Group 6

Setting
Goals
for
Success
What is Goal?
Refers to the future valued outcomes that we plan and hope to
achieve.

Short-Term: These are goals we aim to achieve within a short period,

typically within a week or a few months. They are often smaller, more
immediate tasks that lead to bigger accomplishments. Short-term
goals help keep us focused and motivated, providing quick wins along
the way. They can be specific steps toward larger long-term goals.

Long-term : These are goals that take several years to achieve and
are usually more complex and ambitious. Long-term goals require
sustained effort, planning, and patience. They often reflect broader
life aspirations, such as career achievements, personal growth, or
significant accomplishments.
 Importance of Goals
According to Ryan (1970), as cited by Locke and Latham (2002), conscious goals
influence our actions, meaning that a goal serves as the target or purpose of our
efforts. For instance, a college student’s academic goal may be to complete all
course requirements and pass examinations in order to graduate on time. Goals
impact performance through four key mechanisms (Locke, 2002):

First, goals provide a directive function by directing attention and

effort toward activities that are relevant to achieving the goal while
minimizing focus on irrelevant tasks.
Second, goals possess an energizing function; setting high goals
typically results in greater effort compared to lower goals.
 Importance of Goals
Third, goals influence persistence. When individuals have control over the time they
dedicate to a task, challenging goals tend to extend their effort (LaPorte & Nath,
1975, as cited by Locke & Latham, 2002). When confronted with a difficult goal,
individuals may choose to either work faster and more intensely for a short duration
or work more slowly and less intensely over a longer period (Bryan & Locke, 1967b, as
cited by Locke & Latham, 2002).
Fourth, goals influence action indirectly by stimulating the arousal, discovery, and
application of knowledge and strategies relevant to the task (Wood & Locke, 1990, as
cited by Locke & Latham, 2002).
Albert Bandura’s
Self-efficacy
One of the most renowned living psychologists in the field of
psychology, particularly as a pioneer of Social Cognitive Theory
of Learning, is Albert Bandura.

His work has significantly shaped our understanding of learning

processes, emphasizing the role of observational learning,
imitation, and modeling in behavior.

Self-efficacy is the belief in one's ability to successfully perform

specific tasks. It is a key concept in psychology and has been
embraced by positive psychology. Essentially, self-efficacy
reflects an optimistic belief in our skills and the likelihood of
achieving a task, leading to positive outcomes.
Four Factors
Contributing
to One's Self-
Efficacy
 Four Factors Contributing to One's Self-Efficacy

1. Mastery Experience (Performance Outcomes)

The most important factor in building self-

efficacy is how we interpret our past
performances or mastery experiences.
Practicing is one of the best ways to learn
new skills or improve in an activity.
 Four Factors Contributing to One's Self-Efficacy

2. Social Modeling (Vicarious Experiences)

Another way to enhance self-efficacy is by
observing demonstrations of competence from
individuals who share similar characteristics
(Bandura, 2008). In this context, the observer
recognizes aspects of their own identity in the
person demonstrating competence, such as age,
ethnic background, sexuality, or gender (Bandura,
1997). When the observer sees the actor succeed
through dedicated effort, it inspires them to believe
that they can also reach their goals.
 Four Factors Contributing to One's Self-Efficacy

3. Social Persuasion (Verbal Persuasion)

When reassured of their ability to succeed, people are
more likely to achieve success, showcasing how self-
efficacy can become a self-fulfilling prophecy (Eden &
Zuk, 1995). While external encouragement is less impactful
than personal mastery (Bandura, 2008), affirmation from a
trusted source can be more helpful than dwelling on
shortcomings. A good mentor enhances self-efficacy by
serving as both a role model and a reliable source of
support.
 Four Factors Contributing to One's Self-Efficacy

4. Emotional and Physiological States

A person’s emotional, physical, and mental health
significantly impacts their self-efficacy. For instance,
anxiety or depression can make it harder to feel confident,
though self-efficacy can still be developed during such
times (Bandura, 1982). What matters most is how emotions
are interpreted. Those with high self-efficacy see
nervousness as motivating, while self-doubt turns it into a
barrier (Bandura, 1977). To improve self-efficacy, managing
anxiety and maintaining a positive mood is key.
Carol Dweck’s
Mindset
Carol Dweck focuses on human motivation, exploring why
people succeed or fail and what we can control to
promote success. Her theory on the two mindsets and
their impact on outcomes is highly influential.

She explains, “My work connects developmental, social,

and personality psychology, examining the self-
conceptions (or mindsets) people use to shape their
identity and influence their actions. My research
investigates the origins of these mindsets, their effects on
motivation and self-regulation, and how they impact
achievement and relationships with others.”
The Two
Mindsets
 The Two Mindsets
1. Fixed Mindset
People with a fixed mindset believe that intelligence is something you’re
born with and cannot change. They think their abilities, such as talent in
sports or academics, are set in stone and cannot be improved through
effort.
This belief often leads to avoiding challenges because they fear failure
and the possibility of confirming their limitations. When faced with
obstacles, they are more likely to give up quickly rather than find solutions.
Additionally, they may feel threatened or envious of others' successes,
seeing it as a reflection of their own inadequacies.
 The Two Mindsets
1. Growth Mindset
People with a growth mindset believe that intelligence and abilities can be
developed through dedication, effort, and learning from experiences. They
see challenges as valuable opportunities for personal growth and are
willing to take risks to achieve their goals.
When they encounter setbacks, they tend to persist and view difficulties as
chances to learn rather than reasons to quit. They also appreciate
constructive criticism, using it to improve their skills. This mindset fosters
resilience and can lead to higher levels of achievement, a greater sense of
control over their lives, and a lifelong love of learning.
Edwin A. Locke’s
Goal Setting Theory
The Goal Setting Theory states that setting goals is closely linked to
task performance. It asserts that specific and challenging goals,
combined with appropriate feedback, lead to improved task
performance (Locke, 1968). Simply setting effective goals increases the
likelihood of achieving them.

According to Edwin Locke and Gary Latham, several key principles are
essential for effective goal setting:

Clarity
Challenge
Commitment
Feedback
Task Complexity
How to Set the Right Goals
Make Your Goals Specific

Set Measurable Goals

Keep Your Goals Attainable and Realistic

Be Time-specific

Set Long-term and Short-term Goals

 How to Setting goals is a crucial first
step towards achieving greater
Stay on academic success. However,
many people start off strong but
Track with then give up on their goals due
to distractions. Here are some
Your Goals simple ways to stay focused:
Take consistent action Revisit your goals often

Write down your goals Set new goals when needed

Thank You
Taking
charge
of one's
health
 Stress is the physical, mental, and emotional

Stress
reaction of the body to the demands placed upon
it. It represents the “wear and tear” our minds and
bodies experience as we try to cope with a
constantly changing environment.

and A stressor is anything that causes stress. This can

include chemical substances, environmental

stressor
factors, or events that we find demanding or
threatening. Psychologically, stressors are
situations or environments that challenge our
ability to cope, making us feel overwhelmed or
unsafe.
The Two Faces of Stress

Negative Stress Positive Stress

 Negative Stress (Distress)
This type of stress occurs when the demands placed on us exceed our
ability to cope. It often leads to negative effects on our well-being and
is associated with physical and mental symptoms.

Characteristics of Negative Stress:

Causes feelings of anxiety or concern.
Can be short-term or long-term.
Is perceived as something we cannot handle.
Feels unpleasant and overwhelming.
Decreases performance and productivity.
Can lead to various mental and physical health problems.
 Positive Stress (Eustress)
This type of stress feels exciting and motivating. It’s the energy you feel
when you're facing a challenge that you know will help you grow or achieve
something meaningful, like preparing for a presentation, starting a new job,
or training for a sport. Unlike negative stress, eustress pushes you in a good
way, making life more engaging and rewarding.

Characteristics of Positive Stress (Eustress):

Motivates and energizes us.
Is usually short-term.
Feels manageable and within our abilities.
Creates excitement.
Enhances performance.
Signs and
symptoms
of stress
overload
Factors That Influence Your
Stress Tolerance Level
Your support network Your sense of control Your attitude and outlook

Your ability to deal with emotions Your knowledge and preparation

 Coping Mechanisms
Coping mechanisms are strategies people use to deal with stress
and trauma. They help manage difficult emotions and allow
individuals to adjust to stressful situations while maintaining their
emotional well-being.

Here are some common types of coping mechanisms:

Appraisal-Focused Coping Strategies
Adaptive Behavioral Coping Strategies
Emotion-Focused Coping Strategies
Adaptive vs. Maladaptive Strategies
 Appraisal-focused coping strategies involve
changing how you think about a stressful
situation. This can include:
Appraisal- Denial: Pretending the problem doesn’t

Focused exist.
Distancing: Keeping emotional distance

Coping from the problem.

Changing Perspectives: Altering your goals
or values, like finding humor in a tough
Strategies situation. Research suggests humor might
help reduce stress more for women than
men.
 These strategies focus on tackling the problem
directly. This means figuring out what’s causing

Adaptive the stress and finding ways to handle it. Some

problem-focused coping methods include:

Behavioral Taking Control: Actively trying to change

the situation.

Coping Information Seeking: Gathering information

to understand the problem better.

Strategies
Evaluating Pros and Cons: Weighing the
positives and negatives of different
solutions.
Emotion-focused coping is about managing
the feelings that come with stress rather than

Emotion-
trying to change the stressor itself. These
strategies include:

Releasing Emotions: Letting out feelings

like anger or sadness. Focused
Coping
Distraction: Engaging in activities to take
your mind off the stress.
Managing Hostility: Finding ways to cope
with feelings of anger.
Meditation and Mindfulness: Practicing
Strategies
relaxation techniques to calm the mind.
Coping strategies can be either positive
(adaptive) or negative (maladaptive):

Adaptive Strategies: These are effective at

reducing stress and include:
Seeking support from friends and family.

Adaptive vs.
Learning from stressful experiences.
Practicing relaxation techniques.
Using humor in tough situations.

Maladaptive
Proactive Coping: Preparing for potential
problems before they arise.

Maladaptive Strategies: These might offer short-

term relief but can be harmful in the long run.
They don’t address the underlying issues and can
include:
Strategies
Dissociation: Disconnecting from reality.
Numbing: Using substances or behaviors to
avoid feelings.
Avoidance: Ignoring the problem instead of
facing it.
SOCIAL & CULTURAL DIMENSIONS
OF STRESS
Refers to how different social and cultural contexts influence the experience, response, and
management of stress.

Stress in Filipino Culture

Sources of Stress Resilience and Coping Political Economy of
Mechanisms Stress
TAKING CARE OF THE SELF: THE NEED
FOR SELF-CARE AND COMPASSION
Self-Care

Self-care includes several important aspects:

Knowing Yourself and Your Limits

Getting Enough Sleep
Eating Well
Finding Ways to Decompress
Evaluating Your Work Situation
Getting to Know Yourself
Integrating Fun
Decompressing After Work
Nurturing Your Spiritual Self
Practicing Self-Love
Why Is Self-Care Important?
You Learn to Value Yourself: Having a self-care routine helps you recognize your own
needs and what makes you happy.

You Improve Time and Stress Management: When you prioritize self-care, you gain
more energy and time for the things that really matter, while reducing time spent on
unproductive activities.

You Find Balance in Your Life: Balance is key to well-being. Too much work can lead
to burnout, while too much leisure can make you feel unproductive.

You Lead a Healthier Lifestyle: Self-care contributes to your physical, mental, and
spiritual health. When you take time for self-care, you might think of activities like
exercising, spending time with friends, reading, or going to yoga classes—all of
which promote a healthier lifestyle.
 Why Is Self-Care Important?
Self-Compassion
Self-compassion is about being kind and understanding toward yourself, especially when things go
wrong. While many people can show compassion to others, they often struggle to do the same for
themselves, viewing it as being selfish or overly indulgent. However, self-compassion is not about
self-pity; it's about accepting and loving yourself, particularly during tough times.

Kristin Neff, a leading researcher on self-compassion, defines it through three key elements:

Self-Kindness
Recognizing Our Shared
Humanity
Mindfulness
Thank You
Managing
and Caring
for the
Self
Knowing the Self
Knowing the self is not enough; choices shape who you are.
Self-awareness enables you to make informed decisions and
improve.
Your identity is influenced by your choices, and those choices
contribute to personal growth.
Knowing yourself in a school setting helps you become a better
student.
The self is constantly evolving through choices, which impact
learning and personal development.
Importance of Learning
1 Personal Growth
Fosters individual development and self-
improvement.

2 Adaptability
Enables adjustment to changing
environments and situations.
3 Survival
Equips individuals with necessary skills
for life.
5 key principles of learning
1. Active Learning: Actively engaging with content (e.g., through manipulation of objects,
experimentation, or discussions) facilitates deeper understanding. This aligns with theories
by Dewey (1938) and Piaget (1964).
2. Building on Prior Knowledge: New knowledge builds upon an existing foundation. For
instance, learning to solve equations relies on basic arithmetic skills.
3. Social Context: Learning thrives in social environments. As Bransford (2006) noted,
interaction with peers and teachers, as well as cultural influences, enhances comprehension.
4. Authentic Context: Applying knowledge in real-world or practical scenarios reinforces
learning.
5. Motivation and Cognitive Engagement: Sustained effort is vital for mastering complex ideas.
What
Happens
During
Learning?
Central Nervous System Peripheral Nervous System

Brain Motor Neurons

Processes sensory Transmit signals from
information and initiates CNS to muscles and
responses. glands.

Spinal Cord Sensory Neurons

Communication Send sensory input to
highway between brain CNS.
and body.
 Peripheral Nervous System
Somatic Nervous System Autonomic Nervous System

Voluntary Control Sympathetic Division

Controls voluntary Activates "fight or flight"
muscle movements. response during stress.

Sensory-Motor Feedback Parasympathetic Division

Relies on feedback for Activates "rest and digest" state
coordination. after stress.

Examples
Raising hand or
running.
Left Brain Characteristics Right Brain Characteristics
METACOGNITION
Metacognition (meta = "about," cognition = "thinking") is a learning strategy
that involves understanding and controlling your own performance. It is a
system where you:
1. Engage Fully
2. Identify Techniques
3. Evaluate Strategies
4. Implement a Plan

The Metacognitive Awareness Inventory (MAI)

In 1991, Schraw and Dennison developed the Metacognitive Awareness
Inventory (MAI).
This tool helps individuals:
Understand metacognitive knowledge and
Enhance metacognitive regulation for better learning outcomes.
Types of Metacognition

Metacognitive Knowledge Metacognitive Experiences

Beliefs about influencing Real-time thinking about
cognitive processes thinking during tasks

Task and Goals Metacognitive Strategies

Desired outcomes when Techniques to achieve
reflecting on thinking learning goals
Types of metacognitive learners
The Tacit Learners The Strategic Learners
These learners are often These learners are highly
blissfully unaware of their strategic and methodically plan
metacognitive processes. their course of action toward
achieving their learning goals.

The Aware Learners The Reflective Learners

Learners are aware of some These learners possess a
metacognitive strategies but remarkable ability to reflect
may not always apply them in a deeply on their thinking as
structured way. they use metacognitive
strategies
Types of
Learning
Strategies
 Concept Mapping
and Visual Study
Tools

As you learn more, update

Concept maps are diagrams your concept map by adding
that connect ideas to help you new ideas or adjusting
understand and organize connections to reflect deeper
information better. understanding.

Start with a clear question

and build your map by
linking related ideas
Metacognitive Note-Taking
Beginning of Class: Prepare by reflecting on what
you know about the topic, how it relates to other
things, and any questions you have.

Middle of Class: Take notes in two parts: record

key insights on one side and detailed notes on the
other.

End of Class: Summarize the main points of the

lesson in a few sentences.
Active Learning Strategies
Active learning involves engaging with the material in a hands-on or
participatory way, allowing learners to deepen their understanding by actively
applying concepts.

Group discussions or Practicing problems

Think-Pair-Share
debates or doing case studies
Managing Your Own Learning: Self-Regulated
Learning
Self-regulated learning is when students manage their emotions, cognition, behavior,
and context during learning. Motivation is about the desire to do something, while self-
regulation involves consciously choosing strategies to control and evaluate learning to
achieve goals.
Knowing your limits
Modifying your approach
Skimming
Rehearsing
Self-test
Reminder: Welcoming errors doesn't imply intentionally seeking or creating mistakes.
It means recognizing mistakes when they occur, not downplaying their importance, and
taking responsibility for the outcomes.
Thank You