UTS Reviewer PDF

UTS Reviewer Lesson 5: Digital Self Who Am I in the Cyberworld? Selective Self-Presentation and Impression Management  Goffman (1959) and Leary (1995) We try to control how others see us. We choose what information to share about ourselves and adjust our behavior to create a good ima...

UTS Reviewer Lesson 5: Digital Self Who Am I in the Cyberworld? Selective Self-Presentation and Impression Management  Goffman (1959) and Leary (1995) We try to control how others see us. We choose what information to share about ourselves and adjust our behavior to create a good image. It is important for building relationships. Gender and Sexual Online  Sex - Biological traits (male, female, or intersex)  Gender - How someone identifies themselves socially and culturally  Sexuality - Who someone is attracted to romantically or sexually (homosexual, heterosexual, or bisexual) Judith Butler American Philosopher and Gender Theorist known for their work on gender, sexuality, and identity. Performing Gender Online Refers to how people express and navigate their gender identities in digital spaces, often through profiles, language, behavior, and visual representation. Setting Boundaries to your Online Self: Smart Sharing ❖ Rules to Follow: Stick to safer site Guard your password Limit what you share Think before you click Do not be mean or embarrass other people online  Always tell if you see strange or bad behavior online Be choosy about your online friend Be patient (Group 10) Managing and Caring for the Self Metacognition ❖ “Thinking about Thinking” (Livingston 1997, Papaleontiou Louca 2003) ❖ Awareness of the scope and limitations of your current knowledge and skills (Meichenbaum 1985 in American Institutes or Research 2010) ❖ Enables the person to adapt their existing knowledge and skills to approach a learning task ❖ Includes keeping one's emotions and motivations while learning in check ❖ 2 Aspects Self-Appraisal - Personal reflection on your knowledge and capabilities Self-Management - Mental process you employ using what you have in planning and adapting Metacognitive - What you know about what you think Self-Management - How you adjust your thinking process to help you learn better Metacognitive Knowledge ❖ Personal Variable - Evaluation of your strength and weaknesses in learning ❖ Task Variable - What you know or think about the task ❖ Strategy Variable - What strategies or skills you already have in dealing certain tasks ❖ Other Skills: Knowing your limits ▪ Have an honest and accurate evaluation of what you know and what you do not know. ▪ Look at the scope and limitations of your resources Modify your approach ▪ Recognition that your strategy isn’t appropriate with the task Skimming ▪ Browsing over material and keeping an eye on keyworkds, phrases, or sentences Rehearsing  ▪ Trying to make personal interpretation or summary of learning experience Self-Test ▪ Test your comprehension of your learning experience of the skills ▪ “What strategies did I use?”, “How can I further improve my learning skills?” Goal of Metacognition Have the capability to study things on your own as well as accurately evaluate your progress ❖ Benefits Compensation and Development of Cognitive Limitations Improved Academic Performance Transfer of Knowledge Other tips you can use in studying ❖ Outline the things you want to learn ❖ Break down tasks ❖ Integrate variation in your schedule and learning experience ❖ Incubate ideas ❖ Revise, summarize, and take down notes ❖ Engage what you learned Chapter 11: Managing and Caring for the Self “Do not just dream, make it happen!” Self-Efficacy Theory and The Bobo Doll Experiment ❖ Albert E. Bandura’s Self-Efficacy Theory Born in 1925 Pursued psychology, graduated with honors in 1949 His work emphasizes the importance of self-belief in achieving goals. He introduced the concept of self-efficacy in an article, “Self-efficacy: Toward unifying Theory of Behavioral Change”, published in Psychological Review (1997) ❖ Self-efficacy Theory Belief that you are capable of achieving a specific goal or performing a particular task. Outcome Expectancy is “a person’s estimate that a given behavior will lead to certain outcomes” Weibel (2011)  Efficacy expectation is “the conviction that one can successfully execute the behavior required to produce the outcome” Weibel (2011) Dr. Bandura defined self-efficacy as “People’s belief about their capabilities to produce designated levels of performance that exercises influence over events that affect their lives” Weibel (2011) People with “High assurance in their capabilities”, ▪ Approach difficult task as challengers to be mastered ▪ Set challenging goals and maintain strong commitment ▪ Heighten or sustain efforts in failures or setbacks ▪ Attribute failures to insufficient or deficient knowledge and skills ▪ Approach threatening situations with assurance that they can exercise control over them People “Who doubt their capabilities” ▪ Shy away from task they view as personal threats ▪ Low aspirations and weak commitment to goals they choose to pursue ▪ Dwell on personal deficiencies, possible obstacles, and all kinds of adverse outcomes, rather than concentrating on how to perform successfully ▪ Slacken their efforts and give up quickly in the difficulties ▪ Slow to recover their sense of efficacy following failure or setbacks ▪ Fall easy victim to stress and depression ❖ Self-efficacy Theory of Motivation by Dr. Bandura Performance accomplishments or mastery experiences Vicarious experiences Verbal or social persuasion Physiological (somatic and emotional) states. ❖ Albert E. Bandura’s BOBO Doll Experiment 1950s experiment Showed that children who saw violent behavior models became violent to the doll, providing effectiveness of social modeling in learning. Fixed and Growth Mindset Theory ❖ Carol S. Dweck A renowned, psychologist Born in 1946, PhD from Yale ❖ Fixed Mindset Believe success is innate, based on innate abilities Fear failure as a negative statement on their abilities ❖ Growth Mindset Believe success is based on hard work, learning, and perseverance. Do not fear failure as much, realizing that performance can be improve and learning comes from failure Goal Setting Theory ❖ Dr. Edwin A. Locke First studied by Dr. Locke in 1960s based on Aristotle’s final causality, which states that action is caused by a purpose Goals have both internal and external aspects The more difficult the goal, the greater the achievement, but requires commitment and knowledge to achieve it 14 Research Findings  ❖ Motivation through Conscious Goal Setting (Locke 2017) The more difficult the goal, the greater the achievement. The more specific or explicit the goal, the more precisely performance is regulated Goals that are both specific and difficult lead to the highest performance Commitment to goals is most critical when goals are specific and difficult 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 In addition to having a direct effect on performance, self-efficacy influences: Goal setting is most effective when there is feedback that shows progress in relation to the goal Goal setting mediates the effect of knowledge of past performance on subsequent performance Goals affect performance by affecting the direction of action, the degree of exerted, and the persistence of action over time. Goal stimulates planning in general. Often, the planning quality is higher tha that which occurs without goals Lesson 3: Less Stress, More Care Stress and Human Response The American Institute of Stress (AIS) distinguished different types of stress and human response to it. ❖ Hans Selye Defined stress as the body’s nonspecific response to any demand, whether it is caused by or result in pleasant or unpleasant stimuli. ▪ EUSTRESS Stress in daily life that has positive connotations (marriage, promotion, baby, winning money, new friends, and graduation) ▪ DISTRESS Stress in daily life that has negative connotations (divorce, punishment, injury, negative feelings, financial problems, and work difficulties) Hypothesized a general adaptation or stress syndrome that affects the whole body. Stress always manifests itself by a syndrome. ▪ Alarm Stage Mobilization of the body’s defensive forces Preparing for the “fight or flight” syndrome.  Involving number of hormones and chemicals excreted at high levels (increase in heart rate, blood pressure, perspiration, and respiration rate) ▪ Stage of Resistance Body becomes adaptive to the challenge and even begins to resist it. The length is dependent upon the body’s innate and stored adaptation energy reserves, and upon the intensity of the stressor ▪ Exhaustion Stage Body dies because it has used up its resources of adaptation energy Techniques to Counter Chronic Stress ❖ Relaxation Response Focuses on stress countermeasures using relaxation techniques like deep abdominal breathing, visualization, repetitive prayer, yoga, and tai chi. ❖ Physical Activity Deepening breathing and easing muscle tension. Movement therapies like yoga, tai chi, and qi gong, combined with fluid movements, deep breathing, and mental focus. ❖ Social Support Close relationships with family and friends provide a life enhancing social net, potentially increasing longevity. The Cultural Dimension of Stress and Coping Cultural values, beliefs and norms affect the appraisal process of stressors and the perceived appropriateness of coping responses (Ben Kuo’s 2010 study on cultural dimensions of stress and coping). ❖ Self-care Therapy Stop, breathe, and tell yourself: “This is hard and I will get through this one step at a time” Acknowledge to yourself what you are feeling. Find someone who listens and is accepting. You do not need advice. You need to be heard. Maintain your normal routine as much as possible Allow plenty of time for a task Take good care of yourself. Remember to: ▪ Get enough rest and sleep. ▪ Eat regularly and make healthy choices ▪ Know your limits and when you need to let go  ▪ Identify or create a nurturing place in your home ▪ Practice relaxation or meditation ▪ Escape for a while through meditation, reading a book, watching a movie, or taking a short trip. ❖ Self-compassion Therapy Being warm and understanding toward ourselves when we suffer, fail, or feel inadequate, rather than flagellating ourselves with self-criticism. Recognizes that being imperfect and experiencing life difficulties is inevitable ❖ Self-compassion Phrases This is a moment of suffering Suffering is part of life May I be kind to myself May I give myself the compassion I need These captures the essences of self-compassion: ▪ Helps to mindfully open to the sting of emotional pain ▪ Reminds us that suffering unites all living beings and reduces the tendency to feel ashamed and isolated when things go wrong ▪ Reminds to respond with self-kindness rather than self-criticism ▪ Reinforces the idea that we need and deserve compassion in difficult times ❖ Self-compassion and Emotional Well-being Characterized by kindness toward oneself during times of suffering and a lack of self-criticism Linked to reduced anxiety and depression. Fosters emotional intelligence, wisdom, and improved coping skills. ❖ Self-compassion, Motivation, and Health Focusing on personal growth rather than societal approval and reduces perfectionism and motivational anxiety. Encourages individuals to strive for their goals Fostering greater personal initiative and a desire to reach their full potential ❖ Self-compassion vs Self-esteem