The Physical Self
and self-esteem, are very important
Physical self generally refers to the
natural, material aspect of the entire
person, in contrast to things not readily
visible such as mental, emotional,
spiritual and other human dimensions. In
other words, it denotes what is
perceivable, tangible and
concrete.
Adolescence is the period that lies
psychologically and culturally between
childhood and adulthood (Boyd and Bee,
2010). Many adolescents go through
body image and self-esteem issues.
Body image or body satisfaction is an
important component of self-esteem.
Findings of a study revealed that body
image or satisfaction in both sexes is
highly dependent on body mass index,
weight in relation to height, especially
for college-aged population. This finding
affirms the general idea that weight
control behaviors are common among
college.
Self-esteem, also referred to as self-
worth is the global evaluative
dimension of the self. Self-concept refers
to domain-specific evaluations of the self,
academic, athletic, physical
appearance, etc. Self-esteem is
determined by how much we like our self
and how much we value our self-worth,
importance, attractiveness and social
competence.
It is no wonder then that
adolescents
appear to be quite conscious of their
physical appearance, the way they look
to others and to themselves.
These two aspects - body image
factors in the way adolescents cope with
the different developmental challenges
during the adolescent stage.
How do these two factors affect one
another? According to research, levels of
self-esteem were positively influenced by
levels of body image.
This suggests that if a person
possesses high self-esteem, it also
follows that he or she would have high
level of body image.
 It is also apparent that physical
appearance alone cannot fully
capture the essence of self and
identity.
 Self-esteem does not seem to be
solely dependent on body image,
but on a multitude of other factors,
particularly during the adolescent
stage when things can be quite
overwhelming.
 In fact, it was found that a
positive relationship exists between
spirituality and self-esteem among
college freshmen students.
Directions for future investigations
lead to a more global approach in
understanding the physical self in
relation to culture, body image, self-
esteem and standards of beauty.
The traditional conceptions of
physical appearance seem to be evolving
and these changes are welcome in
today’s more culturally and racially
sensitive generation. While transitions
are happening across the globe, support
for initiatives and interventions that
promote a healthy
and holistic approach towards the
physical
self should be espoused and
disseminated for a more balanced and
psychologically sound human race.
The
Material/Economic
Self
Materialism
A trait that can afflict both rich and
poor, and which the researchers define
as "a value system that is preoccupied
with possessions and the social image
they project is both socially destructive
and self-destructive.”
It smashes the happiness and
peace of mind of those who succumb to
it.
* It's associated with anxiety.
* There has long been a correlation
observed between materialism, a
lack of empathy and engagement
with others, and unhappiness.
*In a series of studies published in
the journal Motivation and
Emotion showed that as people
become more materialistic, their
wellbeing (good relationships,
autonomy, sense of purpose and
the rest) diminishes.
 Materialism forces us into
comparison with the
possessions of others, a race
both cruelly illustrated and
crudely propelled by that toxic
website.
 There is no end to it.
 If you have four Rolexes while
another has five, you are a
Rolex short of contentment.
 This is the dreadful mistake we
are making: allowing ourselves
to believe that having more
money and more stuff enhances
our wellbeing.
 We are what we have and what
we possess.
 A man’s self becomes the sum
total of all that he has, these
possessions become part of an
extension of the self.
 MANILA, Philippines – To
understand a Filipino consumer,
businesses should focus on 4
factors: beauty, hygiene, health
and convenience.
 These are the "key trends that
would explain [Filipinos'] buying
behavior,” stressed Luz Barra,
commercial director of
consumer knowledge and
insights firm, Kantar World
panel.
Understanding the
Chemistry of Lust, Love,
and Attachment
The 3 Stages of Love
 Stage 1: Excitation
 This is the first stage of
love and is driven by
the sex hormones
testosterone and
estrogen – in both men
and women.
  Estrogen and and your mouth
Testosterone are the goes dry.
two basic types of
hormones present  Dopamine
equally in men and
women’s body that  Helen Fisher
excites the feeling of asked newly ‘love
excitation within the struck’ couples to
brain. have their brains
examined and
 Stage 2: Attraction discovered they
have high levels
 This phase is said to be of the
one of the beautiful neurotransmitter
moments of life. This is dopamine.
the phase when a
person actually starts  This chemical
to feel the love. stimulates ‘desire
and reward’ by
 This is the amazing triggering an
time when you are truly intense rush of
love-struck and can pleasure.
think of little else.
 Fisher suggests
 Scientists think that “couples often
three main show the signs of
neurotransmitters are surging
involved in this stage; dopamine:
adrenaline, dopamine increased energy,
and serotonin. less need for
sleep or food,
 Adrenaline focused attention
and exquisite
 The initial stages delight in
of falling for smallest details
someone of this novel
activates your relationship”.
stress response,
increasing your
blood levels of  Serotonin
adrenalin and  And finally,
cortisol. serotonin. One of
love's most
 This has the important
charming effect chemicals that
that when you may explain why
unexpectedly when you’re
bump into your falling in love,
love one, you your new lover
start to sweat, keeps popping
your heart races
 into your released during
thoughts. childbirth. It is also
responsible for a
mum’s breast
automatically releasing
 Stage 3: Attachment milk at the mere sight
or sound of her young
 When a couple passes baby.
through the above two
stages of love successfully,  Vasopressin
the time of bonding with
each other becomes  Vasopressin is another
powerful. important hormone in
the long-term
 Attachment is a bond helping commitment stage and
the couple to take their is released after sex.
relationship to advanced
levels. It instigates the  Vasopressin (also called
feeling of bearing children anti-diuretic hormone)
and falling in love with them works with your
wholeheartedly. kidneys to control
thirst. Its potential role
 Scientists think there might in long-term
be two major hormones relationships was
involved in this feeling of discovered when
attachment; oxytocin and scientists looked at the
vasopressin. prairie vole.

 Oxytocin – The cuddle  Prairie voles indulge in

hormone far more sex than is
strictly necessary for
 Oxytocin is a powerful the purposes of
hormone released by reproduction.
men and women during  They also – like humans
orgasm. - form fairly stable pair-
bonds.
 It probably deepens the
feelings of attachment
and makes couples feel Understanding the science of lust, attraction,
much closer to one and attachment can help you develop more
another after they have realistic expectations of your relationships.
had sex. The theory Below are some tools to guide you through
goes that the more sex the stages of love:
a couple has, the
deeper their bond 1. Don’t mistake lust for love - give a
becomes. new relationship time before you
start dreaming of a future together.
 Oxytocin also seems to
help cement the strong 2. Keep the dopamine flowing in a
bond between mum long-term relationship by having
and baby and is date nights, studying your
 lessons, or going on trips in which commitment, not brain
you do novel and exciting things chemicals and
together. Perhaps you can go hormones.
hiking, climb a rock climbing
wall, or go and see a thrilling
movie.

The Sexual Self

3. Keep the oxytocin flowing by
writing cards and or sending text The Sex Characteristics
messages, think of your partner
when she's not around, share your  XX combination – female offspring
hopes and dreams, and support
those of your partner.  XY combination – male offspring

4. If you’re the jealous, controlling  Testosterone – male hormone

type, start developing your own
activities and friendships that make  Estrogen & progesterone – female
you feel important and cared hormones
about.
 Puberty
 With an irresistible
cocktail of chemicals,  Menarche
our brain entices us to
fall in love  Nocturnal Emission
 We call it love.
Differences between Primary and Secondary
Sexual Characteristics
 It feels like love.
 · Primary sexual characteristics are the
 But the most
sexual organs, while secondary
exhilarating of all
characters are the other changes
human emotions is
occur in relation with the development
probably nature’s
beautiful way of of the organism.
keeping the human  · Primary sexual characteristics start
species alive and
to develop during the fetal
reproducing.
development of an organism, whereas
the secondary sexual characteristics
 Real love lasts and is
not about our initial start to develop only around the
biochemical high -- pubertal age.
because that high can
 Except for the genitals and
never last. I suppose its
reproductive systems, there is no
purpose is only to get
people together. major difference between male and
females as far as primary
characteristics are concerned.
 However, staying However, the two sexes differ in
together is about a appearance with the development of
much deeper emotional secondary sexual characteristics.
intimacy and
  Behavioral and attitude differences are
considerable between two sexes with
secondary sexual characteristics,
whereas those are low between males
and females with primary sexual
characteristics.
Secondary Sex Characteristics
 Female
 Deposition of fat,
predominantly in breasts and
hips
 Breast development
 Broadening of the pelvis and
growth of axillary and pubic
hair
 Male
o Increased larynx size and
deepening of the voice
o Increased muscular
development
o Growth of facial, axillary, and
pubic hair, and increased
growth of body hair
Erogenous Zone
 Parts of the body that are primarily
receptive and increase sexual arousal
when touched in a sexual manner.
 May vary from person to person.
Human Sexual Behavior
 Any activity – solitary, between two
persons, or in a group – that induces
sexual arousal.
 Inherited sexual response pattern
 The degree of restraint or other types
of influences exerted on the individual
by society
Types of Sexual Behavior
 Solitary behavior
 Sociosexual behavior
◦ Petting
◦ Necking
◦ Coitus
The Sexual Response Cycle
 Excitement Phase
 Muscle tension increases.
 Heart rate quickens and
breathing is accelerated.
 Skin may become flushed
(blotches of redness appear on
the chest and back).
 Nipples become hardened or
erect.
 Blood flow to the genitals
increases, resulting in swelling
of the woman's clitoris and labia
minora (inner lips), and erection
of the man's penis.
 Vaginal lubrication begins.
 The woman's breasts become
fuller and the vaginal walls
begin to swell.
  The man's testicles swell, his
scrotum tightens, and he begins
secreting a lubricating liquid.
 Plateau Phase
 The changes begun in phase 1
are intensified.
 The vagina continues to swell
from increased blood flow, and
the vaginal walls turn a dark
purple.
 The woman's clitoris becomes
highly sensitive (may even be
painful to touch) and retracts
under the clitoral hood to avoid
direct stimulation from the
penis.
 The man's testicles are
withdrawn up into the scrotum.
 Breathing, heart rate, and blood
pressure continue to increase.
 Muscle spasms may begin in
the feet, face, and hands.
 Muscle tension increases.
 Orgasmic Phase
 Involuntary muscle contractions
begin.
 Blood pressure, heart rate, and
breathing are at their highest
rates, with a rapid intake of
oxygen.
 Muscles in the feet spasm.
 There is a sudden, forceful
release of sexual tension.
 In women, the muscles of the
vagina contract. The uterus also
undergoes rhythmic
contractions.
 In men, rhythmic contractions of
the muscles at the base of the
penis result in the ejaculation of
semen.
 A rash, or "sex flush" may
appear over the entire body.
 Resolution Phase
 During resolution, the body
slowly returns to its normal level
of functioning, and swelled and
erect body parts return to their
previous size and color. This
phase is marked by a general
sense of well-being, enhanced
intimacy and, often, fatigue.
Some women are capable of a
rapid return to the orgasm
phase with further sexual
stimulation and may experience
multiple orgasms. Men need
recovery time after orgasm,
called a refractory period, during
which they cannot reach orgasm
again. The duration of the
refractory period varies among
men and usually lengthens with
advancing age.
The Spiritual Self
 Spiritual self is one of the three
sections of the self-according to
William James. It is the most
intimate, inner subjective part of
self.
 It is the most intimate version of
the self because of the satisfaction
experience when one thinks of
one’s ability to argue and
discriminate, of one’s moral
sensibility and conscience, of our
unconquerable will is purer than all
other sentiments of satisfaction.
(Green, 1997)
 The ability to use moral sensibility
and conscience may be seen
through the expressions of religion,
its beliefs, and practices.
 In the same manner, cultural rituals
and ceremonies are some
 manifestations what people believe
in. Moreover, seeking the meaning
of life is a journey that the Spiritual
Self is on.
Religion
Rebecca Stein (Stein 2011) works
on the definition of religion “as a set of
cultural beliefs and practices that usually
includes some or all of basic
characteristics.
1. a belief in
anthropomorphic
supernatural being, such
as spirit and gods;
2. a focus of the sacred
supernatural, where
sacred refers to a feeling
or reverence and awe;
3. The presence of
supernatural, where
sacred refers to a feeling
or reverence and awe;
4. the performance of ritual
activities that involves the
manipulation of sacred
object to communicate to
supernatural beings
and/or to influence or
control events;
5. the articulation of
worldview and moral
codes through narratives
and other means; and;
6. Provide the creation and
maintenance of social
bonds and mechanism of
social control within a
community; provides
explanation for unknown
and a sense of control for
individuals.
 An individual lives in a society
where there are many practice of
religion. The choice of religious
belief lies within the Spiritual Self.
Although the choice may be
influenced by the society and its
culture.
Ritual
 It is the performance of ceremonial
acts prescribed by a tradition or
sacred law (Penner 2017).
 It is a specific, observable mode of
behavior exhibited by all known
societies.
 Thus, it is possible to view ritual as
a wat of defining or describing
humans.
Three fundamental characteristics of
rituals (Penner 2017).
1. a feeling or emotion of respect,
awe, fascination, or dread in
relation to the sacred;
2. dependence upon a belief system
that is usually expressed in the
language of myth; and
3. is symbolic in relation to its
reference.
Some World Religious Beliefs and
Practices
• There are different religions with
different beliefs and practices.
Some of the major world religions
are Buddhism, Christianity,
Hinduism, Islam, and Judaism.
Buddhism
Beliefs
 • It teaches that life is unsatisfactory.
• When experience is unsatisfying,
we tend to crave pleasant
experiences and avoid
disappointing ones. Our habits tie
us into a reactive cycle of craving
and aversion.
• The Buddha taught that a way to
break this cycle is to practice ethics
and meditation, and to cultivate
wisdom, which is a deep
understanding and acceptance of
things as they are.
Customs and Practices
• Meditation practices can be divided
into two:
• Samatha practices develop calm,
concentration, and positive
emotion.
• Vipassana practices aim at
developing insight into reality.
Developing and cultivating wisdom
happens through studying and
reflecting the Dharma, the
Buddha's teaching.
• Buddhists celebrate a number of
festivals timed to the full moon:
Parinirvana Day in February,
Buddha Day (Wesak) in May,
Dharma Day in July,
Padmasambhava Day in October
and Sangha Day in November. All
are important events to celebrate
together and to contemplate key
teachings of the Buddha.
Christianity
Beliefs
• Christians believe that God became
fully present in the world in the
person of Jesus Christ of Nazareth.
• Christians believe that Jesus
Christ’s dying on the cross, made
Him a sacrifice to reconcile all
humanity with their Creator.
Customs and Practices
• One becomes a Christian through
the Sacrament of Baptism (water
ceremony) that symbolizes a
sharing in the death and
resurrection of Jesus.
• They also follow Jesus’ instruction
of taking bread and wine, and
declaring these as his body and
blood offered in sacrifice for all
through the Sacrament of Holy
Communion.
• The principal Christian festivals are:
• Christmas. It is when the birth of
Jesus is remembered.
• Easter. It is when Jesus’
resurrection from the dead is
celebrated
Hinduism
Beliefs
• The term “Hinduism” was coined as
recently as the 19th century to
cover a wide range of ancient
creeds, textual traditions, and
religious groups.
• Hinduism is best understood as a
complete way of life, a path of
 sanctification, and discipline that
leads to a higher level of
consciousness.
• Hindus revere a body of texts as
sacred scriptures known as the
Vedas.
Customs and Practices
• The main festivals are celebrated in
different ways by different
communities. The most commonly
celebrated festivals are Diwali, the
Festival of Lights, and Navrati, nine
nights which celebrate the triumph
of good over evil. This takes place
twice a year.
Islam
Beliefs
• Islam is an Arabic word which
means willing submission to God.
• The root of the word Islam comes
from a word meaning peace and
Muslims believe it is the way of
peace as laid down in the Quran.
• The Arabic word Allah means one
God.
Customs and Practices
• Islam has five pillars that represent
the foundation of Islamic worship
and practice:
• Shahada
• Salat
• Zakat
• Hajj
• Sawm
• The end of Ramadan marks the
beginning of the festival of Eid ul-
Fitr.
• Eid ul-Adha coincides with the
completion of the Hajj and unites
the whole Islamic community.
Judaism
Beliefs
• The Jewish people believe
themselves to be descended from a
Semitic tribe that originated in the
land of Canaan in the Middle East.
• Jews believes of the coming of the
Messiah, the Savior.
Study and interpretation of the Torah is
an integral part of Jewish life.
Customs and Practices
• The Jewish Sabbath begins on
Friday evening at the sunset and is
an important time when families
gather for the Shabbat meal.
• There are five festivals on which
observant Jews are forbidden to
work.
• The New Year (Rosh Hashanah) –
falls in the autumn
• The Day of Atonement (Yom Kippur)
- the most solemn day of the year.
• Three Pilgrim festivals:
• Passover (Pesach) in the spring,
• Pentecost (Shavuot) occurs seven
weeks later and
• Tabernacles (Sukkot) takes place in
the autumn.
 • Jewish food laws are highly
complicated, prohibiting certain
animals and shellfish.
• Three Pilgrim festivals:
• Passover (Pesach) in the spring,
• Pentecost (Shavuot) occurs seven
weeks later and
• Tabernacles (Sukkot) takes place in
the autumn.
• Jewish food laws are highly
complicated, prohibiting certain
animals and shellfish.
Religious beliefs, rituals, practices,
and customs are all part of the
expression of the Spiritual Self.
Religious beliefs and practices
therefore are formed relative to its
context and culture
Finding and Creating Meaning of Life
• Another extensive study of self can
be found in the works of Dr. Viktor
E. Frankl. The Viktor Frankl Institute
in Vienna was created in 1992. The
Institute has a website where there
is a synopsis of his life and works
and present programs.
Logotherapy
• Viktor E. Frankl validated a
revolutionary approach to
psychotherapy known as
logotherapy.
• Logotherapy has become known as
the “Third Viennese School of
Psychotherapy,” after that of
Sigmund Freud and Alfred Adler.
• According to logotherapy, meaning
can be discovered in three ways:
• By creating a work or doing a deed
• By experiencing something or
encountering someone
• By the attitude we take toward
unavoidable suffering
Logotherapy Assumptions
• All psychotherapies make
philosophical assumptions about
the human persons that cannot be
proved with certainty.
• The human being is an entity
consisting of body, mind, and spirit.
• Life has meaning under all
circumstances, even the most
miserable.
• People have a will to meaning.
• People have freedom under all
circumstances to activate the will
to find meaning.
• Life has a demand quality to which
people must respond if decisions
are to be meaningful.
Frankl’s Sources of Meaning
There are three possible sources of
meaning of life:
1. Purposeful work
To find the meaning of life starts
with holding a future goal.
2. Courage in the face of difficulty
 Recognizing suffering, pain, and • Almost two-thirds of the world’s
death as part of life and to have the population now has a mobile
courage to face these life difficulties. phone.

3. Love • More than half of the world’s web

Frankl considers the transcendental
power of love: “Love goes very far
beyond the physical person of the
beloved.”
Frankl contributes to history’s richest
definition of love:
Love is the only way to grasp
another human being in the innermost
core of his personality.
THE DIGITAL SELF
traffic now comes from mobile
phones.
• More than half of all mobile
connections around the world are
now “broadband.”
• More than one in five of the world’s
population shopped online in the
past 30 days.
• The Philippines is among one of the
countries with the most active
Internet users.

 These days, more people are

becoming active in using the
Internet for research, pleasure,
business, communication, and
other purposes. Indeed, the
internet is of great help for
everyone.

 On the other hand, people assume

different identities while in the
cyberspace. People act differently
when they are online and offline.

WHAT IS ONLINE IDENTITY?

• It is a social identity that an

Internet user establishes in online
communities and websites. It can
also be considered as an actively
constructed presentation of
oneself.

• The number of people who are

becoming active online continues
to increase worldwide.

• More than half the world now uses

a smartphone.
Selective Self-presentation
 According to Goffman, E. (1959)
and Leary, M. R. (1995), self-
presentation is the “process of
controlling how one is perceived by
other people”.
 is the process of creating a digital
artefact which is a carefully chosen
representation or expression of
one’s real world self.
 This explains why our behavior can
change if we notice we are being
watched/observed.
Impression Management
 is a conscious
or subconscious process in which
people attempt
to influence the perceptions of
other people about a person, object
or event.
 At first this was applied in face-to-
face (FtF) communication or
interaction; but today, it’s applied
in computer-mediated
communication (CMC).
Real Identity vs. Online Reality
• In an effort to construct positive
image and create a good
impression in the digital world, we
gradually lose our real selves along
the way.
This lead us to ponder on the following
questions?
 Who are you online?
 Are you the “real you”
online?
 If not, who are you?
The rise of social media has meant
that we as a global population are more
connected than we have ever been in the
history of time.
Social media platforms can have
their benefits, however it can have a
detrimental effect on our physical and
mental health. Using them too frequently
can make you feel increasingly unhappy
and isolated in the long run.
Dr. Tim Bono, author of When Likes
Aren’t Enough explained, “When we
derive a sense of worth based on how we
are doing relative to others, we place our
happiness in a variable that is completely
beyond our control.”
Ways to Combat Social Media Depression
1. Watch your thoughts.
• The first step to breaking the cycle
of comparison is to become mindful
of the thoughts as they happen.
When you find yourself scrolling
through photos of other people’s
lives, be aware if there are
thoughts coming into your mind
that are negative, either towards
them or towards yourself and try to
squash that feeling of inadequacy
we have inside.
2. Speak to others about the way you are
feeling.
• Open up to your friends and family
about how you are feeling. This can
seem silly, but that’s all the more
reason to say it out loud. Often in
our minds, we make things out to
be a lot worse than they are in
reality. So if you can mention to a
friend about feeling a bit crappy
after seeing someone else’s
 tropical holiday online, you might
find they understand. Or even
better they might remind you of
the holiday you went on not so long
ago that you’d forgotten all about.
3. Focus on what you have.
• Starting a gratitude practice is a
wonderful way to remind yourself
of the fantastic things you have in
your life NOW. Even if you don’t
have a lot, there is always
something to be grateful for.
Practicing gratitude does not need
to be deep or involved, you can be
grateful for something as simple as
the breath that flows in and out of
your body.
Boundaries of the self-on-line
• Belk (2013) explained that sharing
ourselves is no longer new and has
been practiced as soon as human
beings were formed but digital
devices help us share more
information broadly, than ever
before.
• For avid users of Facebook, their
social media friends are more
updated about their daily activities
than their immediate families.
• Diaries that were once private are
now posted as blogs.
• Facebook and other social media
applications are now a key part of
self-presentation for one sixth of
humanity. As a result, researchers
and participants become
concerned with actively managing
identity and reputation and to warn
against the phenomenon of
“oversharing”. Labrecque, Markos,
and Mine (2011); Shepherd (2005);
Suler (2002); Zimmer and Hoffman
(2011).
• In addition to sharing the good
things we experience, many of us
also share the bad, embarrassing,
and “sinful” things we experience.
We also react and comment on
negative experiences of others.
Sometimes we emphatize with
people and also argue with others
online.
• Consequently, we should have a
filtering system to whatever
information we share online, as
well as to what information we
believe in, which are being shared
or posted by others online.
Setting Boundaries to Your Online Self:
Smart Sharing
The following guidelines help us share
our selves online in a smart way that
protects ourselves and does not harm
others. Before posting or sharing
anything online, we should consider the
following questions:
• Is this post/story necessary?
• Is there a real benefit to this post–is
it funny, warm-hearted, teachable–
or am I just making noise online
without purpose?
• Have we (as a family or
parent/child) resolved this issue?
An issue that is still being worked
out at home, or one that is either
vulnerable or highly emotional,
should not be made public.
 • Is it appropriate? Does it say within
the boundaries of our family
values?
• Will this seem as funny in 5, 10, or
15 years? Or is this post better
suited for sharing with a small
group of family members? Or
maybe not at all?
It involves acquisition of
information or mastery skills that
brought about changes not only in
how the person thinks and feels but
more importantly in how he
behaves.
Factors that affects the process
of LEARNING

Rules to Follow • The characteristics of the learner

Here are additional guidelines for proper • The information or material to be

sharing of information and ethical use of learned
the internet. New (2014)
• The situation in which learning
• Stick to safer sites should take place

• Guard your passwords Psychological Process of Learning

• Limit what you share

Stimulus from
Sensory
• Remember that anything you put the
apparatus
online or post on a site is there
environment
forever, even if you try to delete it.

• Do not be mean or embarrass other Brain data;

people online. Sensation used or stored
in the memory
• Always tell if you see strange or
bad online behavior.

• Be choosy about your online Perception or

friends. giving meaning Sensation
to the data
• Be patient.

Learning to Be
Brain Changes
Better Student
When a person takes in food, he or
What is Learning? she acquires the nutrition necessary for
his or her growth particularly of the body.
In the field of human behavior: As for the brain, it takes a set of
it is relatively permanent changes in
knowledge and skills for the
behavior brought about by practice
development.
and experience (Coon, 2001).
 1. New nerve cell may grow and new
neural networks will then be
formed.
2. The strength of existing synaptic
connection changes thus
functionally changing the
connectivity within the existing
neural networks in response to a
sensory stimulus.
3. New synapses are formed between
neurons that were not connected
before, thus effectively creating
new networks of neurons, when
active, represent a new memory.
Memory
Memory is a complex process that
includes three phases: encoding (deciding
what information is important), storing, and
recalling. Different areas of the brain are
involved in different types of memory. Your
brain has to pay attention and rehearse in
order for an event to move from short-term
to long-term memory – called encoding.
Structures of the limbic system
involved in memory formation. The prefrontal
cortex holds recent events briefly in short-
term memory. The hippocampus is
responsible for encoding long-term memory.
Behavioral Changes
A toddler who were scalded when
touching a hot pan will definitely not repeat
the same act.
A child will not attempt to put his
finger in the chicken cage again if he was
pecked before.
A student who ignored his or her minor
subjects and got failing grade will take the
minor subject seriously the next time or she
enrolls in these subjects. One profession tells
his student “At the time you begin to dislike
me and even hate me, that is the time you
start to learn. It is because you are forced to
go out of your comfort zone. You are doing
something that is not convenient for you,
something that was not done to you by your
previous teachers.
A student who was required to
memorize and recite a poem in front of the
class will have a negative reaction at first.
But by doing this frequently, the student will
be able to find ease and master the poem.
What behavior changed? It is stage fright.
Learning has been defined as a
permanent change in behavior as a result of
experience. Thus if a student still applies
same fallacies on argumentation or
plagiarizes article taken from the internet
again, then, based on the definition, there is
no learning because the change is not
permanent. Learning requires continuity of
behavioral changes.
METACOGNITION
AND
LEARNING
STRATEGIES
Intended Learning Outcomes
At the end of this lesson, the student must:
• Learn about Metacognition and how it
works.
• Able to use effective Learning
Strategies.
 • Apply different learning techniques to
their best advantages.
WHAT IS METACOGNITION?
Metacognition is commonly define as
“thinking about thinking”. It is the awareness
of the scope and limitations of your current
knowledge and skills. Due to this awareness,
metacognition enables the person to adapt
their existing knowledge and skills to
approach a learning task, seeking for the
optimum results of the learning experiences.
Metacognition basically has two
aspects:
1. Self-Appraisal - is your personal
reflections on your knowledge and
capabilities.
2. Self-Management - is the mental
process you employ using what you have in
planning and adapting to successfully learn
or accomplish certain task.
The key to metacognition is asking
yourself self-reflective questions, which are
powerful because they allow us to take
inventory of where we currently are (thinking
about what we already know), how we learn
(what is working and what is not), and where
we want to be (accurately gauging if we've
mastered the material).
There are other skills that can help you
in exercising
metacognition:
1. Knowing your limits. As mention
earlier, one cannot really make any
significance advancement in using
metacognitive skills without having
an honest and accurate evaluation
of what you know and what you do
not know. Knowing your limits also
look at the scope and limitations of
your resources so that you can
work with what you have at the
moment and look for ways to cope
with other necessities.
2. Modifying your approach. It begins
with the recognition that your strategy
is not appropriate with the task and/or
that you do not comprehend the
learning experience successfully.
3. Skimming. This is basically browsing
over a material and keeping an eye on
keywords, phrases, or sentences. It is
also about knowing where to search
such key terms.
4. Rehearsing. This is not just about
repeatedly talking, writing and/or
doing what you have learned, but also
trying to make a personal
interpretation or summary of the
learning experiences. One of the fun
ways to do this is by imagining
yourself being interviewed about your
task. As you try to convey what you
have learned from the resources, you
also insert your opinion or other
personal take on matter.
5. Self-Test. As the name implies, this is
trying to test your comprehension of
your learning experience or the skills
you have acquired during learning.
While some materials already come
with tests like books you can still
create test for yourself. You can make
essay questions or definition of terms
to test while you are reading or
watching a material. You can challenge
yourself in completing a task
successfully, maybe in a given period
of time.
Other strategies that you need to develop
include asking questions about your
methods, self-reflection, finding a mentor or
support group if necessary, thinking out loud,
and welcoming errors. Welcoming errors
does not mean seeking them or consciously
making them as much as possible.
 The goal of metacognition is for the
students to be self-regulated learner.
Education should not be limited by the
capabilities of the teacher, the content of the
school textbooks, the four corner of the
classroom and the duration of academic year
of courses. You should have the capability to
study things in your own as well as
accurately evaluate your progress.
3 Categories of Metacognitive
Knowledge
PERSON VARIABLES
• Includes how one views himself as a
learner and thinker.
• Knowledge of person variables refer to
the knowledge about how human
beings learn and process information,
as well as individual knowledge of one's
own learning process.
TASK VARIABLES
• Includes knowledge about the nature
of the task as well as the type of
processing demands that it will place
upon the individual.
• Is about knowing what exactly needs
to be accomplished, gauging it's
difficulty and knowing the kind of
effort it will demand.
STRATEGY VARIABLES
• Involves awareness of the strategy
you are using to learn a topic and
evaluating whether this strategy is
effective.
META-ATTENTION
• - the awareness of specific
strategies so that you can keep
your attention focused on the
topic or task at hand.
META-MEMORY
• - is your awareness of memory
strategies that work best for
you.
SELF-REGULATED
LEARNING
• Directing and controlling one’s own
cognitive process in order to learn
successfully.
• Is a cyclical process, wherein the
student plan for a task, monitor their
performance rate and then reflect on
the outcome?
Comprehension Monitoring
• Process of checking oneself to make
one understand what is being studied.
• Is a method used in education that is
aimed at teaching student to monitor
their understanding on the subject?
HOW CAN WE LEARN MORE
EFFECIENTLY IN OUR OWN WAY?
STEPS/ STRATEGIES TOWARDS SELF-
REGULATED LEARNING
 Goal Setting
 Planning
 Self-Motivation
 Attention-Control
 Flexible use of strategies
 Self-Monitoring
 Help Seeking
 Self-evaluation
Tips that we can use in studying
1. Make an outline of the things
you want to learn.
2. Breakdown the task into smaller
manageable details.
 3. Integrate variation in your
schedule and learning
experience.
4. Try to incubate your ideas.
5. Revise, summarize, and take-
down notes.
6. Engage what you have learned.
TEACHING SELF-REGULATION
 Direct Instruction
 Guided Practice
 Independent Practice
 Developmental Level
Activities that Develop Self-Regulated
Learning
• Think-Pair-Share
This short activity allows for a break
during lectures so students can answer a
question posed by the instructor. First the
students reflect on the question
independently. Then they discuss their
responses with a partner. Lastly, groups of
students share their thoughts with the whole
class.
• Retrieval Practice
Often students think they know the
material when it's sitting in front of them,
and are surprised to find that they can't
recall the information when staring at a blank
sheet of paper. Practicing retrieval aids in
self-observation, and promotes meaningful,
conceptual, long-term learning. Adding
retrieval practice to class and promoting it
following class is straightforward and is well
supported by cognitive science research
(Karpicke, 2012).
Activities that Develop Self-Regulated
Learning
• Sorting, "Chunking," and
Organizing Information
A given textbook chapter or lecture
session contains several concepts, a dozen
vocabulary words, and scores of supporting
details. To experts, it's intuitive to identify
the overarching principles and how
supporting concepts fit inside them. But for
students, the hierarchy of information is
subtle, and each bit of information can
appear unrelated to others. Activities that
help students organize concepts and
terminology can illustrate how to make sense
from information that may otherwise seem
overwhelming. This is also an example of an
activity that instructors can demonstrate so
that students can observe the thought
process of an expert in the discipline.
 Reading Reflections
Students can often "do" the reading without
extracting meaning from it. A reading
reflection is a strategy for active reading,
wherein students are prompted to pause
after each chapter or section and answer a
few simple questions:
What is the main point?
What did you find surprising?
What did you find confusing?
Reading reflections can help students with
self-monitoring and reflective thinking.
 Exam Wrappers
Exam wrappers can help students see past
their grades and reflect on their exam
preparation and performance. Each student
completes a confidential worksheet before
and just after looking at their graded exam.
The worksheet prompts them to consider the
strategies they used to prepare for the test,
and reflect on the effectiveness. Students are
also asked to look for patterns in their
mistakes. Finally, the worksheet asks
students to describe how they will prepare
for the next exam.
QUALITIES OF SELF-REGULATED
LEARNERS
  MORE ENGAGED
 PERFORM BETTER ON TESTS
 VOLUNTEER ANSWERS
 ARE MORE CONFIDENT
Students with self-regulated skilled have
higher academic achievement, are more
likely to get along with others, and are better
able to build and maintain strong
relationship.
SETTING OF GOALS
FOR SUCCESS
What is GOAL?
“the object or aim of an action, for
example, to attain a specific standard of
proficiency, usually within a specified time
limit.”
GOAL SETTING
Goal setting is the process by which
we achieve these goals. The importance of
the goal setting process should not go
unappreciated, according to Locke (2019).
“Every person’s life depends on the process
of choosing goals to pursue; if you remain
passive you are not going to thrive as a
human being.”
The Importance of Goals
John Maxwell once posited these
scenarios: Have you tried playing darts
without a dartboard? Have you tried playing
basketball without a ring? Or playing golf
without a whole?
o A life without purpose is a wasted life.
o A life without a goal is a pointless life.
o A truly successful person finds his or
her purpose in life and does
everything to fulfill such purpose.
o Imagine the futility of throwing darts
without a dartboard. Without a
dartboard, there would be no clear
target at all.
o Imagine playing a basketball without a
ring. Dribbling the ball and guarding
an opponent is senseless when you
cannot score since there is no ring.
o A life without a goal is similar to the
scenarios enumerated.
o Such life is pointless and useless.
Why Set Goals?
Top-level athletes, successful business
people and achievers in all fields all set
goals. Setting goals gives you long-term
vision and short-term motivation.
It focuses your acquisition of
knowledge, and helps you to organize your
time and your resources so that you can
make the most of your life.
By setting sharp, clearly defined goals, you
can measure and take pride in the
achievement of those goals, and you'll see
forward progress in what might previously
have seemed a long pointless grind.
You will also raise your self-
confidence , as you recognize your
own ability and competence in achieving the
goals that you've set.
SELF-EFFICACY OF
ALBERT BANDURA
Bobo Doll Experiment
Bandura wanted to prove that
behavior such as aggression is learned
through observing and imitating others
People who view aggression in society
(consciously or unconsciously) think that the
behavior is acceptable for them to imitate
Self-Efficacy
“Beliefs in one’s capabilities to organize and
execute the courses of action required to
produce given attainments”
 Bandura , Self-Efficacy
• Plays a major role in how
one approaches goals,
tasks, and challenges
• Center of Bandura’s
Social Cognitive Theory
The Difference Between Self-Efficacy &
Self-Esteem
Often used interchangeably as though
they represent the same phenomenon, when
in fact they refer to entirely different things.
 Self-Efficacy: concerned with
judgments of personal capabilities
Example: “I’m going to make this
free-throw shot.”
 Self-Esteem: concerned with
judgment of self-worth
Example: “I’m a terrible person.”
“There is no fixed relationship
between beliefs about one’s
capabilities and whether one likes
or dislikes oneself.” (Bandura, Self-
Efficacy)
Sources of Self-Efficacy Appraisals
1. Actual Performance: efficacy perceived
through performance experiences.
Success builds a strong belief in one’s
personal efficacy, and failure
undermines it.
 Bandura believes this to be the
most influential source of
knowledge
2. Vicarious Experiences: appraising
one’s capabilities in relation to the
attainment of others.
3. Verbal Persuasion: easier to sustain a
sense of efficacy, especially when
struggling with difficulties, if
significant others express faith in
one’s capabilities than if they convey
doubts
4. Psychological Cues: In judging their
capabilities, people rely partly on
somatic information conveyed by
physiological and emotional states.
(Bandura, Self-Efficacy)
He identified acts of people with “high
assurance in their capabilities “ such
us:
 Approach difficult task as challenges
to be mastered
 Set challenging goals and maintain
strong commitment to them
 Heighten or sustain strong efforts in
the face of failure or setbacks
 Attribute failure to insufficient effort or
deficient knowledge and skills which
are acquirable
 Approach threatening situations with
assurance that they can exercise
control over them
In contrast, people “who doubt their
capabilities”:
 Shy away from tasks they view as
personal threats
 Low aspiration and weak commitment
to goals they choose to pursue
 Dwell ion personal deficiencies,
obstacles they will encounter and all
kinds of adverse outcomes, rather
than concentrating on how to perform
successfully
  Slacken their efforts and give up
quickly in the face of difficulty
 Fall easy victim to stress and
depression
THE FOUR MAIN SOURCES OF
INFLUENCE BY WHICH A PERSON’S SELF-
EFFICACY IS DEVELOPED AND
MAINTAINED. THESE ARE:
 performance accomplishments or
mastery experience
 vicarious experiences
 verbal or social persuasion
 physiological (somatic and emotional)
states
Carol S. Dweck’s
Growth Mindset
Theory
Dr. Dweck has received the following
awards:
• Book Award for Self-Theories, World
Education Federation (an organization
of the United Nations and UNICEF)
(2004)
• Donald Campbell Career Achievement
Award in Social Psychology, Society for
Personality and Social Psychology
(2008)
• Award for Innovative Program of the
Year, “Brainology” (2008)
• Ann L. Brown Award for Research in
Developmental Psychology, University
of Illinois (2009)
• Klingenstein Award for Leadership in
Education, Klingenstein Center,
Columbia University (2010)
• Thorndike Career Achievement Award
in Educational Psychology, American
Psychological Association (2010)
• Beckman Mentoring Award, Columbia
University (2011)
• Distinguished Scientific Contribution
Award, American Psychological
Association (2011)
Mindset is a collection of thoughts and
beliefs that shapes one’s thought habit.
Your thought habits affect how you think,
what you feel, and what you do.
Mindset impacts how you make sense
of the world, and how you make sense of
you.
Fixed Mindset
• People believe that success is based
on their innate abilities.
• Individuals with fixed mindset dread
failure because it is a negative
statement on their basic abilities.
Growth Mindset
• People believe that success is based
on hardwork, learning, training, and
perseverance.
Individuals with growth mindset do not
mind failure much because they realize
their performance can be improved and
learning comes failure.
In a fixed mindset, students believe
their basic abilities, their intelligence,
their talents are just fixed traits. They
have a certain amount and that’s that,
and their goal becomes to look smart
all the time and never look dumb.
In a growth mindset, students
understand that their talents and abilities
can be developed through effort, good
teaching and persistence.
 Individuals with growth mindset are Selye hypothesized a general adaptation
more likely to continue working hard or stress syndrome.
despite setbacks.

While individuals with fixed mindset

can be affected by subtle environmental
cues.

STRESSORS AND
RESPONSES
STRESS

According to Hans Selye, it is the

body’s nonspecific response to any demand,
whether it is caused by or results in pleasant 1. The alarm stage
or unpleasant stimuli.
- represents a mobilization of the
body’s defensive forces.

-body is preparing for a ‘fight or flight’

syndrome

2 Types of Stress

EUSTRESS

• - stress in daily life that has

positive connotations
The ‘fight or flight’ syndrome
• - often connotes Euphoria
Involves number of chemicals and
DISTRESS
hormones excreted at high level
• stress in daily life that has negative
2. The stage of resistance
connotations
-the body becomes adaptive to the
• - harmful variety of stress and often
challenge and even begins to resist it. The
connotes diseases
length of this stage of resistance is
During both Eustress and Distress, the dependent upon the body’s innate and
body under goes virtually the same stored adaptation energy reserves and upon
nonspecific responses to various positive or the intensity of stressor.
negative stimuli acting upon it (AIS, 2017).
- had a wear and tear process.
3. The exhaustion stage identity: a sense of belonging to the
social world.
- the body dies because it has used up
 We divided the world into “them” and
its resources of adaptation energy. Thankfully
“us” based through a process of social
fewer people ever experience this last stage. categorization (i.e. we put people into
social groups).
The Stress Response
 Social support means having friends
and other people, including
family, to turn to in times of need
or crisis to give you a broader focus
and positive self-image.
 Social support enhances quality of life
and provides a buffer against adverse
life events.
 Social support can take different
forms:
 Emotional (sometimes called non-
tangible) support refers to the actions
people take to make someone else
feel cared for.
 Instrumental support refers to the
physical, such as money and
housekeeping.
 Informational support means providing
information to help someone.
The Cultural Dimension of Stress

The study of Ben Kuo (2010), “Culture’s

Consequences on Coping: Theories,
Evidences, and Dimensionalities,” published
in the Journal of Cross-Cultural Psychology,
had the following findings:
The Social & Cultural  A person’s internalized cultural values,
beliefs, and norms affect the appraisal
Dimensions of Stress process of stressors and perceived
appropriateness of coping responses.
The Social Dimension of Stress These cultural factors delimit the
coping options available to an
 Previous research on the social
individual in the face of stress.
dimension of stress has focused on
two important variables: social  Stress, and coping are universal
identity and social support. experiences faced by individuals
regardless of culture, ethnicity, and
 Social identity is a person’s sense of
race, but members of different
who they are based on their group
cultures might consider, and respond
membership(s). Henri Tajfel (1979)
to stressors differently with respect to
proposed that the groups (e.g. social
coping goals, strategies, and
class, family, football team etc.) which
outcomes.
people belonged to were an important
source of pride and self-esteem.  Avoidance, withdrawal, and
Groups give us a sense of social forbearance coping methods are
 common amongst Asians, while
spiritual, religious, and ritual-based
coping are common among African-
Americans, and African Canadians.
Additionally, spiritual, and religious
coping, and coping through family
support are common among
individuals of Latino/Latina
background.
 Emotion-focused has been shown to
be beneficial for Asian-Americans and
Asian-Canadians in dealing with
various stressors. Problem-focused
coping has also been found effective
for Asian-Americans and Asian-
Canadians in responding to male
gender conflicts, racial discrimination,
and cross-cultural judgement.
 The salience of “collective coping”
is also highlighted. Collective coping
represents the collective and
interdependent characteristics of
many ethnic minorities which is a
critical aspect of coping, overlooked by
both the extant coping, and the
cultural coping literature recently.
 Coping is also linked to: (a) broad
societal climate. Such as collectivism-
individualism and independent-
interdependent cultural norms; (b)
individuals’ acculturation and ethnic
identity; (c) primary/internally versus
secondary/externally controlled
orientations, (d) accessibility and
attitudes toward seeking social and
family support, and (e) degrees of
religious/spiritual beliefs and
identifications.
Limitations:

1. The way in which types of coping were

defined, categorized, and measured
varied quite significantly from study to
study and would likely have skewed
the findings and the conclusions drawn
and reduced the comparability of the
studies.
2. The relationship between coping
methods, and coping outcomes is not
straightforward but is moderated by a
constellation of contextual, and
personal factors.