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PSYCH 4.4 Social and Cognitive Factors in Learning

Coping

  • Stressors are perceived problems with our environment that our body warns us to resolve

  • This can lead to increased hormones and nervous system activity

  • We cope in different ways depending on the nature of the issue

Emotion-Focused Coping

  • Indirect solution

  • An attempt to avoid the stressor

  • Does not solve the issue, but rather remove it from our perception so that it does not bother us

  • Attending to our emotional needs that the stressor may have affected

  • Maladaptive or harmful examples may be watching a movie instead of doing a stressful school project

  • A more healthy, or adaptive, way to cope may be to receive social support from friends

Problem-Focused Coping

  • The direct solution

  • Associated with greater stress reduction

  • Often leads to feeling more in control

  • Completing the school project as a way to remove the stress around it

Control

  • Self control is the ability to delay gratification and control impulses

    • This can be tiring to try and do repeatedly

  • An external locus of control is a perception that outside factors affect our lives, and there’s nothing we can do to change it

    • Ideas of fate or luck

    • People may adopt this ideology when they feel out of control and like things are going wrong

  • An internal locus of control is the idea that we control our own paths in life

    • People may feel this way when they see the tangible proof of their work or their life is going well

  • Remember that we are more likely to blame others for unfortunate events and praise ourselves for fortunate ones

    • If someone fails a test, they may blame the teacher, saying they didn’t teach well enough and it’s not the student’s fault

    • Another student did very well on that test and congratulates themself on how much they studied for it

Biofeedback

  • Uses cognitive factors to influence physiological factors of stress

  • Our body gives us very many subtle indicators when something is wrong

    • Listening to these indicators can warn of health concerns, unhealthy amounts of stress, etc.

  • Using these indicators, we can try to address environmental factors that are affecting health

  • This has shown to be especially effective when reducing the intensity of tension headaches

Q

PSYCH 4.4 Social and Cognitive Factors in Learning

Coping

  • Stressors are perceived problems with our environment that our body warns us to resolve

  • This can lead to increased hormones and nervous system activity

  • We cope in different ways depending on the nature of the issue

Emotion-Focused Coping

  • Indirect solution

  • An attempt to avoid the stressor

  • Does not solve the issue, but rather remove it from our perception so that it does not bother us

  • Attending to our emotional needs that the stressor may have affected

  • Maladaptive or harmful examples may be watching a movie instead of doing a stressful school project

  • A more healthy, or adaptive, way to cope may be to receive social support from friends

Problem-Focused Coping

  • The direct solution

  • Associated with greater stress reduction

  • Often leads to feeling more in control

  • Completing the school project as a way to remove the stress around it

Control

  • Self control is the ability to delay gratification and control impulses

    • This can be tiring to try and do repeatedly

  • An external locus of control is a perception that outside factors affect our lives, and there’s nothing we can do to change it

    • Ideas of fate or luck

    • People may adopt this ideology when they feel out of control and like things are going wrong

  • An internal locus of control is the idea that we control our own paths in life

    • People may feel this way when they see the tangible proof of their work or their life is going well

  • Remember that we are more likely to blame others for unfortunate events and praise ourselves for fortunate ones

    • If someone fails a test, they may blame the teacher, saying they didn’t teach well enough and it’s not the student’s fault

    • Another student did very well on that test and congratulates themself on how much they studied for it

Biofeedback

  • Uses cognitive factors to influence physiological factors of stress

  • Our body gives us very many subtle indicators when something is wrong

    • Listening to these indicators can warn of health concerns, unhealthy amounts of stress, etc.

  • Using these indicators, we can try to address environmental factors that are affecting health

  • This has shown to be especially effective when reducing the intensity of tension headaches