UNIT 3 - MANAGING THE SELF Notes PDF
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These notes cover the topic of managing the self, including learning, performance, stress, different learning types, conditioning, and goal-setting. They include concepts like classical conditioning and operant conditioning, and also delve into motivation theory and self-improvement. A good resource for students learning about these topics.
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UNIT 3 - MANAGING THE SELF [Learning] \- any relatively permanent change in behavior brought about by experience or practice \- change in behavior potentiality -Changes in behavior (Long term) [Performance] \- translation of this potentiality into behavior \- The translation of this change (S...
UNIT 3 - MANAGING THE SELF [Learning] \- any relatively permanent change in behavior brought about by experience or practice \- change in behavior potentiality -Changes in behavior (Long term) [Performance] \- translation of this potentiality into behavior \- The translation of this change (Short term) [Stress and Performance] **Stress level** Low: Causes you to be too relaxed, can forget about tasks, and does not think about the time/hahayaan mo/no motivation = poor performance Moderate: Needs moderate stress to perform well and better; in between, has ample time to do the task with good performance. High: Overwhelmed, too many tasks/can realize that there is a lot more than we anticipated = poor performance *Cortisol = stress hormone* High Cortisol (Cushing's Syndrome) - - - - - - - - - - Low Cortisol or Adrenal fatigue (Addison's disease) - - - - - - - - - - - - [Leaning Types] - - - - - [Pavlov and Classical Conditioning] Ivan Pavlov - Russian physiologist who discovered classical conditioning through his work on digestion in dogs Classical conditioning - learning to make a reflex response to a stimulus **Extinction**: When a learned response fades because the trigger (conditioned stimulus) is no longer paired with the original cause (unconditioned stimulus). **Spontaneous recovery**: When a faded response suddenly reappears after some time(CR). **Generalization**: Responding in the same way to things that are similar to the trigger(CS). **Discrimination**: Learning to tell the difference between the trigger(CS) and other irrelevant stimuli. [Operant Conditioning] - Learning voluntary behavior by experiencing the results of rewards or punishments. [Thorndike's Law of Effect]- Law stating that if a response is rewarded then it is repeated, if it is a punishment then it is not repeated **Reinforcement**: Anything that makes a behavior more likely to happen again. - -  **Punishment**: Anything that makes a behavior less likely to happen again. - - [Differences of Learning styles] - It always depends on the teacher and how well the learner absorbs the information [Basic Principles of Learning] - - - - - [Setting Goals For Success] **Goals** - - - **Vision vs Goals** - - **Are GOALS important?** - - - - - [Goal Setting Theory] (Edwin Locke and Gary Latham) - - - **SMART** Goals **S** - Specific (Clear and specific, to narrow it down) **M** - Measurable (To track progress) **A** - Attainable (Set a goal that's realistic and possible) **R** - Relevant (Align the goal with your vision) **T** - Time Bound (Set a deadline to create urgency) [Human Motivation] (Abraham Maslow) - -  [Social Cognitive Theory] (Albert Bandura) - - [Growth Mindset Theory] (Carol Dweck)
