UNDERSTANDING THE SELF

A. Learning to be a better student

B. Setting goals for success

C. Taking charge of one’s health

A.

Brain and Behavior changes happens during learning

Learning to be a better person is a lifelong process. Mental and emotional maturity does
not come with age. An individual has to learn to control one's thoughts, how to process have
information and how to motivate one's self to learn. Learning to be a better student entails
learning how to handle brain and the corresponding behavioral changes that it undergoes.

BRAIN CHANGES

• These structural changes alter the functional organization of the brain. In other words, learning
organizes and reorganizes the brain.

• Changes associated with learning occur mostly at the level of connections between neurons.

• Scientists actually have found that the brain grows more when you learn something new, and
less when you practice things you already know.

BEHAVIOR CHANGES

• Positive Behavior learning habits boost student engagement and academic performance.

• They help students maintain good relationships with peers and adults.

• These habits ease transitions into college, work, and adult life.

Examples of learning include acquiring a new skill, increasing or decreasing the frequency of a
behavior, and modifying existing behaviors.

The ABC model suggests that a behaviour can be learned because of the relationship between
these three terms:
Here is an example of a situation that could happen when someone learns

Example :A child,

Your child continues to pick up their toys in the future when you ask them, playing with the tablet
is a reinforcing consequence for them. A reinforcing consequence increases the likelihood that a
behaviour will be repeated.

Motivation influences behavior by making certain consequences more appealing than

others. Highly valued outcomes motivate children to act, while less desirable consequences
have a weaker influence on their behavior.

Metacognition and Study Strategies

Metacognition - the ability to think about and regulate one's own thoughts. "Beyond
knowing" or “thinking about thinking” means understanding what one knows and doesn't know.
It promotes a student's ability to self-monitor understanding.

Examples of metacognitive activities include planning how to approach a learning task,

using appropriate skills and strategies to solve a problem, monitoring one’s own comprehension
of text, self-assessing and self-correcting in response to the self-assessment, evaluating
progress toward the completion of a task, and becoming aware of distracting stimuli.
 ASSESS THE TASK

REFLECT EVALUATE STRENGHTS AND WEAKNESS

APPLY STRATEGIES PLAN THE APPROACH

The Two Processes of Metacognition

Many theorists organize the skills of metacognition into two complementary processes that
make it easier to understand and remember:

1. Knowledge of cognition has three components: knowledge of the factors that influence
one's own performance; knowing different types of strategies to use for learning; knowing what
strategy to use for a specific learning situation.

2. Regulation of cognition involves: setting goals and planning; monitoring and controlling
learning; and evaluating one's own regulation (assessing results and strategies used).

Metacognitive Strategies

Metacognitive skill is essential for improving productivity and effectiveness at school or work.

1. Self-Questioning- involves pausing throughout a task to consciously check your own actions

2. Meditation-involves clearing the mind.

3. Reflection - involves pausing to think about a task. It is usually a cyclical process where one

reflect, think of ways to improve, try again then go back to reflection

4. Awareness of Strengths and Weaknesses- Central to metacognition is a person's capacity to

see their own strengths and weaknesses. Only through looking at one's self and making a

genuine assessment of one's weaknesses can a person achieve self-improvement.

5. Awareness of Learning Styles- Learning styles theories such as Gardner's Multiple

Intelligences and Learning Modalities theories argue that different people learn in different

ways.

6. Self-Assessment - Regularly test yourself on the material to identify what you know and

where gaps exist.

7. Active Learning - Engage with the material through summarization, teaching others, or

applying concepts to real-world scenarios.

8. Distributed Practice - Spread out your study sessions over time rather than cramming, which

helps with long-term retention.

9. Interleaved Practice - Mix different topics or subjects in one study session to improve

discrimination between concepts

10.Highlighting and Underlining portions of the text – to identify the crucial to be remembered

aspect of the text.

MANAGING OUR OWN LEARNING

Learning refers to the process a student engages in when she take responsibility for her own
learning and applies herself to academic success (Zimmerma )

Self - regulated learning involves not only attaining a detailed knowledge of an ability, but self
- skills such as self -awareness, self-motivation and the ability to behave in a way that it's you to
apply what you learned appropriately.

Cycle of Self-Regulated Learning

1. Planning: The student plans her task, sets goals, outlines strategies to tackle then, creates a
schedule for the task.

2. Monitoring: In this stage, the student puts her plans into action and closely monitors her
performance and her experience with the methods she chose.

3. Reflection : Finally, after the task is complete the result are in, the student reflects on how
well she did and why she performed the way she did.

THE CYCLE OF SELF-REGULATED LEARNING

Plan, set goals, and lay out strategies.

Use strategies and monitor performance

Reflect on performance

B.

THE IMPORTANCE OF GOALS

GOAL – is a target or objective of a motivated and directed chain of behaviour. It vary and
depend on the values and priorities of the individual. Goals are important for behaviour to make
sense otherwise behaviour would just be random for it is without without purpose.

NEED
NEED
DRIVE GOAL

The goal directed behavior all begins with then individuals needs which is lack of deficit
and thus creates a tension. This tension is called the drive that builds up and directs the
individual towards the goal. The goal is reached when the need is satisfied and the tension is
reduced. It is important for the individual to set sensible, challenging, and attainable goals.

REASONS WHY SETTING GOALS IS IMPORTANT:

1. Setting goals directs the individual’s behaviour. When an individual becomes aware of his
needs, all of his behaviour will be directed towards satisfying this need, thus his goals.

2. Goals, once set can determine the individual’s progress towards accomplishing it. Goals
serve as a measure of the individual’s progress towards attaining it.

3. Goals serve as guides to discipline behaviour. Makes sure that the person does not divert
from the right track

4. Goals keep the individuals busy so no time is wasted.

5. Goals motivate the individual because it provides purpose/reason for his behaviour.

FIVE GOAL SETTING PRINCIPLE:

CLARITY – first thing to consider in setting a goal is to determine what the person is really
trying to achieve. One good technique is to put the goal on a paper –this exercise will help him
through his goals. This would motivate the person and can also serve as a tangible contract
between him and his goals.

CHALLENGE- a goal should challenge a person’s ability to exert re effort in learning something
new and growing along the way. Challenge motivates behaviour and overcoming it makes all
the tears and hard work worthwhile. The person should make sure that the level of challenge is
enough to sustain interests to make the person persists in finishing the challenging task.

COMMITMENT- owning a goal and making it a responsibility to make sure that the behaviors
are undertaken to achieve it.

FEEDBACK- it is not wrong to ask people about what they think just to have a gauge of his
progress from another person’s perspective.

TASK COMPLEXITY – another important thing to consider is the level of complexity, complex
goals can be overwhelming and takes a longer time to accomplish, when the goal is quite
complicated it’s better to take time to learn about it.
SELF-EFFICACY – refers to the person’s beliefs about the capacity to exercise some measure
or control over his behaviour and over events that takes place around him. However, it’s not
constant; there will be times when it is high and times when it is low.

SELF EFFICACY IS AN ATTRIBUTE THAT CAN BE LEARNED AND ENHANCE THROUGH

THE FOLLOWING:

1. Mastery of learning skills

2. Having a good social model

3. A persuasive environment

4. Physical fitness

5. Emotional maturity

MINDSET (GROWTH AND FIXED)

MINDSET - a set of beliefs that shape how you make sense of the world and yourself. It
influences how you think, feel, and behave in any given situation.

According to Carol Dweck a person may be classified as belonging to one or two types of
mindset:

1. FIXED MINDSET
A person that believes that their character, intelligence and creativity are inherited/ inborn and
cannot be changed or altered

2. GROWTH MINDSET
A person who has this mindset does not believe on given qualities for them to be successful but
instead he wanted to be challenged. A person with this mindset believes that a person’s basic
qualities can be learned and cultivated

C.
 STRESSORS AND RESPONSES

STRESS is the body's reaction to any change that requires an adjustment or response. The
body reacts to these changes with physical, mental, and emotional responses. Stress is a
normal part of life. You can experience stress from your environment, your body, and your
thoughts. Even positive life changes such as a promotion, a mortgage, or the birth of a child
produce stress.

Stressors are events or conditions that cause stress. Stress can be positive (eustress) or
negative (distress). Negative stress can be harmful if it's continuous.

Stress response is the body's emergency reaction. It helps you stay safe in dangerous
situations. When activated, your body releases hormones like adrenaline and cortisol.

Fight or flight is the body's immediate response to stress. It can be helpful short-term, but long-
term stress can harm your health.

Cognitive responses or reactions:

· Concentration or focus decreases or increases
· Error rate increases
· Short term or long term memory disturb
· Attention span disturb
· Capacity of judgement and analysis deteriorate

Emotional responses or reactions:

· Anxiety or not feeling relax
· Self-esteem
· Tension increases
· Lack of confidence
· Depressed behavior

Behavioral responses or reactions:

· Social isolation
· Low energy
· Obsessive and compulsive behavior
· Teeth grinding
· Defensive or suspicious

Physiological responses or reactions:

· Heart or pulse rate increases
· Headaches or migraine attack
· Nausea or vomiting
· Pain or frequent cold
· Existing health problem

SOURCES OF COPING AND STRENTH

Sources of coping and strength help individuals manage stress, overcome challenges, and build
resilience. Here are some key sources:

1. Social Support

Family and Friends: Emotional support, encouragement, and companionship from loved ones.

Support Groups: Shared experiences with those who understand similar struggles.

2. Personal Practices and Self-Care

Mindfulness and Meditation: Practices like mindfulness, meditation, and deep breathing to
reduce stress and foster calm.

Physical Activity: Regular exercise can boost mood, energy levels, and overall mental health.

Journaling and Reflection: Writing about thoughts and feelings can help in processing emotions
and gaining clarity.

3. Spiritual or Philosophical Beliefs

Faith and Prayer: Drawing strength from religious beliefs, prayer, or spiritual practices.

Philosophy and Reflection: Reflecting on personal beliefs and values to find meaning and
direction.

4. Creative Outlets and Hobbies

Art, Music, and Writing: Creative expression through different forms of art can be therapeutic
and a source of emotional release.

Hobbies and Interests: Engaging in hobbies like gardening, reading, crafting, or playing sports
can provide relaxation and joy.

5. Connection with Nature

Outdoor Activities: Spending time in nature, whether hiking, walking, or gardening, can reduce
stress and improve mental well-being.

Mindful Nature Experiences: Mindfulness practices in natural settings can provide grounding
and calm.

These coping sources and strengths can provide a foundation for managing stress,
finding comfort, and building inner strength.

STRESS AND THE FILIPINOS: THE SOCIAL AND CULTURAL DIMENSIONS OF STRESS
FILIPINOS' SOURCES OF STRESS

• Rural or urban, we all face the stresses of family, perhaps more so than in Western countries.
We like to say we are family- oriented, with relatives always on hand to help out. But the
extended Filipino family can be stressful too, with all its obligations

FILIPINOS' WAY OF OVERCOMING STRESS

• There are power dimensions to all this, such as those found in gender. Contrary to stereotypes
about women being more expressive, Filipinas are actually more prone to dealing with stressful
situations through tiis (endurance) and kimkim (repression). Check out the local scenes of
merriment: it's usually men having a good time, bringing out the beer and toasting their
problems away, while their women look for ways to make ends meet.

FILIPINOS' WAY OF OVERCOMING STRESS

Men, too, are expected to keep their feelings in check, but more out of masculine values of
strength and stoicism. Men are generally not allowed to cry, much less to go into hysterics; and
this probably helps to explain why more men suffer from cardiovascular disease.

FILIPINOS' WAY OF EXPRESSING STRESS

• Many Filipinos will express their stress by complaining about recurring headaches, or
abdominal pains, accompanied by dizziness, nausea, fatigue. Doctors used to dismiss these as
being all in the mind, but it has become clear the physical pain and distress may be quite real,
that the pent-up stress is expressed through the body.

• These vague symptoms have been labeled as "somatization syndrome," and are often hard to
treat, partly because medical professionals still haven't figured out the biological processes
involved. Culturally, too, people may attach labels that don't quite reflect the actual part of the
body that's affected, as when they say that they're suffering from nerbyos or "nerves." Nerbyos
doesn't necessarily mean being nervous; it's often hypertension or high blood pressure, for
example, and a health professional or caregiver may miss the problem.

FILIPINOS' WAY OF MANAGING STRESS

• Ultimately, stress management is a matter of helping people to recognize that the world, which
seems so stressful, can also be a source of joy and pleasure, fulfilment and renewal. The
therapies being dangled around are really meant as appetizers, ways of inducing the depressed
the person to garner enough strength and courage to re-engage not just the world, but life itself.

TAKING CARE OF THE SELF; THE NEED FOR SELF CARE & COMPASSION

Self-compassion and self-care is the attitude that underpins all other depression-beating
strategies, and can simply be defined as giving attention to the physical, spiritual and emotional
needs of others, and especially ourselves. If we can learn to treat ourselves kindly and support
ourselves through our struggles, then everything else becomes a lot easier!

Are you your own worst enemy? It is very rare for depression to exist without a certain amount
of ‘self-bullying’. Depression is a bully, and it preys on and reinforces the habit of self-bullying.
To beat depression, you need to sort your inner bully out! Self-compassion is a skill that you can
learn and practice without having to actually ‘believe’ it at first – we can train our minds to bring
greater compassion to all our thoughts and feelings.
1. Tune In

First you need to notice just how self-bullying you can really be, because we very often do this
without even realizing it. Spend a day, or even a week, writing down some of the things you say
to yourself as part of your inner running commentary when you are feeling low. Just write it all
down exactly the way you speak to yourself, with the words you use – the name-calling, the self-
blame, the criticism of specific things that you do – everything!

Also make a note of the tone that you use with yourself. It might be interesting to hear if you
sound like anyone in particular in your past (a critical parent or teacher, for example). Write
down the most prominent phrases you use towards yourself – some really common examples
include “pathetic”, “useless”, “failure”, or often focus on some sort of negative comparison of
oneself against everyone else.

2. Evaluate

Now look back over what you have written, and ask yourself if you would ever speak in this way
to someone else that you cared about, especially if that person was feeling low – unlikely! You
may feel that your critical voice is trying to ‘help’ you – to keep you safe or help you improve as
a person – but it is important to recognize how ineffective it is to do so in this harsh, self-critical
way. Being caring and encouraging in your tone is much more effective.

3. Try Something Different

See if you can change the tone and the words you use when you speak to yourself – think about
how someone else would speak to you when you are feeling low, someone who really cares
about you, accepts you, and is always kind and gentle towards you.

Practice it by writing it out. It may feel very strange and unnatural at first, if you are used to
taking a harsh tone with yourself, and is the sort of thing you might have to treat as an academic
exercise to start off with.

Reference
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