Understanding the Self

Module 3
Unfolding the Social Self

Prepared by:
Noville E. Malugao, RPm.
MODULE 3
This module focuses on the social aspects of the self. As social beings, individuals
interact with others and relate themselves to other people. Social institutions and environments
significantly contribute to one’s identity and self-development. Among millennial learners,
technology and the internet have significantly influenced their social environments and,
consequently, their sense of self. In this module, the cultural, digital, and economic aspects of
one’s life and how they influence a person’s social self will be put to light. This module aims to
provide learners with a deeper understanding of themselves through a socio-cultural perspective.

Chapter Contents:
 The Social Self
 The Socio-Digital Self
 The Material/Economic Self

Learning Outcomes/Objectives:
At the end of Chapter 3 you will be able to:

1. Explore and understand the Social Aspects of Self

2. Demonstrate critical, reflective thought in integrating the social aspect of self
3. Identify the different Social factors that impact the development of self and
Identity.
4. Examine one’s self against the social aspects of self.

SUPPLEMENTAL LEARNING ACTIVITY 6

How Sociable are you? Write an essay about the matter.
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Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
For written outputs: Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
Write your name at the bottom of your output.
 COURSE MODULE 32

THE SOCIAL SELF

This section discusses the social and environmental factors that shape oneself. This
included environmental systems, cultural orientations, and other social factors that play a crucial
role to one’s self.

Learning Outcomes/Objectives:
At the end of this chapter, students must:

1. Explain, elaborate, and give examples of social factors that shape the
development of oneself;
2. create a conceptual diagram of how these social factors are intertwined and
interactively influence their sense of self and
3. analyze and evaluate one’s social behaviors and identity ways to manage them
effectively
4. Examine one’s self against the Social aspects of self discussed in the class.

 The Self and Its Social Agency

 Human development is largely influenced by membership in crucial social groups

that shape various aspects of the self; from belief systems, values orientation, and
behavior.

 Social Groups/Society is the so called barometer of what acts are good and
rewarded and those that are unacceptable, for which one is reprimanded and
punished.

 At the beginning of life, one already belongs to a social group: his/her family. It is

the most pervading influential social group that impacts the self in its entire
course of development. The views one holds about the world, values upheld in
making choices and decisions, and the habits and persistent behavior one carries
have been formed in the context of one’s family and home environment.

 Next to family, schools and the general academic environment form a sgnificant

part of the social self. Worldviews expand as one gets exposed to more people in
different social learning environment. Knowledge and social skills gained from
mentors, relatives, and peers contribute to how the social self is harnessed.

 Aside from one’s family and school environments, communities also shape one’s

social self to a large extent.
COURSE MODULE 33
 The social self inevitably changes as one accomodates and eventually assimilates
beliefs promoted by the society as he/she thinks, appreciates, and behaves
according to standards set by micro and macrosystems.

 Culture

 “Culture is the complex whole which includes knowledge,

belief, law, art moral, custom, and other capabilities and
habits acquired by man as a member of society.” (Tylor,
1871)

 To further understand the nature of culture and its

influences on oneself, the following models illustrate how
culture functions in relation to one’s social self.

SUPPLEMENTAL LEARNING ACTIVITY 7

COURSE MODULE
Complete the sentence below., 34

( follow the same format. )

“YOU KNOW YOU’RE A FILIPINO WHEN….”

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Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
For written outputs: Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
Write your name at the bottom of your output.

 Biological Systems Theory

  Urie Bronfenbenner’s (1935) Biological Systems of Development explains
an individual’s social development, using biological, environmental, and
ecological lenses.

Nested Systems

B r o n f e n b r
with,
each
nested
within
the
others.
Listed
from
closest
to the
person
to
furthest:

1. Microsystem — The prefix “micro” comes from the Greek for “small,” and is the first
and most immediate layer of the nested systems. It encompasses an individual’s human
relationships, interpersonal interactions and immediate surroundings. An example of this
system would be the relationship between an individual and his or her parents, siblings,
or school environment.
2.  Mesosystem — The second layer from the individual, surrounding the microsystem and
encompassing the different interactions between the characters of the microsystem. For
example, the relationship between the individual’s family and their school teachers or
administrators. In order for an interaction to be considered part of the mesosystem, it has
to be a direct interaction between two aspects of the microsystem that influences the
development of the individual.
3. Exosystem — The exosystem is the third layer, and contains elements of the microsystem
which do not affect the individual directly, but may do so indirectly. For example, if a
 parent were to lose their job or have their hours cut back, this would affect their child in
an indirect way such as financial strain or increased parental stress.
4. Macrosystem — The prefix “macro” comes from the Greek for “large,” and is used
because this system was thought to be all-encompassing. The fourth and outermost layer
of the bioecological model, it encompasses cultural and societal beliefs and programming
that influence an individual’s development. Examples of this would include gender norms
or religious influence.

Criticism of the early model

Bronfenbrenner’s early model of the bioecological system has sometimes been criticized
for not emphasizing the active role of the individual in his or her own development. As such,
sometimes the individual’s own biological and identifying characteristics, such as age, health,
sex or gender are considered the unofficial first layer of the nested systems.

In later iterations, a fifth stage is considered part of the bioecological model, called the
chronosystem. This system focuses on the interaction between the various systems and how they
affect one another over time. One instance of this would be parents scolding a child for
disobedience, which is an instance of microsystem-macrosystem interaction. While the parents
are members of the microsystem, they are reinforcing a cultural belief that children should
always listen to their parents. The assumption is that over time, the child would grow up to be
obedient.

Later Models

Process — Person — Context — Time (PPCT)

This model was later adapted to include the chronosystem, based on four establishing
principles and their interactions which were Bronfenbrenner’s original basis for the bioecological
theory:

1. Process — The developmental processes that happen through the systematic interactions
mentioned above. What Bronfenbrenner referred to as proximal processes functioned as
the primary mechanism of an individual’s development.
2. Person — This principle was establish to indicate the role of the individual and their
personal characteristics in social interactions and their individual development. These
COURSE MODULE
characteristics include age, sex, gender, physical36or mental health, and others. Some of
these characteristics are more visible than others (such as age) and as such, are more
easily measured over time.
3. Context — The (now five) systems of the bioecological model serve as the context for an
individual’s development — the micro-, meso-, exo-, macro-, and chronosystems.
4. Time — The most essential element of the bioecological model. Because this model
measures an individual’s development, these interactions occur on a measurable,
 chronological scale. Time influences the systemic interactions within an individual’s
lifespan as well as across generations, such as in the case of “family values,” a set of
morals or beliefs that are passed down between generations and shape development. This
would be an example of microsystem interaction over time.

Individualism-Collectivism Model

 Another model that highlights the

impact of culture to the self is the
Individualism-Collectivism model
proposed by Hazel Markus and
Shinobu Kitayama (1991).

 According to the model, individualism

as an orientation focuses on one’s
individual attributes and personal
distinctiveness. People who
are individualistic are observed to be
competitive and self-reliant. On the
other hand, the collectivist
orientation values relationships and
harmony. People who are
collectivistic prioritize interests to
maintain healthy relationships.
 I vs. Me

 One’s behavior when he or she

is alone differs from his or her
behavior when he or she is
with others.

 This is what Herbert Mead

(1934) posited in his theory of
the social self. He posited that
the self is divided into 2 parts:
the I which is known as the
unsocialized self, and
the Me which is known as the
socialized self.

 The I is manifested when one

acts naturally for his/her own motivations and not because of others. On
the other hand, the Me is the awareness of how others expect one to
behave. This is also known as the social self.

 These different models present ideas on the process of the self’s social
development. Studying these models help in understanding oneself and other
people. It is not ideal, however, to generalize a certain culture based on these
models.

SUPPLEMENTAL LEARNING ACTIVITY 8

Answer the question: Is Filipino Culture Individualism or Collectivism? Write a written Essay
about the matter.
(follow the same format. )

Format for encoded output: Font Style: Arial

Font Size: 12
Spacing: 1.5
Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
For written outputs: Margin: 1” Left and Right, 1” Top and Bottom
COURSE MODULE 38

WORKSHEET 3.1 The Social Self

Name:________________________________________ Date:____________________
Course and Section: __________________________
ME, MYSELF AND SOCIETY

Instruction: Explain how one’s development is shaped by the different social factors. Is
environmental/social factor important in shaping oneself?
COURSE MODULE 39

THE SOCIO-DIGITAL SELF

This section examines the role of technology and the internet in shaping an individual’s
social self, with emphasis on the use of social media platform and membership in virtual
communities. This section highlights the crucial role of the internet in forming the self and
identity of millennial learners.

Learning Outcomes/Objectives:
At the end of this chapter, students must:

1. discuss and elaborate the different concepts of the social digital self
2. identify factors that influence one’s online behaviors; and
3. analyze and evaluate one’s socio-digital behaviors and identify ways to manage
them effectively
4. Examine one’s self against the Socio-digital aspects of self discussed in the class.

DO YOU GO ONLINE?
WHY?

 The Self in the Age of Technology

 Social media is defined as the websites and applications that make it easier to
create and share information, ideas, and interests. It also allows people to create
other forms of self-expression via virtual communities and networks.

 Through the use of social media, people may act differently since interaction in
social media do not happen face-to-face and there is no physical presence
required. This is called online disembodiment. With this, people are less likely to
display their real “selves” to others, especially to strangers.

 Digital Identity
  People generally have role identities. These are the characters and roles an
individual creates as a member of a particular social group. Following this
definition, “self” is composed of identities ranked by importance. The greater the
commitment of an individual to a particular identity, the greater the importance
of this identity.

 In an online environment, one’s role identity is vitally important in order for

him/her to project himself/herself in the said environment. Amidst the
technological tools and channels surrounding individuals and online activities that
people engage in, one’s online identity enables him/her to participate in a virtual
society.

 However, participation in virtual environments may entail changes that may affect
a person’s sense of self. In some cases, people present themselves differently in
online interactions as compared to the face-to-face interactions they engage in.

 Online Disinhibition Effect

 When people adopt fake identities, they are likely to engage in behaviors that they
would not do in real life interactions, known as online disinhibition. 

 There are 2 main categories of behaviors that fall under online disinhibition:

1. Benign disinhibition. It 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.

2. Toxic disinhibition. People take part of this when they use rude language,
bully or threaten others on online platforms, and go to websites with
contents of violence, crime, and pornography.

 Online Crime (CYBER CRIME)

Cyber attacks are becoming more commonplace, more dangerous, and more
sophisticated. Criminals, terrorists, and other adversaries want to gain access to our nation’s
critical infrastructure, corporate data, trade secrets, and cutting-edge research and
development work. Fraudsters and identity thieves target our financial and personal
information, and online predators put young people at risk.

The FBI is the lead federal agency for investigating cyber attacks. The threat is
serious—and growing. 

Protect Yourself
  Taking the right security measures and being alert and aware when connected are
key ways to prevent cyber intrusions and online crimes. 

Understand Common Crimes and Risks Online

 Business email compromise (BEC) scams exploit the fact that so many of us

rely on email to conduct business—both personal and professional—and it's one
of the most financially damaging online crimes. In BEC scams, criminals send an
email message that looks like it's from a known source making a legitimate
request.

 Identity theft happens when someone steals your personal information, like your
Social Security number, and uses it to commit theft or fraud. 

 Ransomware is a type of malicious software, or malware, that prevents you from

accessing your computer files, systems, or networks and demands you pay a
ransom for their return.

 Spoofing and phishing are schemes aimed at tricking you into providing

sensitive information to scammers. Unlawfully accessing a computer without
authorization and sending multiple e-mails; resending multiple commercial email
messages with the intent to deceive recipients; or falsifying header information in
multiple email messages.

 Online predators are a growing threat to young people. Using the Internet to

transmit child pornography. Persuading, inducing, enticing, or coercing any
individual to travel in interstate commerce to engage in prostitution.

 Criminal Copyright Infringement infringing a copyright for financial gain...or

by distributing a work being prepared for commercial distribution on a computer
network.

 Managing Responsible Online Behavior

 How can one behave responsibly online? The following are some suggestions:

1. Do not post or send anything that will embarass you. 

2. Avoid posting statements when experiencing strong emotions. 

3. Do not hang out with the “wrong crowd” online. 

4. Do not hang out with the “wrong crowd” offline.

5. Be careful with oversharing, especially confidential information that may

be used irresponsibly.
 6. Respect other people in the online community. 

COURSE MODULE 42

SUPPLEMENTAL LEARNING ACTIVITY 9

Answer the question: CYBER SAFETY. Write a written Essay about the matter.
( follow the same format. )

Format for encoded output: Font Style: Arial

Font Size: 12
Spacing: 1.5
Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
For written outputs: Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
Write your name at the bottom of your output.
 COURSE MODULE 43

WORKSHEET 3.3 I THINK…

Instruction: Answer the following questions.

1. People present themselves differently in online. What is your stand? Explain.

2. Social media is a self-expression. Explain.

COURSE MODULE 44

WORKSHEET 3.4 MY SOCIAL MEDIA ACCOUNT

Name:________________________________________ Date:____________________
Course and Section: __________________________

Instruction: Take a look at the things you post on your social media accounts and answer the
following questions.

Processing Questions:

1. Based on the things you post, what can you say about your online persona?

2. How do you feel about your post?

COURSE MODULE 45

THE MATERIAL/ECONOMIC SELF

This section focuses on how people maintain extensions of themselves through material
possessions and maintenance of particular lifestyles. In the context of what the society values as
needs and wants, this section discusses how an individual acquires goods, the factors that shape
his/her economic decisions, and what these things say about one’s sense of self.

Learning Outcomes/Objectives:
At the end of this chapter, students must:

1. determine the different factors that contribute to one’s material /economic self;
2. distinguish between needs and wants and how they influence one’s daily social
behaviour; and
3. analyze and evaluate one’s material and economic behaviour that contributes to
his or her sense of self
4. Examine one’s self against the Economic aspects of self discussed in the class

 People are likely to purchase products that can relate to their personality. Material
possessions signify some aspects of one’s sense of self and identity.

 Possessions, tell a lot about their owners. Thus, one’s sense of self and identity is
influential on how an individual chooses to purchase his/her wants and how he/she makes
economic decisions that will address his/her personal and social needs

 The decisions that go into the purchase of items and certain services is dependent on a
number of factors, including financial constraints, availability of items and services,
and the influence of family and friends.

 However, the most important factor is determining whether these items and services fall
under:

 Wants. Synonymous with luxuries. People buy them for reasons that do not
warrant necessity.

 Needs. These are important for survival. Food, clothing, and shelther are basic
needs so people purchase them out of necessity.

 (Read the Abraham Maslow Hierarchy of Needs)

 In the process of acquiring material goods, people generally consider 2 things:

 Utility. Concerned with how things serve a practical purpose.

COURSE MODULE 46
 Significance. Concerned with the meaning assigned to the object. It is also
concerned with how objects become powerful symbols or icons of habit and ritual
which can be quite separate from their primary function.

 To further understand the term significance, Roland

Barthes studied the concept of semiology or the study of signs.
According to him, it is through objects that people assert their
identities. This idea suggests that objects, aside from contributing
to how an individual identities himself/herself, also signify
relationships of people with others based on what they possess.

 The possession of material things also indicates one’s status in

the society. These personal choices build one’s material and economic self which is an
extension of his/her social identity.

SUPPLEMENTAL LEARNING ACTIVITY 10

“POSSESSIONS tell a lot about their owners”. Write an essay regarding the matter;
incorporate in your essay your possessions and how it tells about you.
( follow the same format. )

Format for encoded output: Font Style: Arial

Font Size: 12
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Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
For written outputs: Margin: 1” Left and Right, 1” Top and Bottom
Page Size: 8.5” by 11”
Header: Must include the Name of the School, Address of the
School, College Department, Subject Description,
Write your name at the bottom of your output.
 COURSE MODULE 47

WORKSHEET 3.5 Wants and Needs, Utility and Significance

Name:________________________________________ Date:____________________
Course and Section: __________________________

Instruction: Take a look at your room, list down 10 material things that you possess. Indicate
whether they are wants or needs. Write their utility and significance.

Material Things Wants/Needs Utility Significance

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
 COURSE MODULE 48
WORKSHEET 3.6 The Ultimate Need
Name:________________________________________ Date:____________________
Course and Section: __________________________

Instructions: In the Hierarchy of Needs of Abraham Maslow, are still some things need to
include? If Yes, what is it and why? If No, Explain why.