ANALYSIS

Answer the questions below. Then write your answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
 Yes. I agree with the MIA result. Because some statements I read reflect on me.

2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal experiences/preferences.
Share your answer in class.
 do your best
 be proud to your self
 believe on your own skill
 don’t be afraid
 believe problems are ways to be success
3. Does your MAI result consistent with your personal Top 5 Tips/Secrets for Studying?

 Yes. Because it’s my way of my personal life for studying and using this tips it
accurately to my life.
APPLICATION AND ASSESSMENT:

Scenario:
You are about to study for your final examinations and it is as if the universe conspired for a heavy finals
week, all your subjects provided at least three new reading materials and topics one week (7 days) before the
examination period.
Create a diagram or schedule using at least five of the metacognitive strategies, skills, and studying
techniques mentioned in this lesson on how you would prepare for the next seven days before your final
examinations.
LESSON 2: Do Not Just Dream, Make It Happen
ACTIVITY
On each designated box, draw your envisioned “Future Self.” Who would you be:

1. Five years from now

2. 10 years from now

3. 25 years from now
ANALYSIS

Envisioned Self Plan

Answer the following questions.
1. Who are you or what would you become:
a. In five years?
 In 5 years I have been a full and licensed teacher

b. In 10 years?
 In 10 years I have been a great teacher, someone the students will remember in good means, like
someone who had a good impact on them. I see myself as a good role model for many children, ideally
working at this school.

c. In 20 years?
 For 20 years I have been a great teacher or principal.

2. What are your motivations for your envisioned self:

a. In five years
b. In 10 years?
c. In 20 years?
 In five years, 10 years, 20 years, my motivations to envision myself are my parents because they are
supporting me all the time and specially God because He was always there for me to guide my career.

3. Outline your plans on how you will make your envisioned self into reality:
a. In five years
 I envisioned myself become a great teacher
b. In 10 years
 I envisioned myself as a good role model for many children
c. In 20 years
 I envisioned myself having a family
4. How do you feel after doing this exercise?
 I feel after doing this exercise is very motivated because goal setting helps me to be in
the right direction in my life.

5. What is your perception on goal setting?

 Goal setting is very beneficial for me. Goal setting helps the person to be in the right
direction in his/her life.
 APPLICATION AND ASSESSMENT
1. Jack Canfield Quote Hunt. Using Canfield’s quote on success at the beginning of this lesson, identify
the elements of Bandura, Dweck, and Locke’s Theories. Give explanation to your answer.

Bandura (self-efficacy)- Bandura’s social cognitive theory states that people are active
participants in their environment and are not simply shaped by that environment.

Outcome expectancy is “a person’s estimate that a given behavior will lead to certain
outcomes.”
Efficacy expectation is “the conviction that one can successfully execute the behavior
required to produce the outcomes.”
● Outcome and efficacy expectations are differentiated because individuals can believe that a
particular course of action will produce certain outcomes.
● Self-efficacy typically comes into play when there is an actual or perceived threat to one’s
personal safety, or one’s ability to deal with potentially aversive events.
● Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to produce
designated levels of performance that exercise influence over events that affect their lives.”
● He identified acts of people with “high assurance in their capabilities,” such as:
1. Approach difficult tasks as challenges to be mastered;
2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain efforts in the face of failures or setbacks;
4. Attribute failure to insufficient effort or deficient knowledge and skills which are acquirable;
and
5. Approach threatening situations with assurance that they can exercise control over them.
● In contrast, people “who doubt their capabilities”:
- shy away from tasks they view as personal threats;
- have low aspirations and weak commitment to goals they choose to pursue;
- dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to perform successfully;
- slacken their efforts and give up quickly in the face of difficulties;
- are slow to recover their sense of efficacy following failure or setbacks; and
- fall easy victim to stress and depression.

Bandura also described four main sources of influence by which a person’s self-efficacy is
developed and maintained.
● performance accomplishments or mastery experiences;
● vicarious experiences;
● verbal or social persuasion; and
● physiological (somatic and emotional) states.

Dweck (Fixed and Growth Mindset Theory)

 ● Dweck described people with two types of mindset:
1. People who believe that success is based on their innate abilities have a “fixed” theory of
intelligence, and goes under fixed mindset.
2. People who believe that success is based on hardwork, learning, training, and
perseverance have growth theory of intelligence, which goes under growth mindset.
 Fixed mindset- individuals dread failure because it is a negative statement on their
basic abilities.
Characteristics of a fixed mindset:
1. Believes intelligence and talent are fixed
2. Believes effort is fruitless
3. Hide flaws
4. Ignores feedback
5. Feels threatened by other’s success

 Growth mindset- individuals do not mind or fear failure as much because they realize
their performance can be improved and learning comes from failure.
Characteristics of a growth mindset:
1. Believes intelligence and talents can be developed
2. Believe effort is the path to mastery
3. Believes mistakes are part of learning
4. Embrace challenges
5. Welcomes feedback
 Individuals may not necessarily be aware of their own mindset, but their mindset can
still be discerned based on their behavior.

Locke’s Goal Setting Theory

Goals have both an internal and external aspect:
1. Internally, they are ideas(desired ends);
2. Externally, they refer to the object or condition sought (a certain performance level)

 Goal setting is most effective when there is feedback that shows progress in relation to
the goal.
 Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
 Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time
 Goals stimulate planning in general. Often, the planning quality is higher than that which
occurs without goals. When people possess task or goal-relevant plans as a result of
experience or training, they activate them automatically when confronted with a
performance goal. Newly learned plans or strategies are most likely to be utilized under
the stimulus of a specific, difficult goal.
 When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:
a. they have no prior experience or training on the task;
b. there is high pressure to perform well; and
c. there is high time pressure (to perform well immediately).

 Goals (including goal commitment), in combination with self-efficacy, mediate or partially

immediate the effects of several personality traits and incentives on performance.
 Goal-setting and goal-related mechanisms can be trained and/or adopted in the absence
of training for the purpose of self-regulation.
 Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also be
used to enhance task interest, reduce boredom, and promote goal clarity. When used to
punish or intimidate people, however, goals increase stress and anxiety
2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using Dr. Albert Bandura’s
four sources of influence for the development and maintenance of self-efficacy.

HONEST RESILIENCE
HOPEFUL WORTH CONFIDENT
SELF SELF
SOOTING WORTH

HEALTHY LOVED C ONSISTENT

SELF- POSITIVE
CONTROLLED THINKING

SELFCARE REAL HELPFUL

STRONG PUNCTUAL
FAITHFUL
COPING
SKILLS
 3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed mindset from growth
mindset of Dr. Carol Dweck. Highlight the definition, description, characteristics, examples of situations
where each mindset are developed, and their advantages and disadvantages.

FIXED GROWTH
MINDSET MINDSET

The belief that skills, intellect, and talents The belief that skills, intellect, and talents
are set and unchangeable. can be developed through practice and
perseverance.

I’ll stick to what I know. I want to learn new things.

Either I’m good at it or not DESIRES I am eager to take risks.

It’s fine the way it is. Is this really my best work?

SKILLS What else can I prove?
There is nothing to change

This is a waste of time. I know this will help me,

EFFORT
There’s a lot to figure out. even though it is difficult.

It’s easier to give up. I’ll use another strategy,

SETBACKS
I’m really not smart. my mistakes help me learn.

FEEDBACK I recognize my weakness,

This work is boring.
and I know what to fix.
No one likes to do

TALENTED
It’s easy for him or her. I wonder how they did it.
They were born smart PEERS Let me try to figure it out.
CHARACTERISTICS CHARACTERISTICS

OF FIXED OF GROWTH

MINDSET MINDSET

 Believes intelligence and talent  Believes intelligence and talents

are fixed can be develop

 Believes effort is the path to

 Believes effort is fruitless
mastery

 Believes failures define who  Believes mistakes are part of

they are learning

 Believes mistakes are part of

 Hides flaw learning

 Avoids challenges  Believes failures are temporary

 Ignores feedback
 Embraces challenges

 Views feedback as personal

 Welcome feedback
criticism

 Feels threatened by other’s  Views other’s success as

success inspirational
DISADVANTAGES ADVANTAGES
OF FIXED OF GROWTH
MINDSET MINDSET

It provokes dissatisfaction and Greater comfort with taking

disappointment personal risks

It decreases self-knowledge and Better work relationships and

self-awareness higher performance levels

It cuts of opportunities. A fixed Enhanced brain development

mindset person is usually afraid across wider ranges of tasks
to take risks

It encourages mediocrity Higher motivation

It attracts mediocre relationships

Lower stress, anxiety and
that will bring long-term
depression
satisfaction

It leads to stagnation Striving for more stretching goals

4. Goal Setting Plan. Make goal setting plan (short term for one semester only) based on what you
learned from Locke’s goal setting theory.

 Get better grades

 Study harder
 I will review my notes before class starts 
 I’ll review my notes as soon as possible after class
 I will review each exam carefully so I know where I’ve made mistakes
 I Give Myself daily and weekly goals that lead to an achievable goal in the semester
 LESSON 3: Less Stress, More Care

ACTIVITY

Self Stress Assessment

To handle life stress is to identify sources of life stress. Arizona State University adopted “The Social Readjustment
Scale” of T. H. Holmes and R. H. Rahe to come up with the “College Student’s Stressful Event Checklist.” Use the
Event Checklist to assess your stress level as college student. Follow these instructions for your guidance:

1.Get a copy of the “College Student’s Stressful Event Checklist” from the Arizona State University available through
Research Gate. Use the link provided:
(https://www.researchgate.net/file.PostFileLoader.html?id=57361005f7b67ee8fb041dc2&assetKey=AS
%3A361336895 754242%401463160837813)

2. Answer the questionnaire honestly. To put the checklist in our context, change the third item about “Divorce
between parents,” to “Separation between parents.”

3. Write your score and its interpretation inside the box:

253

4. Circle all events you identified.

5. During class session, pair with a classmate and share two to three life events you circled. Observe confidentiality after
sharing.
ANALYSIS

Have a discussion in the class with the following questions:

1. How do you feel while you were doing the checklist?

 My feeling as I was doing the checklist was sadness and I felt down to myself.

2. Is the result near to your present perceived stress level? How do you feel with the result?
 I was surprised by the result I saw because I did not expect that the result would be like
that.

3. How do these identified life events affect your life now?

 It affects my life by becoming a quiet person now because of this thing

4. What is your reflection after sharing your answers with a classmate?

 My reflection after sharing my answers with a classmate should be firm and ready for all
the tests

5. What is your perception about stress and self-care?

 Stress affects everyone. It impacts the mind and body in direct and powerful ways.
Stress saps our energy and contributes to fatigue, negative thinking, and distressing
emotions, including anxiety, fear, frustration, anger, self-pity, and depression. Ongoing
stress makes us more susceptible to emotional imbalance, illness, and disease.
Numerous medical conditions are caused or exacerbated by stress, including
hypertension, heart disease, and cancer. It can play a major role in beginning
involvement with alcohol and other drugs, and in continuing that involvement. For
people in recovery, stress is frequently involved in the process of relapse.
 Self-care is a crucial element of a successful and sustained recovery. It allows us to
function effectively as human-beings and shows us the love and compassion that we
desperately need, given we neglected ourselves for years in active addiction.
APPLICATION AND ASSESSMENT:
1. Reaction Paper. Make a reaction paper about the article “Stress and Filipino” by Michael L. Tan from
the Philippine Center for Investigative Journalism. (2006). The article is available through this link:
http://pcij.org/ stories/stress-and-the-filipino/. Use the lesson on the social and cultural dimension of
stress in making your reaction paper.

The Stress and Filipino really depicts the natural and unique culture and identity of being a Filipino. We naturally acquire
the “Cheerful Personality. Filipinos have a habit of smiling and laughing a lot. They smile when they are happy, or
sometimes even when they are sad or angry. Smiling has been a coping strategy for many Filipinos especially during
trying times and calamities. For instance, Filipinos smile and wave at the camera while being interviewed even after a
fire or flooding incident. They always try to maintain positive outlook in life which makes them resilient and able to
manage almost everything with a simple smile.
2. Self-Care Plan. Design for your self-care plan for the whole school year.

SPEND LESS TIME TAKE A NAP

ON SOCIAL MEDIA

MEDITATE

TAKE LOTS OF
BREAK

SLEEP EXACT
HOURS

SELF- REFLECTION
3. Reflection Paper. Make a self-compassionate letter and make a reflection paper about it .

Dear self,
You deserve the kindness and tenderness you give to yourself. Do not worry all things
have a purpose. Go forward confidently into the future you are developing right now.
Whatever giants you are facing, God is bigger. He is with you, and His goodness is bigger
than you know. You are loved and known, not forgotten and invisible. God never changes,
and He will not change His mind about you. Let everything fall to the ground like seeds,
and trust God who makes the flower grow, god who spoke everything you see into being.
Don’t pretend to be stronger than you are. Say prayer, go for a walk, choose gratitude, and
take a nap. Keep smiling, be thankful on small blessing that grace your life each day. Love
yourself for who you are now, in each and everyday of moment, live with no regrets, and
live with God.

Sincerely,

AIRA