Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
At the end of the lesson the you
should be able to:
a. understand the theoretical underpinnings for
how to manage and care for different aspects
of the self;
b. acquire and hone new skills and learning for
better managing of one’s self and behaviors;
c. apply these new skills to one’s self and
functioning for a better quality of life. Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
capable to think about
thinking
it is like our brain
thinks about itself, and
then thinks about how
it thinks about itself
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
“studies show that when you are able to
think about how you think, how you
process information, how you utilize
techniques while you are studying, you
have a higher chance of improving your
learning process than those who do not
reflect on their methods”
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
“thinking about thinking”
intentional thinking about how you
think and learn
awareness of the scope and
limitations of your current
knowledge and skills
Topic 1: Learning to be a Better Student
1. Self-appraisal
your personal reflection in your knowledge
and capabilities
2. Self-management
the mental process you employ using what
you have in planning and adapting to
successfully learn or accomplish a certain
task
Topic 1: Learning to be a Better Student
1. metacognitive knowledge
what you know
how you think
2. metacognition regulation
how you adjust your thinking
processes to help you learn better
Topic 1: Learning to be a Better Student
Several variables of metacognitive knowledge:
1. Personal Variable
your evaluation of your strengths and weaknesses in
learning
2. Task variable
what you know or what you think about the nature
of the task
3. Strategy variable
what strategies or skills you already have in dealing
with certain tasks
Topic 1: Learning to be a Better Student
Skills
that can help you
in
exercising metacognition:
Topic 1: Learning to be a Better Student
Skills that can help you in exercising metacognition:
Topic 1: Learning to be a Better Student
Skills that can help you in exercising metacognition:
Topic 1: Learning to be a Better Student
Skills that can help you in exercising metacognition:
Topic 1: Learning to be a Better Student
Skills that can help you in exercising metacognition:
Topic 1: Learning to be a Better Student
Skills that can help you in exercising metacognition:
Topic 1: Learning to be a Better Student
“positive attitude toward mistakes, you
will also have the courage to venture
into new and unknown learning
experience that may one day interest
you”
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
4 Types of Metacognitive Learner:
1. The tacit learners
2. The aware learners
3. Strategic learners
4. Reflective learners
Topic 1: Learning to be a Better Student
Other strategies that you need to develop:
asking questions about your methods
self-reflection
finding a mentor or support group(if
necessary)
thinking out loud
welcoming errors(as learning experiences)
Topic 1: Learning to be a Better Student
“the goal of metacognition is for the
student to be a self-regulated learner”
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
self-regulated ?
“you should have the
capability to study things on
your own as well as accurately
evaluate your progress”
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Prepared by:
APRIL S. BUNGALSO
Topic 1: Learning to be a Better Student Subject Instructor
Some tips that you can use in studying:
make an outline of the things you want you to
learn
break down the task in smaller and more
manageable details
integrate variation in your schedule and
learning experience
try to incubate your ideas
revise, summarize and take down notes then
reread
engage what you have learned
Topic 1: Learning to be a Better Student
Lesson 3
Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
“a person’s estimate that “the conviction that one
a given behavior will lead can successfully execute
to a certain outcomes” the behavior required to
produce the outcomes”
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
Self-efficacy
comes into play when there is an actual or
perceived threat to one’s personal safety
one’s ability to deal with potentially aversive
events
increasing a person’s self-efficacy increases
their ability to deal with a potentially averse
situation
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
Self-efficacy defined by Dr. Bandura
people’s beliefs about their capabilities to
produce designated levels of performance that
exercise influence over events that affect their
lives
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
ALBERT E. BANDURA’ S SELF-EFFICACY
Acts of people with high assurance in their capabilities:
Approach difficult tasks as challenges to be mastered;
Set challenging goals and maintain strong
commitment to them;
Heighten or sustain efforts in the face of failures or
setbacks;
Attribute failure to insufficient effort or deficient
knowledge and skills which are acquirable; and
Approach threatening situations with assurance that
they can exercise control over them. Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
ALBERT E. BANDURA’ S SELF-EFFICACY
Acts of people who doubt their capabilities:
Approach difficult tasks as challenges to be mastered;
Set challenging goals and maintain strong
commitment to them;
Heighten or sustain efforts in the face of failures or
setbacks;
Attribute failure to insufficient effort or deficient
knowledge and skills which are acquirable; and
Approach threatening situations with assurance that
they can exercise control over them. Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
ALBERT E. BANDURA’ S SELF-EFFICACY
Four main sources of influence by which a person’s self-
efficacy is developed and maintained:
1. Performance accomplishments or mastery experiences
2. Vicarious experience
3. Verbal or social persuasion
4. Physiological (somatic and emotional) states
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
DR. CAROL S. DWECK
- described people with two types of mindset in relation
with success
Two Types of Mindset Theory:
1. Fixed Mindset
- people who believe that success is based on their
innate abilities
2. Growth Mindset
- people who believe that success is based on hard
work, learning, training, and perseverance Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
“good job, you are smart”
vs.
“good job, you worked very
hard”
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
DR. EDWIN A. LOCKE
first studied the goal setting theory
first described that the approach of goal setting
theory is based causality
Causality
• an action caused by a purpose
• accepts the axiomatic status of consciousness
and volition
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
Dr. Locke’s Findings from the Research
“MOTIVATION THROUGH CONSCIOUS GOAL SETTING”
1. The more difficult the goal, the greater the
achievement.
2. The more specific or explicit the goal, the more
precisely performance is regulated.
3. Goal that are both specific and difficult lead to
the highest performance. Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
4. Commitment to goals is most critical when
goals are specific and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is
important ;
b. the individual is convinced that the goal is
attainable (or that, at least, progress can be
made toward it).
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
There are many ways to convince a person that a goal is
important
• In most laboratory setting, it is quite sufficient to simply ask
for compliance after providing a plausible rationale for the
study.
• In work situation, the supervisor or leader can use
legitimate authority to get initial commitment.
• Continued commitment might require additional incentives
such as supportiveness, recognition, and rewards.
Prepared by:
APRIL S. BUNGALSO
Topic 2: setting goals for success Subject Instructor
Lesson 3
Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
SELF-CARE
far more than mere mind-set
can be a great help to your mental health
days
can even bigger answer to your emotional
needs at the moment
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
“the classification of emotions as positive or
negative is not helpful, it is best to give each
emotion a descriptive word that indicates
exactly what it is like rage, fear of rejection,
depression”
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
When we’re stressed, self-care is often the first thing
to go. Why is this?
1. Our brains are going into fight-or - flight mode, thus reducing our perspective.
We don't know that we have options — options to deal with pain, and make us
feel better.
2. We are so busy trying to fix things that we're stuck in "doing mode"—trying to
get more and more done — when switching to" being mode "may just be the
break we need.
3. We do not have a list of self-care behaviors which is "go-to." Self-care needs to
become a habit so that when we deal with stress, we know that, "Yeah, in this
case I have to take care of myself." So you need a range of things toPrepared
try — by:
if one
doesn't work, you can turn to another.
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
Some self-care ideas for dealing with emotions:
Allow yourself to feel and express all of your feelings (in a safe
and appropriate environment). For example, if you are angry, go
into a private closet and scream, rather than taking it out on your
secretary.
Ask three good friends to give your positive feedback. What do
they love about you?
Dedicate a week to saying only positive things on your favorite
social media channel.
Learn 4-8-7 breathing. Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
Do one thing today just because it makes you happy.
Finish this sentence every day after you wake up: “I love
myself because I _______________.”
Have a good, long, cathartic cry.
Try some mindful exercises to help bring you into the present
moment (And here is a course that can teach you a simple 7-
minute mindfulness practice.)
If you need a good, body-shaking cry, watch sad movies or
listen to sad songs.
Keep a running list of great things people say about you. Read
it when you feel down.
Read more ways to deal with emotion from your module. . .
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
“your knowledge of yourself should
at least enable you to become a
better student”
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
Lesson 3
Managing and Caring for the Self
Prepared by:
APRIL S. BUNGALSO
Subject Instructor
