Student Study Habits Assessment PDF

UNIT III. MANAGING AND CARING FOR THE SELF Lesson 1. Learning to be a better student 1 week or 3 hours INTRODUCTION W e now come to the last unit of our course which is Managing and Caring for the Self....

UNIT III. MANAGING AND CARING FOR THE SELF Lesson 1. Learning to be a better student 1 week or 3 hours INTRODUCTION W e now come to the last unit of our course which is Managing and Caring for the Self. The first lesson is on learning to be a better student. This will hopefully help you make your stay in the University productive. With the new modality in teaching and learning, you will be expected to become an independent learner. Learning in the new normal may either be blended; combination of online and face-to-face or fully online; synchronous or asynchronous. Online learning will require time management skills, self-discipline, willpower and strong motivation. It can be a bit challenging especially in meeting the requirements of the different courses. So, given the present situation we are in, you are strongly encouraged to develop your style of studying. Have fun learning this lesson! LEARNING OUTCOMES At the end of the lesson, you should be able to: 1. assess one’s study habits and reflect on one’s strengths and areas of improvement. 2. describe the nature of learning and its characteristics. 3. understand the importance of metacognition and self-regulation in learning. 4. learn tips on how to become an effective learner. 5. apply the suggested tips to maximize learning potentials. 6. develop a learning plan or strategy to become an effective learner in the new normal. 1  ACTIVITY HOW’S YOUR STUDY HABITS? The purpose of this questionnaire is to help you get information about how well you study right now. As you examine your results, you will discover your strengths and weaknesses. Please answer the survey very honestly and respond as accurately as possible. If the statement applies to you, encircle Y for Yes, otherwise N for No. Answer ALL the items carefully so that you can get accurate information. 1. I have trouble finishing tests on time. Y N 2. I set aside a regular time for studying everyday. Y N 3. Before I read a chapter, I turn headings into questions so that I know what I’m going to learn. Y N 4. I don’t have much discipline following a definite study schedule. Y N 5. I give up if an assignment is difficult. Y N 6. I have difficultly determining important points in lectures. Y N 7. Before class starts, I review yesterday’s lecture notes. Y N 8. I waste time because I am not organized. Y N 9. I focus entirely on my work when I study. Y N 10. I feel uncomfortable reading a chapter unless I’ve read all the headings and the summary first. Y N 11. I don’t bother taking notes on lectures; I take pictures instead. Y N 12. I get sleepy when I study. Y N 13. I check my lecture notes to fill in any missed words soon after the lecture. Y N 14. I seldom hear a lecture that is interesting. Y N 15. I enjoy learning. Y N 16. Before I begin an assignment, I estimate how long will it take me to write. Y N 17. Before answering an essay question, I organize what I am going to write. Y N 18. I have difficulty concentrating when I study. Y N 19. Using lecture notes and textbook, I can predict 50-60% of the questions on a test. Y N 20. I could get better grades. Y N 21. I take time to study every day. Y N 22. I try to record everything a teacher says in a lecture. Y N 23. I set aside time every week to review for each course. Y N 24. Every time I study for a course, I spend some time in review. Y N 25. I’d rather get through fast than have a perfect paper. Y N 26. I usually lose points on my exams because of careless mistakes. Y N 2 27. I usually seek a quiet place to study. Y N 28. Before I leave class, I make sure that I know what homework to do and how to do it. Y N 29. I have a hard time getting interested in some of my lessons. Y N 30. Good grades are important to me. Y N 31. I stop to recite what I remember after reading each section in a chapter. Y N 32. I know what time of the day I do my best studying. Y N 33. I study only when I feel like it. Y N 34. I seldom read the questions at the end of the chapter before I begin reading the chapter. Y N 35. I often have trouble finding enough time to study because of social media and other online Apps. Y N 36. I remember little of what I study. Y N 37. I put off studying that I should be doing. Y N 38. To remember better, I check main headings and the summary before I read a chapter or article. Y N 39. Tests make me so nervous that I can’t do my best. Y N 40. I wait until the night before an examination to review my lecture notes. Y N 41. I listen carefully to a lecture but I do not take notes. Y N 42. I take time to review the chapter soon after I read it. Y N 43. I really get inspired when I study. Y N 44. Before starting a test, I plan how much time to use on each section of the test. Y N 45. I spend too much time on some subjects and not enough on others. Y N 46. I skip over charts, graphs, and tables when I read a chapter. Y N 47. I find it difficult to know what is important in a chapter. Y N 48. If I have any time left, I check over my test to avoid errors. Y N 49. I listen carefully to any explanation in class for me to remember very well. Y N 50. Daydreaming interferes with my studying. Y N Retrieved and adapted from: http://faculty.cse.tamu.edu/slupoli/notes/surveys/Student%20Study%20Habits%20Su rvey.pdf 3  Determine Your Score: Compare your answers with the scoring key. Circle the question number below for any that do NOT match the scoring key. Scoring Key: 1. N 11. N 21. Y 31. Y 41. N 2. Y 12. N 22. N 32. Y 42. Y 3. Y 13. Y 23. Y 33. N 43. Y 4. N 14. N 24. Y 34. N 44. Y 5. N 15. Y 25. N 35. N 45. N 6. N 16. Y 26. N 36. N 46. N 7. N 17. Y 27. Y 37. N 47. N 8. Y 18. N 28. Y 38. Y 48. Y 9. N 19. Y 29. N 39. N 49. Y 10. Y 20. Y 30. Y 40. N 50. N ANALYSIS What Are My Strengths and Weaknesses? Circle the same numbers here that you circled above. Concentration 9 12 16 18 27 33 50 Remembering 23 24 29 36 38 40 49 Organizing time 2 4 8 21 32 35 45 Studying a Chapter 3 10 31 34 42 46 47 Listening and taking notes 6 7 11 13 14 22 41 Taking tests 1 17 19 26 39 44 48 Motivation 5 15 20 25 28 30 37 43 Count how many numbers are circled in each line across and enter that number in the box. (Do not add the number) How’s your results? What do they reveal about your study habits? The results of the survey which you honestly answered will tell you what are your strengths and areas for improvement. The higher numbers in the boxes show areas of study skills where you can improve and lower numbers show areas of study skills you have mastered. Enhance your strengths and take time to reflect by answering the following questions: 4 1. What are your strengths? Concentrating, remembering, organizing time, studying a chapter, listening and taking down notes, taking tests or motivating the self? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Why are you strong in these areas? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. What areas need strengthening? Concentrating, remembering, organizing time, studying a chapter, listening and taking down notes, taking tests or motivating the self? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What steps will you take to strengthen your weak areas? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ABSTRACTION LEARNING AND METACOGNITION Learning is the acquisition of knowledge and skills through experience which can result in a relatively permanent change of behavior. It is any process that in living organisms leads to permanent capacity change and which is not solely due to biological maturation of aging (Illeris, 2009). It involves an ongoing, active processes of inquiry, engagement and participation in the world around us (Bransford, Brown, and Cocking, 2000). There are certain things you learn that are stored in your long-term memory such as learning how to read. You began reading as a young kid and up until now the skill is present and largely enhanced through experience. There are certain things you learn which are lost because of disuse. For instance, learning French as a young adult may be forgotten if there was no chance of using it. Only a few words are likely to be remembered. 5 There are four characteristics of learning: 1. Purposeful - for learning to take place there has to be intentionality. A student brings his or her goals into the classroom and this is of major importance in the act of learning. If you are a college student, it is by now clear what your goals are and why you enrolled in your degree program. 2. A result of experience - learning is derived from the experiences a learner encounters inside and outside of the classroom. The experiences are of different nature and there impact may vary according to nature of the person. Learning is a very personal experience. Knowledge is derived from experience and no two persons react to the same experience. It is often said that every experience is a potential source of learning. 3. Multifaceted - learning is a complex process and would be of different kinds and different mechanisms of the learner are involved. Learning is not simply cognitive in nature but would also involve the affective and behavioral domains of the person. The learner does not only bring one’s mind to the classroom but one’s entire self including one’s past. A lesson in Math will not only involve numbers but along the way may also require discipline and correct practice. Working with fellow students can promote socio-cultural learning which can be part of their “incidental” learning. 4. An active process - the learner is a dynamic being and in order for learning to take place the person has to take an active part being a thinking and feeling person. Learning does not occur in a vacuum but in a setting that allows for an active and reciprocal interaction between the learner and the context. New nerve cells may grow and new neural networks will then be formed. The more actively a student is involved in the class, the greater his/her chances are for both learning and remembering. (If a student is to learn, s/he must react and respond. S/He is not a sponge that will soak up knowledge like water. The response may be outward or inward.) Since learning is a “change in behavior as a result of experience,” the process must be active. This action can be either answering the instructor’s questions, or working a practice exercise. The challenge is for you to be active learners despite the fact that there is no face-to-face interaction. If the modality is fully online, you need to dedicate a significant amount of your time, concentrate while reading or studying and be fully committed to your learning process as you would in a face-to-face class. Learning can be maximized by engaging in a pattern or routine that works best for the student. However, there are suggested study habits that you may wish to try. As college students, these can be useful to you as you navigate your journey towards 6 the completion of your degree and the attainment of your goals. These include: 1. Find a Place to Study Regularly Consistency is key when it comes to studying, so do your best to make a habit of it! It’s a good idea to find a spot at home where you can set up your study table with your computer or tablet for studying. Other materials needed are likewise accessible. The environment should be whatever works best for you—whether that means having complete silence, some light background music, or a more lively atmosphere. Give it some thought and try out a few different spots. The sooner you find the space that works for you, the sooner you’ll be able to study effectively. It may be best to log off from other Apps that are not helpful when you study. A spot with good internet signal or connectivity matters. 2. Keep Track of Deadlines and Important Dates You might have the best of intentions when buying a new planner, but to really make the most of it, you should be sure to review it every day and write down due dates for assignments, exams, and other important events. Because you are techie as members of Generation Z, you can use Google Calendar or other apps to achieve this end. Keeping track of what you need to study for can help you stay ahead of crucial projects and develop good study habits for college. This tip is most helpful because you will be complying with different online tasks which are calendared by the professors. You can get ahead of upcoming assignments by checking your calendar on a weekly (and daily) basis, outlining each deadline in advance, and blocking off time to study. And don’t forget the best part of keeping a list of tasks—crossing them off once they are completed! If you stick to your calendar, you will no longer cram for the completion of your requirements. 3. Don’t Cram for Your Course Requirements If you follow the previous tip, you likely won’t find yourself in a difficult situation, but it’s worth repeating: Remember to schedule your study time wisely to make the most of it. Each course will have its own expectations and learning outcomes to be achieved. So, if you work on these according to a schedule you will not overwhelm yourself. Slow and steady wins the race. Once you have your course outline or syllabus and schedule for the semester, find periods of time between classes and activities when you can fit in some studying. This way, you won’t have to stress the night before completing all the requirements. 7 4. Organize a Study Group Studying on your own works well for many courses, but it also might be easier to learn the material if you can bounce ideas off with your virtual classmates. The group chat can be a good way to start organizing a study group and sharing of ideas. It’s a chance to meet your classmates virtually and get to know them more. 5. Review, Revise, Repeat Reviewing, revising and repeating the things you have already studied not only improve your memory but at the same time help you better understand the lessons. You may also decide to share your study notes with your virtual classmates. 6. Ask for Help It’s likely to find a class challenging at times in this new normal, but don’t feel like you have to face it alone. If you have questions or doubts, don’t hesitate to contact your professors. They have given out their contact details, email addresses and consultation hours so they can be asked if you need help. Just make sure that you do it during official hours, but when you ask at other times expect to get answers when they are officially available. Everyone needs help at some point—and it’s better to reach out as soon as you think you need it rather than let yourself fall behind. Retrieved from: https://www.apu.edu/articles/6-crucial-study-habits-for-college-students/ 7. Participate in online discussions Online learning isn’t learning in isolation. Connecting with your virtual classmates thru the Google classroom or FB group or learning management system (LMS) will enhance tremendously your eLearning experience. Participate actively in online discussions but please remember the proper netiquette. Be mindful of your online tone, be respectful when you disagree with your classmates or professor and always write in complete and clear sentences to avoid misunderstandings. 8. Sleep or Take a Rest Your body is not a machine. It needs to replenish energy. Therefore, you need to listen to your body when it complains of tiredness or fatigue. You owe it to yourself to take the needed rest. Remember that your efficiency and effectiveness decrease when you have reached the limits of your body. Sometimes you waste your resources staying up late and not getting things done because you are tired. You may discover that the sentences you are writing are not connected with each other. As the saying goes, ‘rest if you must, but don’t you quit.’ 8 9. Pray On many occasions like taking an important examination, we pray. You need to switch on your spiritual self to be able to connect with a Supreme Being and ask for guidance and enlightenment. All of us have great learning potentials. We can enhance it more if we utilize our metacognitive skills. Let’s find out what metacognition is. What is Metacognition? Metacognition refers to “thinking about thinking” and was introduced as a concept by John Flavell, who is typically seen as a founding scholar of the field. Flavell said that metacognition is the knowledge you have of your own cognitive processes (your thinking) (Woolfolk, 2015). It is your ability to control your thinking processes through various strategies, such as organizing, monitoring, and adapting. Additionally, it is your ability to reflect upon the tasks or processes you undertake and to select and utilize the appropriate strategies necessary in your intercultural interactions. Metacognition is considered a critical component of successful learning. It involves self-regulation and self-reflection of strengths, weaknesses, and the types of strategies you create. Metacognition is broken down into three components: metacognitive knowledge, metacognitive experience, and metacognitive strategies. A. Metacognitive Knowledge Metacognitive knowledge involves (a) learning processes and your beliefs about how you learn and how you think others learn, (b) the task of learning and how you process information, and (c) the strategies you develop and when you will use them. There are three kinds of metacognitive knowledge namely: (1) declarative knowledge which pertains about yourself as a learner, factors that influence learning and memory, and the skills, strategies, and resources needed to perform a task - knowing what to do; (2) procedural knowledge or knowing how to use the strategies; and (3) self-regulatory to ensure the completion of the tasks - knowing the conditions, when and why, to apply the procedures and strategies. B. Metacognitive Experience In metacognition, there are feelings and emotions present that are related to the goals and tasks of learning. These components of metacognition speaks to metacognitive experience, which is your internal response to learning. Your feelings and emotions serve as a feedback system to help you understand your progress and expectations, and your comprehension and connection of new information to the old, among other things. 9 When you learn a new language, for example, you may recall memories, information, and earlier experiences in your life to help you solve the task of learning a new language. In doing this, your internal responses (metacognitive experience) could be frustration, disappointment, happiness, or satisfaction. Each of these internal responses can affect the task of learning a new language and determine your willingness to continue. Critical to metacognition is the ability to deliberately foster a positive attitude and positive feelings toward your learning. C. Metacognitive Strategies Metacognitive strategies are what you design to monitor your progress related to your learning and the tasks at hand. It is a mechanism for controlling your thinking activities and to ensure you are meeting your goals. Examples of Learning Strategies Examples Planning and Focusing Attention Setting goals and timetables Underlining and highlighting Skimming, looking for headings and topic sentences Organizing and Remembering Making organizational charts Creating flowcharts, Venn diagrams Using mnemonics, imagery Concept mapping, webs Comprehension Summarizing, outlining and role-taking Creating examples Explaining to a peer Cognitive Monitoring Making predictions Self-questioning and self-testing Identifying what doesn’t make sense Practice Using part practice Using whole practice There are four types of metacognitive learners (David Perkins, 1992). 1. Tacit learners are unaware of their metacognitive knowledge. They do not think about any particular strategies for learning and merely accept if they know something or not. 2. Aware learners know about some of the kinds of thinking that they do such as generating ideas, finding evidence etc. However, thinking is not necessarily deliberate or planned. 3. Strategic learners organize their thinking by using problem-solving, grouping and classifying, evidence-seeking and decision-making etc. They know and apply the strategies that help them learn. 4. Reflective learners are not only strategic about their thinking but they also reflect upon their learning while it is happening, considering the success or not of any strategies they are using and then revising them as appropriate. 10 Retrieved from https://cambridge-community.org.uk/professional-development/gswmeta/index.html Since metacognition is thinking about thinking, there are strategies for using metacognition when you study. These can be harmonized with the above-cited effective study habits. Below are some ideas how to engage in metacognition when studying. Think about which of these resonate with you and plan to incorporate them into your study routine on a regular basis. 1. Use your course outline or syllabus as a roadmap Look at your course outline or syllabus which was given to you at the start of the semester. Your professor probably included a course schedule, reading list, learning objectives or something similar to give you a sense of how the course is structured. Use this as your roadmap for the course. For example, for a reading-based course, think about why your professor might have assigned the readings in this particular order. How do they connect? What are the key themes that you notice? What prior knowledge do you have that could inform your reading of this new material? You can do this at multiple points throughout the semester, as you gain additional knowledge that you can piece together. 2. Summon your prior knowledge Before you read your lessons or attend a lecture, look at the topic that is covered and ask yourself what you know about it already. What questions do you have? What do you hope to learn? Answering these questions will give context to what you are learning and help you start building a framework for new knowledge. It may also help you engage more deeply with the material. 3. Think aloud Talk through your material. You can talk to your virtual classmates or friends. Just verbalizing your thoughts can help you make more sense of the material and internalize it more deeply. Talking aloud is a great way to test yourself on how well you really know the material. In courses that require problem solving, explaining the steps aloud will ensure you really understand them and expose any gaps in knowledge that you might have. Ask yourself questions about what you are doing and why. 4. Ask yourself questions Asking self-reflective questions is key to metacognition. Take the time to be introspective and honest with yourself about your comprehension. Below are some suggestions for metacognitive questions you can ask yourself.  Does this answer make sense given the information provided?  What strategy did I use to solve this problem that was helpful? 11   How does this information conflict with my prior understanding?  How does this information relate to what we learned last week?  What questions will I ask myself next time I’m working these types of problems?  What is confusing about this topic?  What are the relationships between these two concepts?  What conclusions can I make? Try brainstorming some of your own questions as well. 5. Use writing Writing can help you organize your thoughts and assess what you know. Just like thinking aloud, writing can help you identify what you do and don’t know, and how you are thinking about the concepts that you’re learning. Write out what you know and what questions you have about the learning objectives for each topic you are learning. 6. Organize your thoughts Using concept maps or graphic organizers is another great way to visualize material and see the connections between the various concepts you are learning. Creating your concept map from memory is also a great study strategy because it is a form of self-testing. 7. Take notes from memory Many students take notes as they are reading. Often this can turn notetaking into a passive activity, since it can be easy to fall into just copying directly from the book without thinking about the material and putting your notes in your own words. Instead, try reading short sections at a time and pausing periodically to summarize what you read from memory. This technique ensures that you are actively engaging with the material as you are reading and taking notes, and it helps you better gauge how much you’re actually remembering from what you read; it also engages your recall, which makes it more likely you’ll be able to remember and understand the material when you’re done. 8. Review your exams This tip will be very helpful when face-to-face classes resume or when you prepare for a licensure or major examination. Reviewing an exam that you’ve recently taken is a great time to use metacognition. Look at what you knew and what you missed. Try using the handout to analyze your preparation for the exam and track the items you missed, along with the reasons that you missed them. Then take the time to fill in the areas you still have gaps and make a plan for how you might change your preparation next time. 8. Take a timeout When you’re learning, it’s important to periodically take a time out to make sure you’re engaging in metacognitive strategies. We often can get so absorbed in “doing” that we don’t always think about the why behind what we are doing. For example, if you are working through a math problem, it’s helpful to pause as you go and think about why you are doing each step, and how you knew that it followed from the previous step. Throughout the semester, you should continue to take timeouts before, during or after assignments to see how what you’re doing relates to the course as a whole and to the learning objectives that your professor has set. 12 9. Test yourself You don’t want your exam to be the first time you accurately assess how well you know the material. Self-testing should be an integral part of your study sessions so that have a clear understanding of what you do and don’t know. Many of the methods described are about self-testing (e.g., thinking aloud, using writing, taking notes from memory) because they help you discern what you do and don’t actually know. Other common methods include practice tests and flash cards—anything that asks you to summon your knowledge and check if it’s correct. 10. Figure out how you learn It is important to figure out what learning strategies work best for you. It will probably vary depending on what type of material you are trying to learn (e.g. chemistry vs. psychology), but it will be helpful to be open to trying new things and paying attention to what is effective for you. If flash cards never help you, stop using them and try something else instead. Retrieved from: https://learningcenter.unc.ed/tips-and-tools/metacognitive-study-strategies/  If you apply the suggested tips, you will realize that you are good at self-regulation. Zimmerman describes self-regulation as a self-directive process through which learners transform their mental abilities into task related skills". It has been viewed as a desirable quality because it has positive effects on behavior and acquisition of skills. Learners who engage in self-regulation are better able to manage and organize their thoughts and convert them into skills used for learning. They are better able to continuously monitor progress toward a goal, check outcomes, and redirect unsuccessful efforts (Berk, 2003). In order for students to be self-regulated they need to be aware of their own thought process, and be motivated to actively participate in their own learning process (Zimmerman, 2001). When you as a learner engage in self-regulated learning, you will realize the merits of it all. 13  APPLICATION & ASSESSMENT  What do you think of the tips provided to you? It’s time now to apply the tips. Using the template below, develop a feasible study plan which you can truly implement in the course of your studies.  One week before the submission of the midterm/final requirements, how will you use your time for studying and leisure activities? How will you program the tasks at hand? Work on this by copying the table and fill it up with your answers. You may add rows if you anticipate more tasks to get done. Do the plan realistically and this will enable you to get your tasks done!  MY PLAN OF ACTION Tasks/activities Duration/Time Expected Output/s Monitoring Strategy Day 1 Write reflection paper in 2 hrs.;10 AM - One page reflection paper Cross out task in PSY 110 12:00 noon entitled “”The will to survive” to-do list Day 2 Day 3 Day 4 Day 5 If this is your plan in preparation for the submission of the midterm/final requirements, what are the specific actions you intend to take to ensure that at least 90 % of the expected outputs are achieved? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 14 Answer the following questions by encircling the correct answer. 1. Learning is a purely cognitive affair. A. Statement is true. B. Statement is false. C. Statement is either true or false. D. Statement is neither true nor false. 2. If you think about your thinking in order to ensure successful learning, you are engaged in A. self-regulation. B. metacognition. C. self-monitoring. D. reflective thinking. 3. Who will least likely benefit from learning? A. A student who is intrinsically motivated. B. A student who studies when the mood arises. C. A student who keeps tracks and meets deadlines. D. A student who strategizes and reflects on how best to learn. 4. The following are means of maximizing learning EXCEPT A. Studying continuously without end and skipping meals and rest periods. B. Seeking for help when needed. C. Using the course outline to direct courses of action. D. Engaging in self-review by asking questions and taking down notes from memory. 5. What type of a learner are you if you take into consideration an active review of your strategies for learning? A. Aware learner B. Reflective learner C. Strategic learner D. Tacit learner “Change is the end result of all true learning.” - Leo Buscaglia 15  REFERENCES Alata, Eden Joy, et al. (2018). Understanding the self. Rex Book Store: Manila Berk, L.E. (2003). Child development. Boston, MA: Allyn and Bacon Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C: National Academy Press. Brawner, Dalisay and Analiza Arcega. (2018). Understanding the self. C & E Bookstore: Quezon City. Corpuz, Ronald, et al. (2019). Understanding the self. C & E Bookstore: Quezon City Illeris, K. (Ed.). (2009). Contemporary theories of learning: Learning theorists... In their own words (1st ed.). New York, NY: Routledge. Macayan, Anthony, et al. (2019). Understanding the self. C & E Bookstore: Quezon City Marcel V. J. Veenman & Bernadette H. A. M. Van Hout-Wolters & Peter Afflerbach. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning 1: 3–14 DOI 10.1007/s11409-006-6893-0 Pappas, Christopher (2015) Getting the most out of your eLearning course: 10 study tips for online learners retrieved from https://elearningindustryy-com.cdn.amproject.org/v/s/elearninginductry.com Woolfolk, Anita. (2015). Educational Psychology. Pearson Education.:Boston. Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In Zimmerman, B.J. & Schunk, D.H. (Ed.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives. Mahwah, NJ https://www.apu.edu/articles/6-crucial-study-habits-for-college-students/ https://cambridge-community.org.uk/professional-development/gswmeta/index.html https://cehs.unl.edu/secd/self-regulation/ https://faculty.cse.tamu.edu/slupoli/notes/surveys/Student%20Study%20Habits%20S urvey.pdf https://www.oshatrain.org/notes/characteristicsoflearning.html https://learningcenter.unc.ed/tips-and-tools/metacognitive-study-strategies/ Pictures: https://www.google.com 16  UNIT III. MANAGING AND CARING FOR THE SELF Lesson 2. Setting goals for success (1 week - 3 hours) INTRODUCTION A popular song goes, “I have a dream, a song to sing, to help me cope with anything. If you see the wonders of a fairy tale, you can take the future even if you fail.” I am sure that all of us have dreams and ambitions in life. Some of our dreams are small but others are of grand scale. If we have a dream, we can chart our journey to help us reach our destination. The dream we have can be fantasy-like but we make it concrete and lead us to have our goals. LEARNING OUTCOMES At the end of the lesson, you should be able to: 1. describe the value of goals, goal-setting, self-efficacy, mindset and grit. 2. appreciate the value of goal setting, personally and someday professionally. 3. integrate the contributions of self-efficacy, mindset and grit in attaining one’s goals. 4. set short- and long-term goals using the SMART rule. 5. identify facilitators and obstacles to the attainment of goals. ACTIVITY Please go to https://www.ted.com and watch one of the three TED X talks listed below or any TED X talk of your choice related to the topic: 1. Why the secret to success is setting the right goals by John Doerr, June 11, 2018, TED 2018 (https://www.ted.com/talks/john_doerr_why_the_secret_to_success_is_setting_t he_right_goals) 17 2. Achieving big goals with small steps by Mark Steel; TED 2017 (https://www.ted.com/talks/mark_steel_achieving_big_goals_with_small_steps) 3. Grit: The power of passion and perseverance by Angela Duckworth; TED Talks Education (https://www.ted.com/playlists/angela_lee_duckworth_grit_the_power_of_passio n_and_perseverance) In the absence of connectivity, read the success story of: Mariano Que, founder of Mercury Drug Mercury Drug has been synonymous with quality pharmaceuticals and it owes its success to one man who recently left us: its founder, the late Mariano Que. His company may not have been the first drugstore in the country, but his pioneering spirit behind the pharmaceutical retail industry paved the way for all the rest that followed. It all began with P100 and a bottle of Sulfiathiazole P100. That was all Mariano Que had in his pocket after World War II. An employee of a drugstore prior to the war, Que knew that Filipinos would need the “miracle” drug sulfathiazole, believed to cure many (if not all) sorts of diseases and illnesses. He saw an opportunity to help his countrymen by buying the bottle from a peddler in Bambang St. He then sold these tablets (which he knew was genuine sulfathiazole thanks to the ‘W’ on the tablets) per piece to make it more affordable. After making a profit, he was able purchase other medicines and a pushcart so he can sell his medicines to the public. He continued selling medicines off of his pushcart until he was able to save enough to put up the first Mercury Drug store on March 1 along Bambang St. More than 70 years later, Mercury Drug is still at the forefront of Philippine pharmaceutical services, with over 1,000 stores nationwide. It’s also the first to use a central computerized and temperature-controlled warehouse, 24-hour service, and pharmacy counseling. More than just a businessman Que proved to be more than just an enterprising businessman. He founded the Mercury Drug Foundation (MDFI) as a way of giving back to Filipinos for their support throughout the company’s 70-year existence. 18  Today, MDFI helps Filipinos across the country mainly through these programs:  Operation Bigay Lunas – free medical services and medicines to underserved communities  Operation Pa-Tubig – access to water for marginalized waterless communities nationwide, done in partnership with the Philippine Business for Social Progress  Bantay Kalusugan – free health profiling, screening, counseling, and education activities for non-communicable diseases  Pharmacy Scholarship – full scholarships given to third and fourth year Pharmacy students enrolled in member schools of the Philippine Association of Colleges of Pharmacy (PACOP). They also give out awards of excellence for Math and Science (Gawad Talino); search for, nurture, and train future leaders (Sagip Talento); and provide immediate relief assistance in the form of medicines or hygiene packs. He has also been conferred an honorary Doctor of Humanities degree by the University of Sto. Tomas College of Medicine for his pioneering spirit behind the pharmaceutical retail industry and his advocacy for affordable medicine and assistance to the needy. Apart from the honorary degree, he has also received a lot of awards, including:  President’s Award: Plaque of Merit, Most Prestigious Drugs Manufacturer and Distinguished Civic Leader in 1973  Award of Distinction by the Philippine Chamber of Health and Pharmaceutical and Non-Pharmaceutical Industry in 1986  Father of Philippine Health and Wellness Retailing by the Philippine Retailers Association in 2012 He passed away on April 15, 2017 at the age of 96. So, where can your P100 take you? 19  ANALYSIS After having watched the TED X Talk of (your choice)___________, or read the story of Mariano Que, answer the following questions: LESSONS LEARNED 1. What salient points or lessons have you learned from the presentation? Give at least two lessons. A.___________________________________________________________________ B.___________________________________________________________________ C.___________________________________________________________________ 2. How do these lessons impact on you as a student in the new normal? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 20  ABSTRACTION H ave you ever thought of what you would like to be five years after graduation? What do you wish to accomplish in four years time? These questions pertain to having a goal in life. What is a goal? According to the Merriam-Webster Dictionary a goal is the end toward which effort is directed. As a student, perhaps one of your goals is to finish your degree and graduate with honors. Goals can either be of a short-term or long-term nature. The very reason why you chose to enrol in your degree at West Visayas State University among other universities demonstrate your presence of a goal. How important are goals? Goals are important because they: 1. Provide Direction. Setting a goal gives us a clear set of actions to follow. It is like having a map showing you the route to your destination. When you have a direction, there are less stress and strain in your life, because you know where you are going. 2. Give Focus. By setting goals, you are able to focus your attention on a target. You give yourself mental boundaries that allows you to stay locked in, away from distractions. It constantly reminds you on what you need to concentrate on. 3. Create Order. When we have clearly established goals, we are able to prioritize and organize our lives better. This happens because our goals remind us of what we have decided is most important to us. 4. Save Time When you have a goal, you don't waste time going in circles and arriving nowhere because you know where you are and where you are heading. You can always correct your course if you move away from it. 5. Provide Motivation. When you set goals, you give yourself something to aim for and get excited about. You get a taste of small victories along the way and the tendency is, you will want to experience that victory again. Because of this, it motivates you to stay on track. 21 6. Beat Procrastination. Once you set a goal for yourself, you make yourself accountable to finish the task. It is equivalent to setting a deadline that we have to adhere to. It gives you a sense of urgency and tends to stick in your mind. 7. Create a Better Version of Yourself. Goals help you achieve your highest potential. Without goals, you default to a routine of activities that keeps you feel safe and comfy each day. But this familiarity prevents you from growing and denies you from reaching your full potential. How do you set your goals? Goal setting is a process that starts with careful consideration of what you want to achieve, and ends with a lot of hard work to actually do it. In between, there are some very well-defined steps that transcend the specifics of each goal. Knowing these steps will allow you to formulate goals that you can accomplish. The Five Golden Rules 1. Set Goals That Motivate You When you set goals for yourself, it is important that they motivate you: this means making sure that they are important to you, and that there is value in achieving them. If you have little interest in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen are slim. Motivation is key to achieving goals. Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment, so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this" attitude. Is enrolling in your present degree meaningful to you? Is this what you want and envision yourself doing several years from now? Tip: To make sure that your goal is motivating, write down why it's valuable and important to you. Ask yourself, "If I were to share my goal with others, what would I tell them to convince them it was a worthwhile goal?" You can use this motivating value statement to help you if you start to doubt yourself or lose confidence in your ability to actually make the goal happen. 22  2. Set SMART Goals You have probably heard of SMART goals already. But do you always apply the rule? The simple fact is that for goals to be powerful, they should be designed to be SMART. There are many variations of what SMART stands for, but the essence is this – goals should be: Specific. Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't provide sufficient direction. Remember, you need goals to show you the way. Make it as easy as you can to get where you want to go by defining precisely where you want to end up. Example: Earning an average of 2.0 during the semester is specific rather than just say to be able to pass. Measurable.Include precise amounts, dates, and so on in your goals so you can measure your degree of success. If your goal is simply defined as " to increase my GWA in the second semester " how will you know when you have been successful? You might as well set the goal by saying that you will improve your performance in the final examination by earning scores 10% better than the midterm period. Attainable. Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of achieving, you will only demoralize yourself and erode your confidence. However, resist the urge to set goals that are too easy. By setting realistic yet challenging goals, you hit the balance you need. These are the types of goals that require you to "raise the bar" and they bring the greatest personal satisfaction. If it is attainable for you to set your sight on graduating with Latin honors, then go for it! Relevant. Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned with this, you'll develop the focus you need to get ahead and do what you want. Set widely scattered and inconsistent goals, and you'll fritter your time – and your life – away. The letter R can also stand for realistic. Time Bound. Your goals must have a deadline, like after four years of university work. Again, this means that you know when you can celebrate success. When you are working on a deadline, your sense of urgency increases and achievement will come that much quicker. 3. Set Goals in Writing The physical act of writing down a goal makes it real and tangible. You have no excuse for forgetting about it. As you write, use the word "will" instead of "would like to" or "might." 23 4. Make an Action Plan This step is often missed in the process of goal setting. You get so focused on the outcome that you forget to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing each one off as you complete it, you'll realize that you are making progress towards your ultimate goal. This is especially important if your goal is big and demanding, or long-term. 5. Stick With It! Remember, goal setting is an ongoing activity, not just a means to an end. Have reminders to keep yourself on track, and make regular time-slots available to review your goals. Your end destination may remain quite similar over the long term, but the action plan you set for yourself along the way can change significantly. Make sure the relevance, value, and necessity remain high. ALBERT BANDURA’S SELF-EFFICACY THEORY Albert Bandura (1925-2021) was an influential social cognitive psychologist who is perhaps best known for his social learning theory, the concept of self-efficacy, and his famous Bobo doll experiments. He was a Professor Emeritus at Stanford University and widely regarded as one of the greatest living psychologists. Albert Bandura's social learning theory stressed the importance of observational learning, imitation, and modeling. His work emphasizes the importance of social influences, but also a belief in personal control. "People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided," he has suggested. Bandura's most famous experiment was the 1961 Bobo doll study. In the experiment, he made a film in which an adult model was shown beating up a Bobo doll and shouting aggressive words. The film was then shown to a group of children. Afterward, the children were allowed to play in a room that held a Bobo doll. Those who had seen the film with the violent model were more likely to beat the doll, imitating the actions and words of the adult in the film clip. 24 What is self-efficacy? Self-efficacy is the belief in one’s ability to influence events that effect one’s life and control over the way these events are experienced pioneered by Albert Bandura. Self-efficacy is the belief in one’s effectiveness in performing specific tasks. High self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and environment, and allows students to become advocates for their own needs and supports. Sources of self-efficacy 1. Mastery Experiences. This refers to experiencing the results of self-efficacy first hand. The key to mastery is approaching life with dedicated efforts and experimenting with realistic but challenging goals. People need to acknowledge the satisfaction of goals that are achieved, in order to reap the pleasure of mastery. Easy success with little effort can lead to us to expect rapid results which can, in turn, make us easily discouraged by failure. Succeeding in a task boosts confidence and increases the likelihood of achieving similar tasks again. We gain a sense of ‘mastery’ over it. Failure, on the other hand, does just the opposite. It breaks our confidence and leaves us in self-doubt. 2. Social Modeling. This means that people choose role-models who demonstrate their self-efficacy. Motivation can be found by observing those who employ this in their lives and have reached their goals despite adversity. Seeing people similar to oneself succeed with consistent effort, raises the observers‖ beliefs in their own abilities to succeed. Role models have a vital role to play in building self-efficacy. Those are the people we follow, admire, and want to replicate. Their actions, principles, and achievements indirectly teach and persuade us to repeat the same. We are more willing to put in efforts and work in the direction that they show us. The only challenge of this source is that if the role models are wrong in their ways, it is likely that their failures destroy our self-efficacy or we too get tempted to go astray. 3. Vicarious Experience. Another source of efficacy roots from seeing others around us, especially people who we can relate to. Watching similar people succeed or hearing their success stories motivate us to believe that if they could, we can too. 25 4. Emotional and physical experiences. Lastly, our emotions, moods and physical states influence our interpretation of self-efficacy. Positive and negative emotions are magnets that influence one’s sense of self-efficacy, especially in the case of a depressed mood when control can feel out of reach. 4 Ways to Increase Self-Efficacy Self-efficacy enhances self-control. It impacts all the functional aspects of human functioning – from personal relationships to professional commitments, and social interactions, and relates to a low risk of mortality (Taylor, 2012). Together with resilience, self-efficacy helps in achieving goals and acquiring a sense of accomplishment in life, and here are some ways that can help in enhancing efficacy: 1. Stay in the stretch zone Goal-setting is crucial to building self-efficacy. Studies have shown that out of the three personal zones of achievement (the comfort zone, the stretch zone, and the panic zone), highly productive people lie at the stretch zone where they can make the most of their abilities. In the stretch zone, we are more willing to take reasonable chances and are resilient to failures and setbacks. Unlike in the panic zone or the comfort zone where we are unwilling to take chances or extend our efforts, the stretch zone allows us to have an insightful perception about us and increases the likelihood of achieving self-contentment. We can try entering the stretch zone by:  Setting goals.  Doing things that we like to do.  Trying new things and facing challenges.  Accepting failures and criticisms positively.  Approaching the goals slowly and not over-stressing about results. 2. Set simple goals Low self-efficacy makes us either doubt our abilities or perceive the tasks to be more difficult than they are. As a result, we don’t make enough effort, blame ourselves for our under achievements, and destroy the trust in ourselves. A good idea to build and sustain self-efficacy is to set goals reasonably and approach them one by one. We can break the goals into smaller subgoals and work on achieving them one at a time. By doing this, we can rejoice our small successes, and our goals become more manageable and accessible. 26 3. Look at the bigger picture One of the most significant qualities of people with high self-efficacy is the power to look beyond short-term losses and not letting them break their self-trust. We have higher goals to achieve, and sticking to this perspective helps in maintaining a high self-efficacy. Self-efficacy allows us to sort our priorities, make better plans, and focus on them more efficiently. 4. Reframe obstacles A practical psychological tool to increase self-efficacy is identifying obstacles, thought blocks, and reframing or replacing them with positive interventions. Reconstructing the way we look at failures and feel about them help a lot in changing the way we think of ourselves. For example, a person with high self-efficacy is not likely to perceive losses as personal shortcomings. He would instead try to cope with it and find ways to handle it positively. Building self-efficacy allows us to understand that challenges and failures are inevitable; by continuing to believe in ourselves and our abilities, we can surely attain fulfillment. How do we characterize people with high self-efficacy versus those with low self-efficacy? Persons with high self-efficacy: A. Approach difficult tasks as challenges to be mastered; B. Set challenging goals and maintain strong commitment to them; C. Heighten or sustain efforts in the face of failures or setbacks; D. Attribute failure to insufficient effort or deficient knowledge and skills which are acquirable; and E. Approach threatening situations with assurance that they can exercise control over them. Persons with low self-efficacy: A. Shy away from tasks they view as personal threats; B. Have low aspirations and weak commitment to goals they choose to pursue; C. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse outcomes, rather than on concentrating on how to perform successfully; D. Slacken their efforts and give up quickly in the face of difficulties; E. Are slow to recover their sense of efficacy following failure or setbacks; and F. Fall easy victim to stress and depression. How do you see yourself? One with high self-efficacy or one with low self-efficacy? 27 CAROL DWECK’S FIXED AND GROWTH MINDSET THEORY Carol Dweck is a psychologist who has done extensive research over the last 30 years on the cause and effect of how one’s thoughts catapult them into success or inadequacy. The path people choose, according to Dweck, has a lot more to do with attitude and perceptions of ourselves. She is a professor of Psychology at Stanford University, California, U.S.A. Dweck defined mindset as the collection of thoughts and beliefs that shape your thought habits. And your thought habits affect how you think, what you feel, and what you do. Characteristics of People With Fixed Mindset  In a fixed mindset, people believe their qualities are fixed traits and therefore cannot change.  These people document their intelligence and talents rather than working to develop and improve them.  They also believe that talent alone leads to success, and effort is not required.  Their goals end up becoming about looking smart all the time and to never appear incompetent. Characteristics of People with Growth Mindset  They believe that their most basic abilities can be developed and grow through dedication and hard work—brains and talent are just the starting point.  This view creates a love of learning and a resilience that is essential for great accomplishment. Teaching a growth mindset creates motivation and productivity in the worlds of business, education, and sports.  People have an underlying belief that their learning and intelligence can grow with time and experience. When people believe they can become smarter, they realize that their effort has an effect on their success, so they put in extra time, leading to higher achievement. Strategies to Develop Growth Mindset 1. Acknowledge and embrace your weaknesses. Maybe you know that you are lazy and tend to put things off until the last minute. Try to plan around that by making modest goals and giving yourself a reasonable amount of time to accomplish them. 28 2. View challenges as opportunities. We are constantly faced with important decisions, such as whether to accept a new job or signing up to take a new class. Taking on these challenges is a big part of developing as a person. The more we challenge ourselves, the more opportunities we have to learn about ourselves. New challenges equal new opportunities. 3. Know your learning style and use the right learning strategies. If you are able to identify the best ways that you learn, you can optimize your time while researching or attending classes. Various learning styles can work together for people who have a growth mindset, and learning styles allow students to blend and combine their own bits of intelligence into many different patterns. 4. Remember that the brain has the ability to change throughout life. Your brain forms new connections throughout life that allows it to make adjustments when you are faced with new situations or a new environment. 5. Prioritize learning over seeking approval. When you are more concerned about getting approval from other people than about learning new things, you are giving up your own potential to grow. Don't worry about what other people think about you, and instead focus on bettering yourself for your own benefit. 6. Focus on the process instead of the end result. People who have a growth mindset are often very in tune with their intelligence and willingness to learn. 7. Cultivate a sense of purpose. Students with a growth mindset are able to look at long-term goals and have a larger sense of purpose for their lives. Keep the end goal in mind and always look at the big picture. 8. Choose learning well over learning fast. This goes back to focusing on the process of learning instead of the end result. Learning isn't something that you can rush. You have to go through some mistakes in order to truly find success, and none of that will come easy or quickly. 9. Reward effort and actions, not traits. Let other people know when they are doing something creative or especially smart rather than just telling them that they are smart in general. 10. Learn to give and receive constructive criticism. Think of criticism as a way to learn. If you have an area of weakness and someone is able to point that out to you, think of it as a gift that makes you aware of your faults so you can focus on them to improve. 29 11. Need for improvement does not mean failure. Just because you need to improve in one area does not mean you have failed. It means that you are on the right track, you're just not quite there yet. 12. Reflect on your learning every day. Make sure to absorb everything you learn throughout the day, whether this means writing down the main points at the end of the day or doing a little bit more research on a topic that held your interest the most that day. 13. Learn from the mistakes of others. You don't always want to compare yourself to other people, but it is important to see that other people have the same weaknesses as you. When you see someone make a mistake and recognize how it should have been done correctly, keep that in mind for the future when you are in their situation. 14. Think of learning as “brain training.” The more you learn, the more you are training your brain to act a certain way and make various connections. You want to train your brain as best you can, which equates to continuing to learn throughout life. 15. Cultivate grit. You want to have a passion for what you are doing so you can have the perseverance to see it through. 16. Never stop learning. Set a new goal for every one you accomplished. You will never be completely finished learning. Just because you have finished one class or one project does not mean that you should abandon the subject. 17. Remember that it takes time to learn. Nothing worth doing comes quickly and easily. You have to be realistic about the time it will take for you to learn the information that you are interested in to the point of your satisfaction. Let us now explore grit which was mentioned in the preceding topic. ANGELA LEE DUCKWORTH’S GRIT What is grit? Grit is the passion and sustained persistence applied toward long-term achievement, with no particular concern for rewards or recognition along the way. It is the ability to persist in something you feel passionate about and persevere when you face obstacles. This kind of passion is not about intense emotions or infatuation. 30 Angela Duckworth, the proponent of grit, completed her undergraduate degree in Advanced Studies Neurobiology at Harvard, graduating magna cum laude. With the support of a Marshall Scholarship, she completed an MSc with Distinction in Neuroscience from Oxford University. She completed her PhD in Psychology as a National Science Foundation Graduate Fellow at the University of Pennsylvania. Characteristics of People with Grit 1. Courage When you think of courage you may think of physical bravery, but there are many other forms of courage. After all, courage is not the absence of fear, but the triumph over it. Examples of courage include taking a chance when others will not; following your vision, no matter where it takes you; standing up for what you believe in, especially when your beliefs are unpopular; or simply doing the right thing even though easier options exist. The qualities of courageous people include patience, the ability to believe the unbelievable, and the guts to say “no”. They are not afraid of taking an unpopular stand, nor of asking for help. They are able to forgive and move on quickly, but also to stay the course when everyone else has abandoned ship. 2. Conscientiousness Conscientiousness is defined as the personality trait of being thorough, careful, or vigilant. Conscientiousness implies a desire to do a task well and conscientious people are efficient and organized, not resting until the job is done and done right. Generally, the conscientious have strong moral principles and values: they want to do the right thing and opinions and beliefs on any subject are rarely held lightly. They also tend to be perfectionists who like to do everything “the right way”. In addition, the conscientious person is dedicated to work and is capable of intense, single-minded effort. They like the appearance of orderliness and tidiness and are good organizers, catalogers and list makers. Finally, conscientious people stick to their convictions and opinions – opposition only serves to strengthen their dogged determination. 3. Perseverance “If you are going through hell, keep going,” Winston Churchill famously said. Indeed, to many people, perseverance is synonymous with pain and suffering but those with true grit are able to flip their perspective on perseverance 180 degrees and view struggle as a doorway to pleasure. Essentially, to persevere means to start and continue steadfastly on the path towards any goal you set and frequently this factor alone is the difference between failure and success. However, one of the distinctions between someone who succeeds and someone who is just spending a lot of time doing something is this: practice must have purpose. That’s where long-term goals come in. They provide the context and framework in which to find the meaning and value of your long-term efforts, which helps cultivate drive, sustainability, passion, courage, stamina… Grit. 31 4. Resilience In one word, resilience is “toughness” – the capacity to recover quickly from difficulties. In general, those who are extremely optimistic tend to show greater resilience. They approach life with a sense of humor, are able to laugh at themselves and to reframe situations and experiences to see a lighter side. Resilient people also tend to have a strong moral compass or set of beliefs that cannot be shattered. They don’t compare themselves to others, knowing instead that they are their own yardstick of success. They also see difficulties as stepping stones to transformation. Finally, they do not try to control their lives. Instead, they cultivate self-awareness and practice mindfulness. They surrender themselves to life’s ups and downs and adjust their attitudes and goals according to the size of the wave they are currently riding. 5. Excellence vs Perfection - Passion Passion creates excellence when mediocrity will do. Passionate people have adeep sense of purpose and are often selfless in their actions. They also know themselves – they have a clear sense of their values and beliefs, and they live by them. They generally accept themselves as imperfect and growing, seeing life as a series of choices and options. They are driven by goals, and are result-oriented. They don’t let anything stop them – they have a “will to find a way” attitude and don’t accept “no” for an answer. By the same token, they are also enthusiastic about the success of others. Finally, they take responsibility for their lives but are not afraid to ask for support. Passionate people recognize that they are in the driver’s seat as they travel on their journey of life. Developing GRIT By looking at life as a marathon rather than a sprint, and by developing certain factors that are indirectly connected to grit, you can realize your potential. Here’s how: 1. Pursue Your Interests You’re going to have a hard time sticking to goals that don’t fascinate you. So, the first step to growing your grit is to find something interesting. But that doesn’t mean sitting around thinking about what your passion is. 2. Practice, Practice, Practice Hard work leads to competence, and we’re much more likely to stick with things we’re good at. The most gritty people always want to improve, no matter what it takes or how good they already are. So, when you’ve found your interest, put in the work to get a little bit better every day. 32 3. Connect to a Higher Purpose People who connect what they do to a higher purpose are grittier. It’s not enough to have a compelling interest. You also have to take a step back and understand how what you do contribute to the well-being of others. That is not only useful for increasing your grit. It also helps you enjoy the task more. 4. Cultivate Hope If you want to reach your goals, you first need to believe it’s possible. Limiting beliefs about your abilities being fixed and unalterable affects your grit negatively. And they are also plain wrong. Research has shown that you have the possibility to change your brain and learn new skills throughout your life. Your brain is “plastic” and you can reshape it through effort and experience. So, go after your goals with the belief that you can improve if you work hard at it. Because you can. 5. Surround Yourself With Gritty People The people around you have a huge influence on your thoughts, feelings, and behaviors. When you spend enough time with a particular group of people the way, they do things become the way you do things. Their norms and values will rub off on you and become your new standard. 33  APPLICATION & ASSESSMENT Goal setting using the SMART formula You probably realized after reading this lesson that the topics are interconnected. You can also connect this with the 1st lesson on becoming a successful student. They are all helpful to you as you chart your goals and get to your destination. Envision yourself several years from now. What is one SMART goal that you wish to accomplish in 2031 and 2036? Do it in picture/s. Look for a picture that would best represent your goal which you wish to achieve 10 years from now and another to represent yourself and your goal 5 years thereafter. Give a brief description of your goals. What is the action plan toward the attainment of that goal? Identify three facilitators which can propel you to reach that goal. Also identify three barriers which may impede you from attaining it. ? ? Your goal in 2031 and short Your goal in 2036 and short description description What steps will you take to achieve your goals? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________________ Your facilitators to achieve your goals Obstacles/Impediments to overcome 1._______________________________ 1. ____________________________ 2._______________________________ 2. ____________________________ 3._______________________________ 3. ____________________________ 34 OR You may also have the option to do this task by making a road map which will plot your journey toward the attainment of your goals. Let’s check how well you internalized the lesson. Please encircle the correct answer. 1. Why do we need to set goals, whether short- or long-term? A. Goals provide us with a clear direction where to go to. B. Goals inspire us to reach something in life. C. Goals keep us focused and enable us to use time efficiently. D. All of the above. 2. Which goal is unattainable given the SMART rule in mind? A. Graduating with Latin honors through hard work and determination. B. Courting a beautiful lady and promising her the moon and the stars. C. Getting a 1.75 GPA after the first semester, SY 2021-22. D. Acquiring a new laptop after 6 months by saving 10% of your allowance every week. 3. What is NOT a characteristic of a person with growth mindset? A. Exemplifies hard work as a tool to develop one’s abilities. B. Possesses love of learning and highly resilient. C. Belief that intelligence and talent can automatically lead to success D. Belief that intelligence can grow with time and experience. 4. The passion and sustained perseverance to achieve one’s goal without being conscious of rewards and recognition is A. Self-efficacy B. Grit C. Growth mindset D. Resilience 5. You have a friend whom you observe to have low self-efficacy and you would like to help him/her. What will you do? A. Objectively help the person identify the barriers to achieving the goals. B. Affirm the person’s small steps toward success. C. Providing support when s/he tries new things and challenges. D. All of the above. “Never quit. It is the easiest cop-out in the world. Set a goal and don’t quit until you attain it. When you do attain it, set another goal, and don’t quit until you reach it. Never quit.”- Bear Bryant 35  REFERENCES Alata, Eden Joy, et al. (2018). Understanding the self. Rex Book Store: Manila Brawner, Dalisay and Analiza Arcega. (2018). Understanding the self. C & E Bookstore: Quezon City. Corpuz, Ronald, et al. (2019). Understanding the self. C & E Bookstore: Quezon City Macayan, Anthony, et al. (2019). Understanding the self. C & E Bookstore: Quezon City https://www.mindtools.com/pages/article/newHTE_90.htm Get title... https://www.canr.msu.edu/news/what_does_it_mean_to_have_grit https://medium.com/better-humans/this-is-how-to-grow-your-grit-5-secrets-from-rese arch-9c78c803093e https://angeladuckworth.com/about-angela/ https://positivepsychology.com/3-ways-build-self-efficacy/ https://www.verywellmind.com/albert-bandura-biography-1925-2795537 Meriam Webster Dictionary https://primer.com.ph/business/2017/04/21/story-of-filipino-success-mariano-que-fou nder-of-mercury-drug/ Pictures: https://www.google.com 36  UNIT III. MANAGING AND CARING FOR THE SELF Lesson 3. Taking Charge of One’s Health (1 week - 3 hours) INTRODUCTION From the previous lessons we have learned the different theories of learning and how goals are achieved. Most of us strive to be good members of our family, school, community and the larger society we belong to. But with the various roles that we play as sons and daughters, students and friends, we often tend to overlook the necessity of keeping ourselves fit and healthy not only physically but most of all psychologically. THE STORY OF THE TWO WOLVES The following is an old Cherokee Indian story that is enlightening and helpful. One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two wolves inside us all." "It is a terrible fight and it is between two wolves. One is evil - he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego." He continued, "The other is good - he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith. The same fight is going on inside you - and inside every other person, too." The grandson thought about it for a minute and then asked his grandfather, "Which wolf will win?" The old Cherokee simply replied, "The one you feed". (Source: http://www.psychologymatters.asia/article/65/the-story-of-the-two-wolves- managing-your-thoughts-feelings-and-actions.html) 37  Knowing which wolf to feed is the first step towards recognizing you have control over your own self. Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt powerless to control? The purpose of this story is to help you find ways to manage your mind so that you can live your life more in accordance with what your own judgment says is best for you. As we grow up, we gradually become aware of the many things in the external world which are largely beyond our ability to control. These include other people in general and most events in our lives. Initially this is difficult to accept, but a more shocking realization is that there are many things about ourselves that we seem powerless to control. Some of these are our own thoughts, feelings, and actions which unfortunately can be the source of much distress. It may be thoughts such as “I cannot stop hating my teacher for not giving me high grades.” It may involve an emotion e.g. “My girlfriend left me and I cannot stop feeling sad, lonely and unloved.” Everyone desires to have a fit and healthy body when we are fit and healthy we can be productive and efficient resulting to a feeling of well being and Happiness. In this unit we will learn how to be psychologically and emotionally fit individuals. At the end of the lesson, you should be able to: 1. assess one’s stress habits and reflect on their coping mechanisms and areas of improvement; 2. identify and differentiate the nature of the different kinds of stress and its characteristics; 3. understand the importance of self-care in stress management; 4. learn tips on how to effectively beat stress; 5. apply the suggested tips to maximize self care; 6. exhibit personal ways of coping with stress for healthful living in the new normal. 38 Which of the following situations do you think can cause stress? The purpose of this questionnaire is to help you get information about how well you can identify your stressors. Please put a check on the right column of the statement you believe can cause stress. List of Stressors Failing in your subjects Being in the Dean’s list The death of a significant person in your life Having a baby before graduation Sleeping less than seven hours a night Starting a new exercise program Being late in school Having an annoying sibling Chosen to be a leader of a team for a project Adjustment to a new level of independence Peer pressure Expectation from elders Extended commuting time,traffic Living away from family New,unfamiliar environment Financial needs Family problems Norms and standard of the society Romantic Relationship Look at your checklist and answer the following questions: 1. Why do you consider these your stressors? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 39  2. Which of the following statements do you consider positive stressors? Why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Which of the following statements do you consider negative stressors? Why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Fitness refers to the quality of being able and suitable to do a certain task or demand. Fitness covers the physical well being, a balanced mental state, emotional stability and spiritual soundness. On the other hand, health is defined as “state of complete physical, mental and social well being and not merely the absence of disease or infirmity” (WHO 2003). What is Stress? You might be surprised to learn that all of the above can create stress. Stressors are events or circumstances that trigger a stress response and these events can range from things that people want and enjoy, as well as from things that are disagreeable it is a stimulus with the potential for triggering the fight or flight response. Stressors are events which our bodies were evolutionarily trained to respond accordingly for our safety (Greenberg, 2010). Worrying in anticipation about things that haven't happened (and might not even happen) can also cause stress that affects your body and mind. Stress is a feeling of emotional or physical tension. It can come from any event or thought that makes you feel frustrated, angry, or nervous. It is your body's reaction to a challenge or demand. In short bursts, stress can be positive, such as when it helps you avoid danger or meet a deadline is the way human beings react both physically and mentally to changes, events, and situations in their lives. 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 Your own reaction to a particular stressor may be very different from another person’s, but with awareness, you can develop control over your response. 40  Stress is a normal part of life. The body's stress responses are your first line of defense in life-threatening situations. If you encounter a lion in the jungle or a mugger on the street, stress triggers your body to produce an adrenaline rush that helps you run away faster or defend yourself with greater speed, strength, and quick decision-making. Stress can cause the body to prepare for fight or flight with an increased heart rate, elevated respiration, and changes in blood flow. And many of the effects of stress—such as increased alertness, resiliency, and adaptation—are positive and have allowed our species to survive and evolve over time. Stress also serves as a stimulus to act and grow, which helps you adapt to ever-changing and ever-demanding environments. Some studies even suggest that stress can motivate you to seek more and better contact with other people. Therefore, stress in and of itself isn't negative. It's part of human life. Stress is the body’s response to the various mental, emotional, and physical demand made on it. Stress is a ever-present challenge that affects mental and physical health across human beings. It is described as any factor that makes adaptation to an environment for the individual to maintain a state of balance between himself and the environment (Humprey, Yow & Bowen). It includes a physical response to meet the demands of the stressful event (Richlin-Klonsk). If left unchecked stress can damage your concept of yourself, your outlook in life and affect your behavior that in turn will affect people around you. Even though you are young, you are not spared from stress. You experience stress in school, particularly now that you are in college. You face completion for academic performance and recognition. Examinations, assignments, projects and Extra -curricular activities can take a toll on your wellness, especially if you do not get adequate sleep, food or exercise. If not properly addressed these so called stressors may even take its toll in your body and may cause you to have illness. The events or condition that put a strain on the individuals are called stressors. There are variations in an individual reaction to these stressors. These variations may be due to the differences in their age, sex/gender, ethical predisposition, medical history, religious beliefs, physical fitness, attitude, behavior patterns, social support, education status and social economic background. College students are said to have experience a unique cluster of stressors (Garette 2000). Some of these may be internal while some may be external such as intrapersonal, academic and environmental stressors (Heckertt ,1999). How you perceive stress is crucial to your well being. Your action and state due to the presence or perceived stressors is known as stress response. Stress Response is the flight or fight this is different from what we call coping. Stress Response can be categorize as behavioral, cognitive and physiological depending on many factors such as age, gender, and social support. 41 Prolonged stress however is another story. Below are the different Types of stress and its characteristics. Types of Stress (Source: American Psychological Association) There are several types of Stress. Stress management can be complicated and confusing because there are different types of stress — Eustress, Acute stress, Episodic acute stress, and Chronic stress — each with its own characteristics, symptoms, duration and treatment approaches. Let's look at each one. Positive stressors called Eustress- moderate or normal psychological stress interpreted as being beneficial for the experience. Eustress means beneficial stress—either psychological, physical (e.g. exercise), or biochemical/radiological (hormesis). It refers to a positive response one has to a stressor, which can depend on one's current feelings of control, desirability, location, and timing of the stressor. An example of eustress, would be a challenging work assignment that is perceived to be neither too difficult nor too easy. Another example would be a strength training workout results from a “positive” view of an event or situation, which is why it is also called “good stress.” may include an upcoming wedding, the holidays, or pregnancy. Other examples of positive personal stressors may include: Receiving a promotion or raise at work. Starting a new job, buying a home, moving, taking a vacation or holiday seasons. It helps you rise to a challenge and can be an antidote to boredom because it engages focused energy. It’s often a question of perception: A positive stressor for one person can be a negative stressor for another. 42  Eustress, or positive stress, has the following characteristics: It Motivates, focuses energy. Is short-term. Is perceived as within our coping abilities. Feels exciting. Improves performance. Distress on the other hand, is a negative form of stress– the one that we most commonly associate with stress. Below are the different types of distress. Acute stress is the most common form of stress. It comes from demands and pressures of the recent past and anticipated demands and pressures of the near future. Acute stress is thrilling and exciting in small doses, but too much is exhausting. A fast run down a challenging ski slope, for example, is exhilarating early in the day. That same ski run late in the day is taxing and wearing. Skiing beyond your limits can lead to falls and broken bones. By the same token, overdoing on short-term stress can lead to psychological distress, tension headaches, upset stomach and other symptoms. Fortunately, acute stress symptoms are recognized by most people. It’s a laundry list of what has gone awry in their lives: the auto accident that crumpled the car fender, the loss of an important contract, a deadline they’re rushing to meet and their child’s occasional problems at school and so on. Because it is short term, acute stress doesn’t have enough time to do the extensive damage associated with long-term stress. Acute stress can crop up in anyone’s life, and it is highly treatable and manageable. There are those, however, who suffer acute stress frequently, whose lives are so disordered that they are s in chaos and crisis. They’re always in a rush, but always late. If something can go wrong, it does. They take on too much, have too many irons in the fire, and can’t organize the slew of self-inflicted demands and pressures clamoring for their attention. They seem perpetually in the clutches of acute stress. It is common for people with acute stress reactions to be over aroused, short-tempered, irritable, anxious and tense. Often, they describe themselves as having “a lot of nervous energy.” Always in a hurry, they tend to be abrupt, and sometimes their irritability comes across as hostility. Interpersonal relationships deteriorate rapidly when others respond with real hostility. 43  A form of Episodic acute stress comes from ceaseless worry. “Worry warts” see disaster around every corner and pessimistically forecast catastrophe in every situation. The world is a dangerous, unrewarding, punitive place where something awful is always about to happen. They also tend to be over aroused and tense, but are more anxious and depressed than angry and hostile. The symptoms of episodic acute stress are the symptoms of extended over arousal: persistent tension headaches, migraines, hypertension, chest pain and heart disease. Treating episodic acute stress requires intervention on a number of levels, generally requiring professional help, which may take many months. Often, lifestyle and personality issues are so ingrained and habitual with these individuals that they see nothing wrong with the way they conduct their lives. They blame their woes on other people and external events. Frequently, they see their lifestyle, their patterns of interacting with others, and their ways of perceiving the world as part and parcel of who and what they are. Sufferers can be fiercely resistant to change. Only the promise of relief from pain and discomfort of their symptoms can keep them in treatment and on track in their recovery program. While acute stress can be thrilling and exciting, Chronic Stress is not. This is the grinding stress that wears people away day after day, year after year. Chronic stress destroys bodies, minds and lives. It wreaks havoc through long-term attrition. It’s the stress of poverty, of dysfunctional families, of being trapped in an unhappy marriage or in a despised job or career. It’s the stress that the never-ending “troubles” have brought to the people of Northern Ireland, the tensions of the Middle East have brought to the Arab and Jew, and the endless ethnic rivalries that have been brought to the people of Eastern Europe and the former Soviet Union. Chronic stress comes when a person never sees a way out of a miserable situation. It’s the stress of unrele