[UTS] Managing the Self

Learning

Refers to a change in potentiality that results from experience

Learning Types

1. Rote Learning

2. Rational Learning

3. Motor Learning

4. Associational Learning

5. Appreciation Learning

• RRMAA

Recency

• The most recent impression or association is more likely to be recalled

  • E.g., a student remembers the last few slides of a lecture better during an exam

Frequency

• Knowledge encountered most often is more likely to be recalled

  • E.g., rewatching a lecture multiple times to recall information

Vividness

• Learning is proportional to the vividness of the process

  • E.g., a teacher uses real-life stories to explain mental health concepts, making them more memorable

Exercise

• Using what has been learned will increase the likelihood to be recalled

  • E.g., a student who writes essays regularly improves grammar and organization

Readiness

• Learning is most effective when students are physically and mentally ready

  • E.g., a student who gets enough rest and a nutritious meal before class can focus better and participate actively in discussions

Neurons

Also called nerve cells, send and receive signals or information between different areas of the brain and the entire body

Faint Pattern

• When you first begin to understand something, the neural pattern is there but weak

  • E.g., solving math problems

Darker Pattern

When you try to solve the problem again from a fresh start without looking at the solution, you begin deepening that neuron pattern

Darkest and firm pattern

When you can go over each step of solving a problem completely and concisely in your mind and have practice on related problems, you deepen and strengthen that neuron pattern, making learning permanent

Stress and Performance

• A low degree of stress is associated with low performance

• High stress can set the system into fight-or-flight mode, which leads to less brain activity in the cortical areas where higher-level learning happens

• Moderate levels of cortisol tend to correlate with the highest performance on tasks of any type

Learning Styles

A set of factors, behaviors, and attitudes that facilitate learning for an individual

Rote Learning

• Learning without understanding

  • E.g., memorization

Rational Learning

• Learning with understanding

Motor Learning

• The adaptation of movement to stimuli relating to speed and precision of performance 

• Coordination of muscles

  • E.g., sports, instruments, writing

Associational Learning

Is learning through establishing a relationship

Appreciational Learning

The process of acquiring attitudes, ideas, satisfaction, and judgment concerning values, as well as the recognition of worth and importance that the learner gains from activities

Learning Types

1. Physiological

2. Environmental

3. Emotional

4. Social

• PEES

Physiological Learning Type

Intake, time-of-day energy, mobility vs passivity, perceptual preferences

Environmental Learning Type

Light, sound, design, temperature

Emotional Learning Type

Affect, motivation, persistence, responsibility

Social Learning Type

Alone, in a pair, with peers, with an adult

Procastination

• An act of unnecessary but intentional (can be habitual) delaying or postponement of tasks

• Leads to poor academic performance and emotional discomfort

• Is not a problem of time management but rather of motivation

Task Aversion

We are less willing to do something we do not want to do (an unwelcome or difficult task), so we delay taking action

Uncertainty

Uncertainty creates the need for upfront and costly planning before a task can be started, so we delay taking action

Fear of Failure

The fear of making a mistake puts pressure on making the best possible choice, so we delay taking action

External

Diversion of other tasks, social events or temptations, peer influence, amount of other appointments

Self-regulated Learning

• The component skills of self-regulated learning:

  • Setting specific personal goals

  • Creating or adopting strategies for attaining goals

  • Monitoring one’s performance for signs of progress

  • Restructuring one’s physical and social context to make it compatible with one’s goal

  • Managing one’s time use efficiently

  • Self-evaluating one’s methods

  • Attributing causation to results

  • Adapting future methods

Self-evaluation learning strategy

• Statements indicating student-initiated evaluations of the quality or progress of their work

  • e.g., “i check over my work to make sure i did it right”

Organizing and transforming learning strategy

• Statements indicating student-initiated overt or covert rearrangement of instructional materials to improve learning

  • e.g., ‘‘i make an outline before i write my paper”

Goal setting and planning learning strategy

• statements indicating student setting of educational goals or subgoals and planning for sequencing, timing, and completing activities related to those tasks

  • e.g., “first, i start studying 2 weeks before exams, and i pace myself”

Seeking information learning strategy

• Statements indicating student-initiated efforts to secure further task information from nonsocial sources when undertaking an assignment

  • e.g., “before beginning to write a paper, i go to the library to get as much information as possible concerning the topic”

Keeping records and monitoring learning strategy

• Statements indicating student-initiated efforts to record events or results

  • e.g., “i took notes of the class discussion” or “i kept a list of words i got wrong”

Environmental structuring learning strategy

• Statements indicating student-initiated efforts to select or arrange the physical setting to make learning easier

  • e.g., “i isolate myself from anything that distracts me” or “i turn off the radio so i can concentrate on what i am doing”

Determining self-consequences learning strategy

• Statements indicating student arrangement or imagination of awards or punishment for success or failure

  • e.g., “if i do well on a test, i treat myself to a movie”

Rehearsing and memorizing learning strategy

• Statements indicating student-initiated efforts to memorize material by overt or covert practice

  • e.g., “in preparing for a math test, i keep writing the formula down until i remember it”

Seeking social asssstance learning strategy

• Statements indicating student-initiated efforts to solicit help form peers, teachers, and adults

  • e.g., “if i have problems with a math assignment, i ask a friend to help”

Reviewing records learning strategy

• Statements indicating student-initiated efforts to reread tests, notes, or textbooks to prepare for class or further testing

  • e.g., “when preparing for a test, i review my notes”

Goal

• Representation of desired states where states are broadly construed as outcomes, events, or processes

• Future-oriented, multidimensional, and displays the property of equifinality

• May change because of importance-commitment factor: how relevant (importance) the goal is and how long an individual is willing to strive (commitment) for a specific goal 

Equifinality

Meaning a goal can be achieved in multiple means

Why goals are important

1. Guide to act

   1. Motivate one’s behaviour

Goal Setting Theorists

Edwin Locke & Gary Latham

Goal Setting Theory

• Goals indicate and give direction to a person about what needs to be done and how much effort is required to be put in

• Goal setting is essentially linked to task performance

  • Specific and challenging goals, along with appropriate feedback, contribute to higher and better task performance

Specific

• Your goal should be clear and specific

• It should be narrow and target a specific area

• Six “W” questions:

  • Who: who is involved?

  • What: what do I want to accomplish?

  • Where: identify a location

  • When: establish a time frame

  • Which: identify requirements and constraints

  • Why: specific reasons, purpose, or benefits of accomplishing the goal

• E.g., I want to be an Outstanding student of the Batch 2030 of BSED

Measurable

• Suggest an indicator of progress

• Measurable means you should be able to measure the results of your goal

• To determine if your goal is measurable, ask questions such as:

  • How much? How many?

  • How will I know when it is accomplished? 

• When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to the continued effort required to reach your goal

• E.g., I will maintain the grades of “1.25” for at least 5 subjects each semester

Actionable (Achievable)

• Specify steps or plans, doable and realistic

• The A aspect must show the steps you’ll take to achieve your goal

• It also guides that:

  • Goals need to be realistic for it to be successful

  • Goals should also motivate you to stretch your abilities towards proper planning

  • You will further begin to identify different resources that can bring you closer to it

• E.g., I will create a study habit for each subject. I will order my priorities. 

Relevant

• It matters to you personally

  • Is this goal important to me? Why?

• Your goal matters to you: you believe it will add meaning to your life

• Relevant goals must also be applicable to the presentation situation and aligned with the vision you set

• E.g., Becoming an Outstanding Student is important to me because _____

Time-Bound

• Has an end date or timeline

• Every goal needs a deadline, this will motivate you and help you focus on your goal

• Time frame also helps prevent everyday tasks from taking priority over your goals

• Short term (months) & long term (years)

• Saying “someday” is not enough; you need specific dates or deadlines

• E.g., I want to be an Outstanding Student from Year 1 to 4, from 2025 to 2029

Ethical

• Within your moral compass, non-maleficence

• E.g., I will maintain integrity in all my works. I will not resort to cheating to get 1.25’s

Recorded

• Written goals are visible reminders

• E.g., I will record my goal and share it with one significant person for accountability

Maslow’s Hierarchy of Needs

• Basic, Psychological, and Self-fulfillment needs

• Self-fulfillment needs

  • Self-actualization: achieving one’s full potential, including creative activities

• Psychological needs

  • Esteem needs: prestige and a feeling of accomplishment

  • Belongingness and love needs: intimate relationships & friends

• Basic needs

  • Safety needs: security & safety

  • Physiological needs: food, water, warmth & rest

Self-actualization needs

Self-fulfillment, growth, unity, understanding, beauty, morality, transcendence, exploration & play

Esteem needs

Positive self-evaluation, dignity, achievement, mastery, competence, independence, reputation & prestige

Social needs

Giving and receiving affection, intimacy, friendship, tenderness, affiliation, love & belongingness

Safety needs

Security, stability, predictability, protection, freedom from fear, structure, order, law & limits

Physiological needs

Nutrition, water, air, sleep, shelter, clothing (temperature control) & reproduction

Self-Efficacy & Growth Mindset

Believing that you can achieve your goal and cultivating a growth mindset are linked with achieving success

Self-Efficacy Theorist

Albert Bandura

Self-Efficacy

• The overall belief in one’s ability to succeed in life, specifically the ability to overcome challenges and complete a task successfully

• There’s a strong, positive relationship between self-efficacy and success: higher self-efficacy, higher success rate

Growth Mindset Theorist

Carol Dweck

Growth Mindset Theory

• According to Carol Dweck, individuals can be placed on a continuum according to their implicit views of “where abilities come from.”

• Dweck states that there are two categories (growth mindset vs fixed mindset) that can group individuals based on their behavior, specifically their reaction to failure

Fixed Mindset

Believe that abilities are mostly innate and interpret failure as the lack of necessary basic abilities

Growth Mindset

Believe that they can acquire any given ability, provided they invest effort or study