MODULE 5: EMOTIONAL SELF Emotions - Serve as a driving force in how one acts and behaves Lower-level responses occurring in the brain, which create biochemical reactions in the body, and consequently cause changes in one’s physical state. Emotion - - - propose that activity within the brain leads to emotional responses. COGNITIVE THEORIES - argue that thoughts and other mental activities play an essential role in forming emotions. SOCIAL THEORIES - posit that emotions occur within the course of social interactions and within social settings. Is a biological experience and response Feelings - NEUROLOGICAL THEORIES FUNCTIONS OF EMOTION 1. Adaptive - one of the most important functions of emotions is preparing the body for action. Mental portrayal of what is going on in your body when you have an emotion and are the by-product of your brain perceiving and assigning meaning to the emotion Subjective experiences that frame the interpretation of emotion - Mood - - Is an affective state Less specific, less intense, and less likely to be provoked or instantiated by a particular stimulus or event Typically described as having either a positive or negative valence 2. Social - emotions communicate our emotional state of mind and express what is going on inside. - THE EMOTIONAL COMPONENTS Motor Component - The communicative function of how we express what we are experiencing - Ex. facial expressions, hand gestures, body movements Appraisal Component - Cognitively analyzing the emotion, the individual is able to pick up on the situations, actions, environments, or individuals that are causing the emotion Action Tendency Component - Once the emotion is identified, the body moves into action Subjective Feeling Component - This is where an individual simply experiences the feelings Physiological Component - This component supports all others and is the chemical reaction our body experiences THEORIES OF EMOTION PHYSIOLOGICAL THEORIES - suggest that responses within the body are responsible for emotions. In this sense, each emotion, regardless of any positive or negative connotations, is useful in its own way. In addition, they also facilitate social interaction. 3. Motivational - The relationship between motivation and emotions is bidirectional. - There is constant feedback between emotions and motivation and vice versa. Emotional intelligence - refers to the ability to identify and manage one’s own emotions, as well as the emotions of others. Emotional intelligence is generally said to include at least three skills: 1. Emotional awareness, or the ability to identify and name one’s own emotions. 2. The ability to harness those emotions and apply them to tasks like thinking and problem solving; and 3. Ability to manage emotions, which includes both regulating one’s own emotions when necessary and helping others to do the same Emotion Regulation - is a term generally used to describe a person’s ability to effectively manage and respond to an emotional experience. People unconsciously use emotion regulation strategies to cope with difficult situations many times throughout each day. How to effectively manage your emotions 1. 2. 3. 4. Awareness Discovering the “why” of emotions “What Is the Solution?” Choose How You Want to React 3 PRECEPTS OF SPIRITUALITY 1. Meaning and purpose that go beyond the physical realities of life. 2. Connections to different aspects of his/her existence 3. Being sacred and transcendent. THE PATH PROCESS Step 1: Pause Step 2: Acknowledge Step 3: Think Step 4: Help MODULE 6: SPIRITUAL SELF An aspect of self that is associated with an individual’s process of seeking and expressing meaning and how he or she is connected to the self, to others, to the moment, and to everything else that composes his or her environment, including the sacred and significant (Puchalski, 2014). The spiritual self is an ongoing, personal life journey, contextualized by the belief in a higher being, culture, relationships, nature, and the discovery of meaning in one’s life. SPIRITUALITY - Talks about MEANING AND PURPOSE that go beyond the physical realities of life. Is focused on a person’s connections to different aspects of his or her existence The concept of the “whole person” is usually associated with the idea of human beings as having physical and psychological. However, there is a third aspect of being human that is as important as the 2 precedents: the spiritual aspect. Highlighting the mind-body-spirit connection, the spiritual self is an ongoing, personal life journey, contextualizes by the belief in a higher being, culture, relationships, nature, and the discovery of meaning in one’s life. CHARACTERISTICS OF SPIRITUALITY Individual Spiritual attributes include the need for a spiritual quest, ecumenical world views, compassion, service, and inner peace. It is not anchored on any religious orientation. it is a personal, subjective experience that varies from person to person. “SPIRITUAL ME” one's inner thinking and feeling "The true, the intimate, the ultimate, the permanent me that “a person seeks” the "core" and "sanctuary of our life “, the highest level of self-organization, more advanced than the "material me" and the "social me." Psychodynamic Theories An implication of psychodynamic theories for spiritual identity development is that individuals may develop a sense of their spiritual selves in connection and continuity with God. It includes specific practices, proscriptions and participation in a specific community that shares the same beliefs and practices Religiosity can be starting point for spirituality BENEFITS OF SPIRITUALITY According to Erikson (1996), the objects that shape the spiritual selfinclude one's parents and one's God. Erikson purported that the parent-child relationship is "transferred" to a Godspiritual child relationship. Cognitive Theories Cognitive theorists conceptualize identity development as a meaning-making process. From his research with children, Elkind (1997) posited that developing individuals have a "cognitive need capacity" to know that life has permanence, specifically that their lives have permanence (i.e., that they have eternal identities). HOW IS SPIRITUALITY ENHANCED? He further proposed that religion provides answers to the question of permanence as well as fills subsequent "need capacities": needs to symbolize, to relate to, and to understand God. Narrative Theories Narrative theorists proposed that individuals achieve spiritual identities by linking their life stories to the narratives of a religious community system and to their ongoing stories of personal revelation from God. These spiritual narratives may give individuals a sense of life continuity through eternal life stories and of connection to God through spiritual self-to-God story themes. the religious orientation personality characteristics previous spiritual experiences of the person Parents should foster quality parent-child relationships to have a significant positive influence on one’s spiritual orientation. Schools should introduce programs and interventions which include retreats, recollections, seminars, and worship. Teachers should utilize teaching strategies that foster contemplation, reflection, and self-evaluation can strengthen one’s spiritual well-being The best way of enhancing spirituality lies within the SELF. MODULE 7: DIGITAL SELF It refers to a mask people put on when engaging in the technological world. DIGITAL IDENTITY - Individual Differences in Spiritual Identity: The search for sacredness and transcendence can bring positive consequences to life. A spiritual person finds contentment and serenity in his or her life circumstances. Spiritual well-being entails wisdom, selftranscendence, acceptance of life and meaningful existence. Through spirituality, questions such as “am I a good person?” and “how can I live my life to the fullest?” are answered. Spirituality allows one to become resilient amidst challenges and roadblocks that occur in daily life. People generally have “ROLE IDENTITIES”. These are the characters and roles an individual creates as a member of a particular social group. In an online environment, one role identity is vitally important in order for him or her to project himself or herself in the said environment. Religiosity WHAT MAKES UP A PERSON’S DIGITAL IDENTITY? The adherence to a belief system and practices associated with a tradition in which there is agreement about what is believed and practiced. The posts one makes on social media platforms, the online names one creates, the internet friends one acquires, and things one “likes, comments on, and shares” become part of the digital identity an individual creates. For some people, their digital identities are an extension of who they are. Personalities, interests, values and activities are often manifested in people’s online It is formal attachment to the set of beliefs values and practices of a particular religious sect. activities especially on social media platforms, where they relate themselves to other in online environments. Our digital possessions such as photos, videos, statuses, texts and emails are important in shaping our digital self. Baby Boomers (1946-1964) SOCIAL MEDIA - The websites and applications that make it easier to create and share information, ideas, and interests. - Allows people to create other forms of selfexpression via virtual communities and networks. - Has features that allow people to communicate to specific groups sharing common interests (through chat, video call or posting of status and photos) and become members of virtual communities, be it locally or globally. These features make way for more efficient ways of socializing and communicating with other people as well as enable these communities to impact thoughts and behavior. GENERATION NAMES Generation X (1964-1980’s) The Greatest Generation (Born between 1901 and 1924) Experienced The Great Depression and World II. Models of teamwork for overcoming and depression. Did not experience Advance Technology like Refrigerator, electricity, TV, airplane and radio. Silent Generation "Builders/ the Matures" (19241945) They are born and experience the post war happiness. The generation of Jazz, Swing, Frank Sinatra, and Micky Mouse. The generation of pre-feminism, stay at home moms and loyal men in their life time job. Known to be hard working and keeping in silent, children were expected to be seen but not to be heard. Upbringing in the 1950s and early 1960s grounded them in non-individualistic attitudes, which is perhaps why they took the ironic step of exploring the self in groups (such as est, consciousness raising groups, and protest meetings) Occupy a majority of executive positions today and are accustomed to being the center of attention. They expect to live in a world that accommodates them, primarily because it always has They were raised to question authority, stand up for themselves, and voice their opinions; and they certainly do so. They have unending quest to succeed, they put tremendous pressure on themselves, work extremely long hours, and consider working hard to be a badge of honor. Born in a much busier world that had very little time for them. Children of this generation spent less time in social settings and more time watching television, where they learned to add, spell, and tie their shoes. (Sesame Street) Although previous generations had come home from school to parents who fetched them milk and cookies and helped them with homework, Gen X students grew up in homes that required them to be much more independe nt and self-reliant. As the first latchkey generation, children of dual-income parents, divorced parents, and hardworking single parents, got their own afterschool snacks and did homework all by the mselves. In the classroom they are selfmotivated, provided they see the learning as relevant, and place greater v alue on work-life balance and fun than did their workaholic parents Internet, Video games and MTV generation – Technologically adept Generation Y/Millenials (1980’s – 1994) This generation was born primarily to Baby Boomer parents who delayed childrearing untilthey were financially secur e. Millennials were born toparents who wanted, planned for, cherished, and protected them. Many parents of Millennials put their careers on hold, worked alternative schedules, or worked from home in order to be with their children. Homeschooling (parents educating their own children) grew exponentially for this generation. They are the most educated generation in history. Extremely achievement oriented They are the first generation to have used technology their entire lives, so they expect to use it everywhere they go, including the classroom. Irreligious - more iGen’ers are being raised in nonreligious households more iGen’ers have decided not to belong to a religion Inclusive - Embracing equality is not just an expectation but a requirement iGen (1995 or later) Grew up with cellphones, Instagram page before starting High School They are also called as Generation Z Do not remember a time before the internet Other Characteristics of iGen or Gen Z are: In No Hurry - They tend to relax and nit in hurry to grow up Internet - Most of the teenagers would wake up and sleep with their phones at their hands. Everything can be search or done through online In Person no More - More interaction on social media and much more friends in their Social Media App than in personal Insecure - many teens post onlytheir successes online, s o many teens don’t realize that their friends fail at things, too. “I felt like I was the only one not there…I was thinking, they’re having a good them without time.” Insulated but not Intrinsic - iGen’erslong childhood: more carefully protect ed by parents and wants to be protected. And they have a general attitude of avoiding risk and danger Indefinite - “Pornography, especially on the internet, has desensitize teens into not enjoying or wanting sex and intimacy”, iGens has an easy access to every pornographic materials. Participation in virtual environments may entail changes that may affect a person’s sense of self. In fact, in cyberspace, people are capable of creating multiple digital identities. People are likely to behave differently when they are engaged in interactions on social media since physical presence is not required of them. Social media enables individual to adopt identities independent of one’s physical image. According to Turkle (1995), people can redefine themselves on the internet. Assumptions made on the virtual world are different from those real life. There is a “TRUE SELF” that is the instinctive core of our personality and must be nurtured and realized and there is also a “FALSE SELF” or “CURATED SELF” that is created to protect the “true self” from insult and danger. photos (through teeth whitening, skin smoothing and body shape editing) helps consumers to express as their ‘ideal’ self online and inevitably feel better about themselves. ONLINE DISEMBODIMENT ONLINE DISINHIBITION EFFECT (Suler, 2004) - People adopt fake identities, they are likely to engage in behaviors that they would not do in real life interactions. - Social media also enables people to create fake identities. An individual can create different social media accounts to hide his or her real self. With this, people are less likely to display their “real selves” to others, especially strangers. In an attempt to share that self with the world, we engage our decoy selves to manage the day-to day anxieties and challenge that come before us. In an attempt to share that self with the world, we engage our decoy selves to manage the day-to day anxieties and challenge that come before us. There are two kinds of this disinhibition: BENIGN DISINHIBITION occurs when people tend to self-disclose more on the internet than they would in real life or go out of their way to help someone or show kindness. TOXIC DISINHIBITION happens when they use rude language, bully or threaten others on online platforms, and go to websites with contents of violence, crime and pornography. Russel Belk (1988) - Believed that our major possessions are a major contributor to and reflection of our identities. WHY DO PEOPLE ENGAGE IN SUCH BEHAVIOR? People engage in online disinhibition due to a number of factors. Somehow, these factors contribute to bridging social gaps and expressing oneself in a way that one will not do in face-to-face interactions. WHY WOULD WE WANT TO EVEN DO THIS? Anonymity - we can hide our true identity. First of course we want to meet the expectation of others, Research shows over 50% of women would edit their social media photos to look better and meet the expectations that the media and magazines have set. Through these, they might feel that they are also liked by others. We want to boost our self-esteem, people upload photos and statuses online that they feel will receive ‘likes’ and positive feedback in which ultimately helps their egos and gain their confidence. Virtual invisibility - we can make fake identity and could not be physically seen Asynchronous communication - where there is no need to deal with another person’s reaction or feedback immediately Personal introjection - people tend to assign an identity to the other person that is also a reflection of their own self Stone (1996) and Hemetsburger (2005) - Claim that the digital web allows us to try out different personas that differ from our real life identities. To feel a sense of belonging - Some of us want to fit in with the crowd and upload things that are ‘down with the trend’ - for instance, who notices the amount of people posting pictures of their food increasing? It didn’t come from nowhere. To have bigger sense of freedom - unlike real life, digital platforms allow us to express ourselves in any way we want to without anyone there to physically judge us and of course To strive to be our ideal selves - Digital Apps, such as Facetune, that allow us to improve our appearances on Access to the Internet is PERVASIVE all the time and access / use has become private may be socially adept online, but may hinder real social skills and other significant life skills and competencies. These are some of the effects of pervasive access to the internet: 1. Fear of Missing Out or Fear of being left out by the group about what is happening and the latest trends 2. Social media envy, being envious with what others have or possess that is being posted online 3. Being alone even if you are in a group/no face to face interaction, and technology gives us an illusion of companionship Party identification - Can increase or even shift by motivating events or conditions in the country. Political affiliation - Is based on political organization whose members have similar aims and beliefs as yourself. SELF AND PUBLIC IDENTITY What is the happy medium? The goal? 2 hours/weekday; 4 hours/weekend before negative associations with well-being are evident One's public identity, or social face, is a strategic presentation of self. It is designed to secure desired responses from those with whom one interacts— responses which form an integral part of one's behavioral program. SELF AND POLITICAL POSITION DIFFERENT APPROACHES Digital Limiters Minimize use of technology/internet Inflexible conflict Subscribe to “alarmist” beliefs Digital Enablers Allow youth to use as much internet/tech as they want Allow youth to set the agenda for tech use “they know more than I do” Digital Mentors Play an ACTIVE tole in guiding the youth’s use if technology and the internet Political position is influenced by ‘‘political ideology,’’ by which we mean people’s selfplacement on a dimension on which persons can be arrayed from left to right. This is our sense of how we stand by others which includes beliefs, attitudes, and values in an implicit social formation whose meaning is totally relational. Understanding Filipinos in the Political Arena Politics in the Philippines has traditionally been dominated by clans and political bosses and patronage. Lawmakers make decisions based on fiscal incentives rather than beliefs. Voters make choices based on personality rather than reasoned policies. UTANG NA LOOB AS A POLITICAL SELF DESCRIPTOR MODULE 8: PHYSICAL SELF POLITICAL SELF explores our social and economic contexts that affect our well-being as it shapes our realities. POLITICAL SELF PRESENTATION such as political interest, political self-efficacy, and perceived participation may lead individuals to perceive themselves as politically active, interested, efficacious, and knowledgeable. AREAS OF Political SELF 1. Self-representation (political affiliation) 2. Self-constructs (public identity) 3. Self-interest (political position) SELF AND POLITICAL AFFILIATION Party identification is affiliation with a political party. Party identification is typically determined by the political party that an individual most commonly supports (by voting or other means). The essence of utang na loob is an obligation to appropriately repay a person who has done one a favor. Utang na loob is a Filipino cultural trait which, when translated literally, means "a debt of one's inner self." It is also often translated as a "debt of gratitude. Utang na loob system of patronage, or obligation earned through favors, voters expect money or jobs in return for their political support. PALAKASAN/PADRINO SYSTEM The padrino system, or patronage in Filipino culture and politics, is the value system where one gains favor, promotion, or political appointment through family affiliation (nepotism) or friendship (cronyism), as opposed to one's merit. The padrino system in the Philippines has been the source of many controversies and corruption. Filipino Values Relating to the Political Self TIME PERSPECTIVE THEORY KARANGALAN: Loosely translated to dignity, this actually refers to what other people see in a person and how they use that information to make a stand or judge about his/her worth. - PURI: the external aspect of dignity. May refer to how other people judge a person of his/her worth. This compels a common Filipino to conform to social norms, regardless how obsolete they are. DANGAL: the internal aspect of dignity. May refer to how a person judges his own worth. Public Shaming: A Politically Accepted Behavior To humiliate someone is to push them to the ground, lower their self-esteem, or “put them down.” - Philip Zimbardo (1999) explains how people envision their experiences. It explains that people are likely to sort, categorize, and analyze their human experiences into past, present, and future timeframes, influenced by PERSONAL, SOCIAL, AND INSTITUTIONAL factors. The theory also warns people against making decisions dominated by only a one-time frame. Thus, in planning and setting goals, it should be based on something learned from the past and contextualized by the present which can facilitate future growth and development. THE TIME PERSPECTIVES OF THE SELF PAST NEGATIVE individuals are always anchored on the past but being on the negative side, they tend to focus on the wrong decisions they have made in the past and constantly regret them. Humiliating someone is also a political act. After all, such practices are inequitable: they are inculcated through relations of domination—including racism, sexism, snobbery, or class sneering. PAST POSITIVE individuals are likely to remain in their comfort zone, their actions influenced by what has worked in the past. PRESENT FATALISTIC individuals are those who feel their lives are out of control and that no matter what they do, things will not turn out as they plan them to be. MODULE 9: FUTURE SELF PRESENT HEDONISTIC individuals tend to be risk-takers, driven by sensory, concrete factors, and driven by pleasurable sensations. They often disregard the negative consequences of their actions since they are focused on the process rather than the outcome, and are often emotional and volatile. FUTURE-ORIENTED individuals base their present choices and action on long-term consequences. They are likely to manifest a delay of gratification and endure negative situations if they are likely to see the benefits of doing such. Humiliation is always at some level about other people. Along with shame, it is fundamentally a social emotion: to be effective, they require an audience. Humiliation is something one person or group inflicts on another person or group—and usually, the victims are less powerful. Understanding the self is not just about knowing and recognizing oneself as a product of different life factors. The self and its potentials and limits can be more thoroughly understood by using a timeoriented lens that focuses on how the self evolves from being the self of the past, of the present, and the possible self in the future. This time-oriented conceptualization of the self importantly explains how individuals construe their sense of self by using temporal perspectives in selfinterpretations, and the processes that individuals use in conceptualizing what one can possibly or potentially become. Søren Kierkegaard - “life can only be understood backwards, but it must be lived forwards.” What he meant in this quote is that an individual has the capability to plan for his/her future if he/she is able to understand and retrospectively reflect on experiences, past choices and decisions, past behaviors. Understanding the past and taking control of the present can lead to an optimistic future. 6 PHILOSOPHICAL PREMISES OF POSSIBLE SELVES THEORY (1) Possible selves are both a MOTIVATIONAL RESOURCE and a BEHAVIORAL BLUEPRINT of the self. How one envisions himself/herself to be fuels his/her drive to achieve his/her plans for the future enables him or her to set specific short-term and long-term goals. Aside from having these concrete goals and thoughts, people derive pleasure and satisfaction in making those plans, this further channeling behavior towards that end. (2) Not all future selves are positive. They revolve around 3 ideas: what one might become (OUGHT-TO SELVES), what one wants to become (IDEAL/HOPED-FOR SELVES), and what one is afraid to become (FEARED SELVES). (3) The future self is INTERTWINED with one’s past and present selves. Present situations enable one to think clearly of his/her options and the decisions he/she needs to take, which would bring him/her closer to his/her future goals. On the other hand, experiences also shape how one perceives the future because of enduring concerns or unfinished businesses that are brought to the present, and thus, may be a driving force to one’s future plans. GOAL SETTING Goal setting has benefits and advantages. Setting goals helps trigger new behaviors, helps guides your focus and helps you sustain that momentum in life. Goals also help align your focus and promote a sense of self satisfaction. In the end, you can’t manage what you don’t measure and you can’t improve upon something that you don’t properly manage. Setting goals can help you do all of that and more. GOAL Is the object toward which the behavior is directed, usually within a specified period of time. It motivates people to develop strategies that will enable them to perform better. The idea of the future or desired result that a person or group of people envision, plan and commit to achieving. (4) Future selves are a product of SOCIAL INTERACTIONS. How one’s future is foreseen is a product of social contexts: family, peers and colleagues, schools and other institutions, the society, and the digital world. The technological landscape the millenials are exposed to (via social media, web applications, technology-driven resources) has shaped their future ambitions in determining the digital legacy they want to leave behind. TWO CATEGORIES OF GOAL (5) This premise lies in life transitions that have an enabling influence on one’s future selves. When there are changes in one’s present life circumstances (e.g., entering a new grade level, transferring to a new school, shifting to a new course, experiencing changes in family situations, etc.), there will also be changes to how future life perspectives are viewed. However, people are not passive recipients of these changes with human agency, an individual is able to effect those changes for his/her future. - (6) The last premise is based on the concepts of PROXIMAL and DISTAL GOALS. People are more motivated to work on goals that are more immediate than those which are not. Thus, some students lay down simple steps and concrete plans in ensuring their goals are achieved. Setting short-term (by term, semester, year) and long-term goals (by 5 years, 10 years) is one way of ensuring that their future self is fulfilled. GOALS VERSUS DREAMS Short term goals - they can be achieved in a day, week, or year Long term goals - usually achieved over a year or more. FACTORS THAT MAY INFLUENCE GOALS Values consider to be personally important and worthy. Basis for what is desirable, correct, and good. They act according to the ways that will allow them to express their important value and attain goals underlying them and it gives direction to behavior. Needs - motivates a person to act on something and satisfy that certain need. Needs activate and direct behavior; categorize into physical and psychological behavior. A DREAM is simply a fantasy, something you daydream about, but never actively pursue. A GOAL is a concrete thing in which you set into motion the steps in which to obtain it. RULES OF GOAL SETTING Set goals that are important to you. It should be personally important to you. Set Specific Measurable Attainable Realistic Time bound- SMART GOALS Write your life goals Write a list of ALL the goals you wanted to achieve and PRIORITZE the important goals, discard the unimportant and make space for important and urgent activities Develop action plan for your future Write the steps toward achieving your goal. Guide Questions for setting up Long term goals: WHAT IS YOUR GOAL? How would you know if you have achieve your GOAL? What are the resources needed to achieve your GOAL? What are the specific steps in achieving your goal What is the importance of the GOAL in your life? When will you achieve your GOAL? What are the possible threats that may hinder you to achieve your GOAL? How will you overcome them? GOAL SETTING THEORY: Edwin Locke First described that the approach of goal setting theory is based on what Aristotle called final causality; that is, action caused by a purpose. It accepts the axiomatic status of consciousness and volition. It also assumes that introspective reports provide useful and valid data for formulating psychological concepts and measuring psychological phenomena (e.g., purpose, goal commitment, self-efficacy). He then discussed the attributes of goals and his 14 research findings: 1.The more difficult the goal, the greater the achievement. b.the individual is convinced that the goal is attainable (or that, at least, progress can be made toward it). 6.In addition to having a direct effect on performance, self-efficacy influences: a.the difficulty level of the goal chosen or accepted; b.commitment to goals; c.the response to negative feedback or failure; and d.the choice of task strategies. 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. 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 mediate 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. SELF-EFFICACY THEORY: ALBERT E. BANDURA outcome expectancy 2.The more specific or explicit the goal, the more precisely performance is regulated. “a person’s estimate that a given behavior will lead to certain outcomes.” 3.Goals that are both specific and difficult lead to the highest performance. efficacy expectation 4.Commitment to goals is most critical when goals are specific and difficult. 5.High commitment to goals is attained when: a.the individual is convinced that the goal is important; “the conviction that one can successfully execute the behavior required to produce the outcomes.” ACTS OF PEOPLE WITH “HIGH ASSURANCE IN THEIR CAPABILITIES” approach difficult tasks as challenges to be mastered; set challenging goals and maintain strong commitment to them; heighten or sustain efforts in the face of failures or setbacks; attribute failure to insufficient effort or deficient knowledge and skills which are acquirable; and approach threatening situation with assurance that they can exercise control over them ACTS OF PEOPLE WITH “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. FOUR MAIN SOURCES OF INFLUENCE BY WHICH A PERSON’S SELF-EFFICACY IS DEVELOPED AND MAINTAINED 1. performance accomplishments or mastery experiences; 2. vicarious experiences; 3. verbal or social persuasion; and 4. physiological (somatic and emotional) states. MINDSET It refers to implicit theories that individuals hold regarding the nature of intelligent behavior; to the that individual attribute intelligence to fixed trait and to the degree that they attribute intelligence to learning, effort, training and practice. FIXED MINDSET - People who believe that success is based on their innate abilities have a “fixed” theory of intelligence - Fixed-mindset individuals dread failure because it is a negative statement on their basic abilities GROWTH MINDSET - - People who believe that success is based on hard work, learning, training, and perseverance have growth theory of intelligence Individuals do not mind or fear failure as much because they realize their performance can be improved and learning comes from failure.
