MANAGING AND CARING FOR THE

SELF
Presented by: Group 5
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TOPICS

a. Learning to be b. Setting goals c. Taking Care of

a better student for Success One’s Health
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TOPIC 1: LEARNING TO BE A BETTER STUDENT

Knowing the “self” is not enough. Since “who you are”

is partly made up of your choices, you must also have
the ability to choose especially to be a better “you”. In
the school setting, your knowledge of yourself should
at least enable you to become a better student.
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METACOGNITION
Metacognition is commonly defined as “thinking about
thinking” (Livingstone 1997; Papaleontiou-Louca 2003).
It is the awareness of the scope and limitations of your
current knowledge and skills (Meichenbaum 1985 in
American Institutes for Research 2010).
It is also not limited to the thinking process of the
individual. Some people learn better when they like the
subject, some when they are challenged by the topics,
and others if they have a reward system each time they
finish a task.
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2 ASPECTS OF METACOGNITION:

Self-appraisal is your personal reflection in your

knowledge and capabilities

Self-management is the mental process you employ

using what you have in planning and adapting to
successfully learn or accomplish a certain task.
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Similar concepts, usually called elements of

metacognition, are metacognitive knowledge or what
you know or about how you think, and metacognition
regulation or how you adjust your thinking processes to
help you learn better.
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SEVERAL VARIABLES OF METACOGNITIVE

KNOWLEDGE:
Personal Variable is your evaluation of your
strengths and weaknesses in learning.

Task variable is what you know or what you think

about the nature of the task.

Strategy variable refers to what strategies or skills

you already have in dealing with certain tasks.
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ACCORDING TO WATERLOO STUDENT SUCCESS OFFICE (N.D.), THE

FOLLOWING ARE OTHER SKILLS THAT CAN HELP YOU IN
EXERCISING METACOGNITION:
1. KNOWING YOUR LIMITS- this looks 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 for such key terms.
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ACCORDING TO WATERLOO STUDENT SUCCESS OFFICE (N.D.), THE

FOLLOWING ARE OTHER SKILLS THAT CAN HELP YOU IN
EXERCISING METACOGNITION:

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 experience.

5. SELF-TEST- this is trying to test your comprehension of your learning

experience or the skills you have acquired during learning.
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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 as learning experiences.
For clarification “welcoming errors" does not mean
seeking them or consciously making them as much as
possible.
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USING THESE STRATEGIES, YOU CAN AT LEAST IDENTIFY FOUR

TYPES OF METACOGNITIVE LEARNERS (PERKINS IN 1992 IN
CAMBRIDGE INTERNATIONAL EXAMINATIONS 2015).

1. The "tacit" learners are unaware of their metacognitive processes

although they know the extent of their knowledge.
2. The "aware" learners know some of their metacognitive strategies but
they do not plan on how to use these techniques.
3. “Strategic” learners, as the name imply strategies and plan their course
of action toward a learning experience.
4. "Reflective" learners reflect on their thinking while they are using the
strategies and adapt metacognitive skills depending on their situation.
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TOPIC 2: SETTING GOALS FOR SUCCESS

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ALBERT E. BANDURA’ S SELF-EFFICACY

Self-efficacy theory distinguished between expectations of efficacy and
response-outcome expectancies.
According to Weibell (2011), outcome expectancy is “a person’s estimate
that a given behavior will lead to a certain outcome.” An efficacy
expectation is “the conviction that one can successfully execute the
behavior required to produce the outcomes.”
Self-efficacy typically comes into play when there is an actual or
perceived threat to one’s personal safety, or one’s ability to deal with
potentially aversive events. Increasing a person’s self-efficacy increases
their ability to deal with a potentially adverse situation.
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ALBERT E. BANDURA’ S SELF-EFFICACY

Dr. Bandura defined self-efficacy as “people’s beliefs about their
capabilities to produce designated levels of performance that exercise
influence over events that affect their lives.”
He identified acts of people with “high assurance in their capabilities,”
such as:
1. Approach difficult tasks as challenges to be mastered;
2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain efforts in the face of failures or setbacks;
4. Attribute failure to insufficient effort or deficient knowledge and
skills which are acquirable; and
5. Approach threatening situations with assurance that they can
exercise control over them.
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ALBERT E. BANDURA’ S SELF-EFFICACY

In contrast, people “who doubt their capabilities”.
1. Shy away from tasks they view as personal threats;
2. Have low aspirations and weak commitment to goals they choose to
pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all
kinds of adverse outcomes, rather than concentrating on how to
perform successfully;
4. Slacken their efforts and give up quickly in the face of difficulties;
5. Are slow to recover their sense of efficacy following failure or
setbacks; and
6. Fall easy victim to stress and depression.
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ALBERT E. BANDURA’ S SELF-EFFICACY

Dr. Bandura described four main sources of influence by which a

person’s self-efficacy is developed and maintained. These are:
1. Performance accomplishments or mastery experiences;
2. Vicarious experience;
3. Verbal or social persuasion; and
4. Physiological (somatic and emotional) states.
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CAROL S. DWECK ‘S FIXED AND GROWTH MINDSET

THEORY
Dr. Dweck’s contribution to social psychology relates to implicit theories
of intelligence with her book, Mindset: The New Psychology of Success
published in 2006.
Dweck described people with two types of mindset. People who believe
that success is based on their innate abilities have a “fixed” theory of
intelligence, and goes under fixed mindset. On the other hand, people
who believe that success is based on hard work, learning, training, and
perseverance have a “growth” theory of intelligence, which goes under
growth mindset.
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TWO TYPES OF MINDSET

Fixed mindset individuals dread failure because it is

a negative statement on their basic abilities

Growth mindset individuals do not mind of fear

failure as much because they realize their
performance can be improved and learning comes
from failure.
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CAROL S. DWECK ‘S FIXED AND GROWTH MINDSET

THEORY
In an interview with Dr. Dweck in 2012, she described the fixed and
growth mindset as: “In a fixed mindset, students believe their basic
abilities, their intelligence; their talents are just fixed traits. They have a
certain amount and their goal becomes to look smart all the time and
never look dumb. In the growth mindset, students understand that their
talents and abilities can be developed through effort, good teaching,
and persistence. They don’t necessarily think everyone’s the same or
anyone can be Einstein, but they believe everyone can get smarter if
they work for it” (Upclosed, 2017).
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EDWIN A. LOCKE’S GOAL SETTING THEORY

The goal setting theory was first studied by Dr. Locke in the middle of
1960s. He continued to do more in relation to his theory. In 1996, He
published another article entitled “Motivation through Conscious Goal
Setting”.
Locke (1996) first described that the approach of goal setting theory is
based on what Aristotle called final causality, that is, action caused by a
purpose. It accepts the axiomatic status of consciousness and volition.
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EDWIN A. LOCKE’S GOAL SETTING THEORY

Goal Attributes
Goal has both an internal and external aspect. Internally, they are ideas
(desired ends); externally, they refer to the object or condition sought
(e.g., a job, a sale, a certain performance level). The ideas guides action to
attain the object.
Two broad attributes of goals are content (the actual object sought) and
intensity (the scope, focus, and complexity, among others of the choice
process).
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EDWIN A. LOCKE’S GOAL SETTING THEORY

A research was made by Locke (2017) under the article “Motivation
through Conscious Goal Setting.” The research has the following
findings:
[Link] 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.
4. Commitment to goals is most critical when goals are specific and
difficult.
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EDWIN A. LOCKE’S GOAL SETTING THEORY

5. High commitment to goals is attained when:

the individual is convinced that the goal is important;
the individual is convinced that the goal is attainable (or that, at
least, progress can be made toward it).
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EDWIN A. LOCKE’S GOAL SETTING THEORY

These are same factors that influence goal choice. 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.
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TOPIC 3: TAKING CARE OF ONE’S HEALTH

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Self-care is so far more than mere mind-set. While self-care can be a

great help to your mental health days, it is also an even bigger answer
to your emotional needs at the moment.

Giving your feelings free rein or at least understanding and getting on

with your emotional state is an important aspect of self-care. Until
you can get better, you need to know what is and what was, and make
those changes.
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Our emotions sometimes determine how we behave, so, particularly

in stressful circumstances, we need to be mindful of what we are
thinking. 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 (e.g. rage, fear of rejection, depression,
etc). When we give different labels to negative feelings, we rob them
of some of their power to terrify us.
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When we’re stressed, self-care is often the first thing to go. Why is
this?
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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 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 to try if one doesn't work, you can turn to another.
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Luckily, there are many self-care approaches, and none of them need to
be complicated or require a lot of preparation.
Below are some further self-care ideas for dealing with emotions:

1. Allow yourself to feel and express all of your feelings (in a safe and
appropriate environment).
[Link] three good friends to give your positive feedback. What do they
love about you?
[Link] a week to saying only positive things on your favorite social
media channel.
[Link] or mute toxic “friends” in your social media feeds.
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[Link] one thing today just because it makes you happy.

[Link] this sentence every day after you wake up: “I love myself
because I _______________.”
[Link] a good, long, cathartic cry.
[Link] 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.)
[Link] you need a good, body-shaking cry, watch sad movies or listen to
sad songs.
10. Keep a running list of great things people say about you. Read it
when you feel down.
THANK YOU