Section 1: Cognition, Memory, and Intelligence

Section 2: Human Learning

This section provides an overview of human learning, the factors that contribute to the learning
process, and how its shapes the individual self.

• Learning
• If cognition, memory, and intelligence are underlying mechanisms that allow people to
perceive, process, and apply information for daily adaptation, then learning is a natural
consequence of these mechanisms.
• Learning is defined as a relatively permanent change in a person’s knowledge or behavior
as a result of experience. This definition connotes 3 things:
1. The change is long-term
2. The source of change comes from within the external structures of memory or knowledge
of the individual.
3. The change is attributed to the personal experiences of the learner in his/her
environment.
• People learn in many ways, and several theories and models have been forwarded to
understand and explain how learning occurs. One such theory is the social cognitive
theory which emphasizes the value of the social environment in one’s learning process that
is built on observational learning. Based on this theory, there are 4 stages in observational
learning:
1. When an individual focuses on information that he/she perceives to be interesting and
useful (Attention),
2. Stores and gives a mental representation of the information (Retention),
3. Recalls and rehearses the information given (Motor Reproduction), and
4. Repeats the entire process constantly and consistently (Motivation), then learning
happens.
• Learning happens even beyond the classroom; it happens in daily situations. According to
the social cognitive theory, there is an interaction of personal (cognition, personality,
motivational, orientation), environmental (family, schools and other settings, peers and
social relationships), and behavioral factors (feedback and consequence) that accounts for
behavioral change.
• The notion of learning is underlined by notions of self-efficacy and human agency. Self-
efficacy is defined as the extent to which people believe that they can confidently learn and
master a particular skill.
•
• According to Albert Bandura, self-efficacy can be developed through the following:
• Mastery experience. Accomplishing simple tasks that lead to more complex tasks.
 • Social modelling. Observing an identifiable model who accomplishes the task.
• Improving physical and emotional states. Being relaxed and calm before pursuing a
challenging task.
• Verbal persuasion. Providing encouragement and feedback during the accomplishment
of a challenging task.
• Apart from self-efficacy, human agency is another valuable principle in the learning
process. People are not products of inner forces or environments; they are self-regulating
and

proactive.
• Thus, in the learning process, students bare equally accountable for their performance as
much as their teachers. While teachers are considered agents of motivating the learning
process, students have the responsibility to be equally involved as well. It is in this
perspective that students are considered agents of their own learning, and they are expected
to invest in their own learning, and they are expected to invest in their own learning process.
• This leads to the question of how much of an investment should students make in the
learning process. There are 2 strategies in learning that students can use:
1. Surface learning. Students simply accept information presented to them and memorize
them in an isolated and unlinked manner.
 2. Deep learning. The deeper understanding of information by creating significant
meaningful links across different concepts and how it can be applied in practical ways.
To adopt deep learning strategies, students can engage in the following habits:
• Taking down notes
• Asking questions during class sessions
• Creating cognitive maps
• Engaging in collaborative learning activities with mentors and peers
• Going beyond the mandatory course requirements

Section 1: Human Emotions and Emotional Intelligence

This section delves into the understanding of one’s emotional self through the lens of emotional
intelligence theories, particularly in the aspects of emotional awareness and emotional
management.

• Human Emotions
• An important aspect of understanding the self is acknowledging the presence of
emotions. Emotions serve as a driving force in how one acts and behaves. It plays a part in
making decisions, embracing certain lifestyles, and relating to others. Emotions are the
lower level responses occurring in the brain, which create biochemical reactions in the body,
and consequently cause changes in one’s physical state (Hampton, 2015).
• While emotion is a biological experience and response, feelings have been defined as the
mental portrayal of what is going on in your body when you have an emotion and is the by-
product of your brain perceiving and assigning meaning to the emotion (Hampton, 2015).
In other other words, feelings are subjective experiences that frame the interpretation of
emotion.
• In managing emotions, one is actually managing his/her feelings because he or she is the
one “assigning” what emotion means to him/her. Despite this distinction, researchers have
used the term emotional intelligence to denote the interpretation and management of
emotional experiences.
• Emotional Intelligence
• Emotional intelligence has been defined by a number of theories.
• For Bar-on (1997), it is “an array of non-cognitive abilities, competencies, and skills that
influence one’s ability to succeed in coping with environmental demands and pressures.”
• According to Mayer, Salovey, and Caruso (2004), it’s one’s ability to understand emotion
and for them to contribute in how one perceives the environment he or she is in.
• For Goleman (1998), it is the” capacity for recognizing our own feelings and those others,
for motivating ourselves, and for managing emotions effectively in ourselves and others.”
 • Emotional intelligence with its specific components has been outlined by 3 models to
explain its importance.
• The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4 branches:
• Emotional Perception and Expression
• Emotional Facilitation as aids to make sound judgment
• Emotional Understanding and Analysis
• Reflective Emotional Regulation
• Goleman (2005) came up with his own clusters of emotional intelligence, namely:
• Self-awareness
• Self-management
• Social awareness
• Relationship management
• Bar-On’s model (1997) is made up of 5 composites:
1. Self-perception
2. Self-expression
3. Interpersonal
4. Decision-making
5. Stress management
These 3 models seem to underlie 2 general aspects of emotional
intelligence: Intrapersonal and Interpersonal.
Research has supported the positive impact of emotional intelligence in a variety of settings.
It has been seen to have positive effects on thinking abilities during anxiety-provoking
testing conditions and enable students to obtain good scores.
In the workplace, emotional intelligence, EQ, is said to be more important than IQ.
Employees with high EQ achieve corporate success and exhibit flexibility skills in dealing
with superiors, colleagues, and subordinates.
The results of various research have highlighted the importance of emotional intelligence
for all individuals. The application of emotional intelligence can be seen in different aspects
of daily life. Emotional intelligence research has also produced a number of self-reports and
assessment tools to measure EQ levels in specific individuals.

Section 2: Emotional Regulation

This section continues the discussion on the emotional aspect of the self, from emotional
intelligence to healthy emotional expression and regulation. It highlights practical applications of
emotional intelligence to one’s daily life.
• Managing and Regulating Emotions in Adolescence
• Adolescence is considered a turbulent time of development due to to the biological,
psychological, and social changes that adolescents experience and encounter. It is
important that at this stage, adolescents begin to curb their impulsivity, develop emotional
efficacy, and ultimately, acquire emotional maturity. This will enable them to make viable
future plans and long-term goals.
• In order to establish emotional efficacy and emotional maturity, emotional regulation must
be learned. Emotional regulation is defined as an attempt to influence emotion. This can
be applied in interacting with the self and with others.
• According to Gross (1987), emotional regulation may take two forms:
1. Cognitive reappraisal. It involves the evaluation of the situation prior to making
personal, subjective valuations about it. This approach can be helpful because it allows
for the logical evaluation of the situation instead of letting emotions rule over rationality.
2. Suppression. It involves denial and masking of facial expressions to hide one’s current
emotional state. In certain situations where expressing feelings will not always have
positive outcomes, suppression may be the practical option.
• Another approach in explaining emotional regulation is through the use of cognitive/covert
strategies and behavioral/overt strategies.
• Cognitive/covert strategies include experiential avoidance (avoidance of thoughts and
feelings judged to be painful), rumination (repeated contemplation), acceptance, and
distraction. The advantage of using these strategies is that they provide the ability to alter
negative impacts of unpleasant emotions.
• Behavioral/overt strategies entail engagement in observable activities, such as
behavioral avoidance (choice od not doing behaviors resulting in negative emotions),
substance abuse, exercise, eating, and getting involved in social activities. An advantage
of behavioral regulation is that its observable nature allows them to be monitored directly.
Meta-analytic research has outlined ten (10) common strategies employed in emotional
regulation, namely:
0. Rumination
1. Distraction
2. Acceptance
3. Problem solving
4. Behavioral avoidance
5. Experiential avoidance
6. Expressive suppression
7. Reappraisal
8. Mindfulness
9. Worry
However, there are common characteristics shared by individuals who have achieved
emotional maturity and efficacy.
• Self-control. Managing disruptive impulses.
• Trustwothiness. Maintaining standards of honesty and integrity.
• Conscientiousness. Taking responsibility for one’s performance.
• Adaptability. Handling change with flexibility.
• Innovation. Being open to new ideas.
• Empathy. Understanding other people and putting yourself in their shoes.
How are emotional regulation abilities developed? Regulating emotions can be primarily
learned through observational and social referencing, particularly on the basis of the family.
The emotional climate of homes, parenting styles of parents, family communication and
socialization practices, and mental health conditions of family members converge toward
the emotional development of adolescents.
Thus, it is important that students engage in learning opporunities, not only for the
acquisition of knowledge and information, but more so on the acquisition of emotional
regulation strategies that will empower them to become productive social citizens and
emphatic leaders in the future.