or freezing. The danger may be real or imagined, immediate or farther away; our bodies
don’t know the difference.

Three kinds of Stress

1. Eustress
2. Neustress
3. Distress

Eustress/positive stress, has the following characteristics:

• Motivates, focuses energy.

• Is short-term.
• Is perceived as within our coping abilities.
• Feels exciting.
• Improves performance.

Neustress

-neutral stress
A sensory stimulus that has no direct consequence or effect on the person

22
Distress

-negative stress, has the following characteristics:

• Causes anxiety or concern.

• Can be short- or long-term.
• Is perceived as outside of our coping abilities.
• Feels unpleasant.
• Decreases performance.
• Can lead to mental and physical problems.

What are Stressors?

Any situation, activity, or individual that gives you mental or emotional strain is a stressor.
What are signs and symptoms of stress?
The most dangerous thing about stress is how easily it can creep up on you. You get used to it. It
starts to feel familiar, even normal. You don’t notice how much it’s affecting you, even as it takes a heavy
toll. That’s why it’s important to be aware of the common warning signs and symptoms of stress
overload.
Cognitive symptoms: Physical symptoms:
• Memory problems • Aches and pains
• Inability to concentrate • Diarrhea or constipation
• Poor judgment • Nausea, dizziness
• Seeing only the negative • Chest pain, rapid heart rate
• Anxious or racing thoughts • Loss of sex drive
• Constant worrying • Frequent colds or flu
Emotional symptoms: Behavioral symptoms:
• Depression or general unhappiness • Eating more or less
• Anxiety and agitation • Sleeping too much or too little
• Moodiness, irritability, or anger • Withdrawing from others
• Feeling overwhelmed • Procrastinating or neglecting
• Loneliness and isolation responsibilities
• Other mental or emotional health • Using alcohol, cigarettes, or drugs to
problems relax
• Nervous habits (e.g. nail biting, pacing

SOURCES OF COPING AND STRENGTH

Coping with Stress

What is coping? Coping refers to the strategies you use to deal with real or imagined problems
to protect yourself against negative emotions. It refers to adaptive strategies you employ in an attempt
to reduce stress. It helps you control your reactions and continue with your daily activities.

Types of Coping
Problem-Focused Strategies
Problem-focused strategies aim to deal with the cause of the problem or stressor. People
try to change or eliminate the source of stress by researching the problem and learning
management skills to solve it.
Emotion-Focused Strategies

23
 Emotion-focused strategies address the feelings associated with the stressor. People
modify the emotions that accompany stress perception by releasing, distracting, or managing
their mental state.
A typical person will employ a mixture of all of these strategies when attempting to cope
with stress. Skill or prowess at employing these strategies changes over time.
Cognitive coping
Involves a conscious intellectual activity of managing stressful situations
You are your mind to combat stress-inducing thoughts.

Strategies for cognitive coping include:

a. Reframing- changing the way you emotions, or actions are. “Is it worth
view experience or events, ideas, it?”
concepts and emotions to find f. Smell the roses-a way of telling yourself to
alternatives that are more positive. relax.
b. Challenging negative thinking- g. Keeping perspective- breaking down your
questioning the rationality of your problems into little tasks and knowing
negative thoughts. which the problems need to be addressed
c. Positive self-talk- sometimes right away as compared to those that do not
referred to as “positive affirmations;” need much attention.
you talk to yourself in a positive h. Reducing uncertainty- as the saying goes,
manner. “lamang ang may alam,” gathering
d. Count to ten- giving you time to gain information as muh as you can about your
control of your emotions. problem.
e. Cost-benefit analysis-asking how i. Using imagery/visualization-imagery as a
yourself beneficial your thoughts, relaxation tool. Yuou find that place in your
mind where you feel happy.
Behavioral coping strategies
These are ways of dealing with stress by taking action to modify behavior. Some behavioral coping
strategies include:
• Physical exercise • Smile and laughter • Seeking professional
• Relaxation • Time management help
• Breathing • Social support/friends

STRESS AND FILIPINOS

The effect of culture on stress and coping is so pervading that the people within the cultural
group does not notice it. But when cultural contexts are compared, the differences between how people
deal with stress become striking.
Culture can affect stress and coping process in four ways (Aldwin, 2007):
1. Cultural context shapes the kind of stressor that an individual is likely to experience.
2. Culture may also affect the appraisal of a certain event.
3. Culture affects an individual’s coping strategies.
4. Culture provides different time-honored tools/mechanisms by which an individual can cope
with stress.

FILIPINO TRAITS AND VALUES

The table below shows some Filipino traits and how they are evaluated based on western and
Oriental cultures as discussed by Quinto (1994).

24
 FILIPINO WHY IT IS NEGATIVE IN WHY IT IS POSITIVE IN ORIENTAL CONCEPT
TRAITS & WESTERN CONCEPT
VALUES
Hiya It stops one from taking action It contributes to peace of mind.
It makes the person weak, Not trying to achieve makes for a less harried and
timid, and meek. stressful life.
Ningas It makes the person an This trait makes for a peaceful and tranquil life
Cogon underachiever because he/she because one is unruffled should things go wrong.
cannot persevere in seeing Being detached allows the person to move on to
things (i.e. projects, tasks, or some other activities without feeling like an
goals) to its fruition. absolute failure.
Pakikisama Filipinos are said to turn a In the Filipino context, pakikisama means keeping
blind eye to the wrongdoing of a polite distance from other people’s lives with
others for the sake of personal whom we share the same space with to maintain
relationships (i.e. family, peace and harmony.
friendship, coworker)
Patigasan It is about being stubborn and
resisting reconciliation. A trait that makes us stand for what is right and
One stands his/her ground (on refuses to be intimidated or forced to submission.
issues) and wait for the other
party to take the first step at
reconciliation.
Bahala na It leaves everything to chance Putting faith on a Higher Being develops humility
with the help of a divine power. and gratefulness.
The idea that he or she is not alone in the struggle
strengthens the Filipino psyche.
Kasi Disowns responsibility Does not become overly stressed for failing.
Failure is not personal because there are other
Puts blame on others (people, factors, not just “me”
things and circumstance)
Saving face This is closely related to “hiya” It promotes mental therapy because it allows the
and it encourages shirking person to keep his/her dignity.
from responsibility.
Sakop Never learns to be Promotes unity, especially in the family
independent.
Relies on family and relatives Provides a sense of belongingness and security.
Prevents personal growth
Encourages partisanship
Bukas na Promotes laziness Filipinos know how to keep things in stride rather
(mañana than be stressed or tensed.
habit) Will not act when a problem is
still small, thinking that it will One learns to go with the flow and take what comes
go away by itself. naturally.
Utang na It makes the person overlook This trait personifies the Filipino saying,
loob moral principles because he or
she is beholden to those who “Ang hinsi marunong lumingon sa pinanggalingan
gave him/her a favor ay hindi makakarating sa patutunguhan”.
Kanya Seen as selfish with no regard This trait is still in a collective context. Kanya kanya
kanya for world’s well-being. means I take care of my own (i.e. those that are
important to me); you take care of yours. Family is
the central to the Filipino psyche.
25
The Social and Cultural Dimensions of Stress
Social stress is a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances arising from the person’s social environment relationships (Sattler & Kirsh,
2014).
What are the Sources of Social Stress?
The sources of social stress include (but not limited to):
• Problems with work or earning an income • Immigration status or language
• Parenting • Personal, physical and psychological health
• Education • Peer pressure
• Sex and socialization • Social marginalization

Stress and Sociological Perspective

4 primary types of suicide (Durkheim, translated 1951):
• Egoistic suicide is seen as stemming from the absence of social integration. It is committed by
individuals who are social outcast and see themselves as being alone or an outsider.
• Altruistic suicide occurs when social group involvement is too high. Individuals are so well
integrated into the group that they are willing to sacrifice their own life in order to fulfil some
obligation for the group.
• Anomic suicide is caused by the lack of social regulation and it occurs during high levels of
stress and frustration.
• Fatalistic suicide occurs when individuals are kept under tight regulation. These individuals
are placed under extreme rules or high expectations are set upon them, which removes a
person’s sense of self or individuality.

Anomie
Anomie, also spelled anomy, in societies or individuals, a condition of instability resulting from
a breakdown of standards and values or from a lack of purpose or ideals.
The term was introduced by the French sociologist Émile Durkheim in his study of suicide. He
believed that one type of suicide (anomic) resulted from the breakdown of the
social standards necessary for regulating behaviour. When a social system is in a state of
anomie, common values and common meanings are no longer understood or accepted,
and new values and meanings have not developed. According to Durkheim, such a society
produces, in many of its members, psychological states characterized by a sense of
futility, lack of purpose, and emotional emptiness and despair. Striving is considered
useless, because there is no accepted definition of what is desirable.
2 major types of Stressors
1. Acute Stress 2. Chronic Stress
Acute stress is something Chronic stress is stress that
which affects almost everyone from builds up when you are exposed to a
time to time. It relates to events and high-pressure situation over a longer
pressures of the present and the near period of time. Once you get into this
future - running late for work or chronic stress mindset, it can result
forgetting an important in constant feelings of anxiety,
appointment. A little of this type of depression, or other symptoms of
stress can be helpful, motivating you stress.
to keep going and get things done.

26
COMMON TYPES OF ROLE STRAINS (COPELTON, 2000)

1. Role Overload – exceeds the individual’s capacity to handle, e.g. shuffling roles as
a student, a worker, a parent, and a breadwinner.
2. Interpersonal conflicts within Role Sets – problems and difficulties that arise in
a relationship (wife-husband, parent-child, worker-supervisor)
3. Inter-role conflict – the demands of two or more roles held by a person are
incompatible, and the demands cannot simultaneously be met. For example, as a
working student, your work shifts suddenly changed and this ran in conflict with
your class schedule.
4. Role Restructuring – long-established patterns undergo considerable change
and the person needs to adapt/adjust.
How stressed is appraised
Symbolic interactionism is a micro-level theory that focuses on the relationships
among individuals within a society. Communication—the exchange of meaning through
language and symbols—is believed to be the way in which people make sense of their
social worlds. Theorists Herman and Reynolds (1994) note that this perspective sees
people as being active in shaping the social world rather than simply being acted upon.

THE ROLE OF SOCIAL CLASS, RACE AND GENDER IN SOCIAL STRESS

Social class
the same socioeconomic status. Besides being important in social theory, the
concept of class as a collection of individuals sharing similar economic circumstances has
been widely used in censuses and in studies of social mobility.
Race
Race, the idea that the human species is divided into distinct groups on the basis
of inherited physical and behavioral differences. Genetic studies in the late 20th century
refuted the existence of biogenetically distinct races, and scholars now argue that “races”
are cultural interventions reflecting specific attitudes and beliefs that were imposed on
different populations in the wake of western European conquests beginning in the 15th
century.
Gender
Gender refers to the characteristics of women, men, girls and boys that are socially
constructed. This includes norms, behaviors and roles associated with being a woman,
man, girl or boy, as well as relationships with each other. As a social construct, gender
varies from society to society and can change over time.
Possible causes the high disparity between women and men are:
1. Women tend to be delegated to the caregiver role more than men.
2. Women are more inclined to be emotionally involved in the lives of the people
around them.
3. Women introject rather than express anger. (Introjection- an unconscious psychic
process by which a person incorporates into his or her own psychic apparatus the
characteristics of another person or object.)
4. Continuing power differences between women and men in society.

27
TAKING CARE OF THE SELF: THE NEED TO SELF-CARE AND COMPASSION

Maslow’s Hierarchy of Needs

DEFICIENCY VERSUS GROWTH

Maslow theorized two different kinds of motivation: Motivation to satisfy a

Deficiency, and Motivation towards Growth. He came up with this theory of two kinds of
motivation to explain a difference he saw between a psychology of sickness and a
psychology of health.
If a person did not have a way to meet their basic needs for safety, belonging, love
and respect, that person would create a neurotic symptom to attempt to satisfy in some
way this unmet need. He called this motivation "Growth Motivation" and used it to explain
the tendency of people to grow. He saw this Growth Motivation as natural and
foundational, because it was exhibited in children in the joy they found in new discovery,
and not only children, but also those individuals who he referred to as "self-actualized"
who continued to be motivated by the continuous joy of learning, exploring, and growing.

MOTIVATED BY UNSATISFIED NEED

This table illustrates how a person may react when needs are unsatisfied.
MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED
PHYSIOLOGICAL NEEDS • Feel sick, irritated, uncomfortable
(A need that must be met every day) • If pathological, we can eat, drink
too much or engage in hoarding
behaviors
• Will cause death

28
 SAFETY NEEDS • Can affect our perception, e.g.
paranoia
• Can lead to neurosis, insecurity
• If pathological, can develop
phobias such as agoraphobia
BELONGING-LOVE NEEDS • Become increasingly susceptible to
loneliness and social anxieties
• If pathological, can lead to
antisocial behavior
ESTEEM NEEDS
Two forms:
1. Lower-form needs:
Respect from others, for status, • Low self-esteem
fame, glory, recognition, attention, • Inferiority complex
reputation, appreciation, dignity • If pathological, can lead to
and even dominance. depression
2. Higher form:
Involves self-respect including
feelings as confidence,
competence, achievement,
mastery, independence and
freedom.
SELF-ACTUALIZATION NEEDS • Can cause feelings of lack of
meaning in life
• If pathological, metapathologies,
such as boredom, cynicism,
alienation (feeling isolated,
detached, lack of sympathy,
estrangement)

SELF-CARE: WHAT IS IT AND WHY IS IT IMPORTANT?

Self-care is any activity that we do deliberately in order to take care of our mental,
emotional, and physical health. Although it’s a simple concept in theory, it’s something
we very often overlook. Good self-care is key to improved mood and reduced anxiety. It’s
also key to a good relationship with oneself and others.
Why is it important? Self-care encourages you to maintain a healthy relationship
with yourself so that you can transmit the good feelings to others. You cannot give to
others what you don't have yourself. While some may misconstrue self-care as selfish, it's
far from that. When you pay adequate attention to your well-being, you're not
considering your needs alone. You're reinvigorating yourself so that you can be the best
version of yourself for the people around you. Everyone around you also benefits from
the renewed energy and joy you exhibit.

WHAT SELF-CARE IS NOT:

Every time you are stressed you say, “I had a rough day, so I’m going for a drink
to unwind myself.”

29
 Every time you like something. “This is really not in my budget, but I should not
deprive myself coz’ you know, self-care.
These notions of self-care are oversimplified.
Proper self-care is taking a very active and powerful choice to engage in activities
that will result in acquiring or maintaining optimal health that cover the physical,
psychological, emotional, social, and spiritual components.

COMPASSION: NEUTRAL OR LEARNED?

What is the meaning of Compassion?

The meaning of compassion is to recognize the suffering of others and then take
action to help. Compassion embodies a tangible expression of love for those who are
suffering.
What is the definition of Compassion?
The definition of compassion, according to the Merriam-Webster Dictionary, is the
"sympathetic consciousness of others' distress together with a desire to alleviate it."

And the New Oxford American Dictionary defines compassion as "a sympathetic pity and
concern for the sufferings or misfortunes of others."
Different aspects of compassion's meaning are emphasized by each dictionary.
Merriam-Webster mentions a "desire to alleviate" the distress of others, whereas the New
Oxford American dictionary simply refers to the broad sympathetic feelings associated
with compassion. It does not connect those feelings of sympathy and pity to any action or
thoughts of action, which is really an incomplete definition.

**Please answer Activity no. 13 in your activity sheet**

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onger%20period.

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