GE 1

MODULE 10

Governor Mariano E. Villafuerte Community College- Siruma

Poblacion, Siruma Camarines Sur
gmvcc.siruma@gmail.com

Instructor: Mary Joy DM. Borja

MODULE OBJECTIVE

At the end of this module, student should be able to:

1. Use Bandura’s self-efficacy theory for self-assessment;
2. Differentiate growth and fixed mindset by Dweck;
3. Design personal goals adapting Locke’s goal setting theory.
4. Explain the effects of stress to one’s health;
5. Examine cultural dimension of stress and coping; and
6. Design a self-care plan.

MODULE CONTENT

Albert E. Bandura’s Self-efficacy - The Bobo Doll Experiment

Summary of Self-efficacy Theory

Carol S. Dweck’s Fixed and Growth Mindset Theory

Edwin A. Locke’s Goal Setting Theory

Stress and Human Response

The Cultural Dimension of Stress and Coping

Self-care Therapy

Self-compassion Therapy

Self-compassion Phrases

Self-compassion and Emotional Well-being

Less Stress, Care More

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Albert E. Bandura’s Self-efficacy - The Bobo Doll Experiment:

Sample children were presented with new social models of violent and nonviolent behavior toward
an inflatable redounding Bobo doll.

Result were: The group of children who saw the violent behavior model became violent to the
doll, while the control group who was presented with the nonviolent behavior model was rarely
violent to the doll.

This experiment has proven right the hypothesis that social modeling is a very effective way of
learning. - Bandura’s social cognitive theory states that people are active participants in their
environment and are not simply shaped by that environment.

Summary of Self-efficacy Theory: Distinguishes between expectations of efficacy and

response outcome expectancies:

Outcome expectancy is “a person’s estimate that a given behavior will lead to certain outcomes.”
Efficacy expectation is “the conviction that one can successfully execute the behavior required to
produce the outcomes.”

Outcome and efficacy expectations are differentiated because individuals can believe that a
particular course of action will produce certain outcomes.

Self-efficacy typically comes into play when there is an actual or perceived threat to one’s personal
safety, or one’s ability to deal with potentially aversive events.

Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to produce
designated levels of performance that exercise influence over events that affect their lives.”

He identified acts of people with “high assurance in their capabilities,” such as:

1. Approach difficult tasks as challenges to be mastered;

2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain efforts in the face of failures or setbacks;
4. Attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
5. Approach threatening situations with assurance that they can exercise control over
them.
He identified acts of people with “high assurance in their capabilities,” such as:

1. approach difficult tasks as challenges to be mastered;

2. set challenging goals and maintain strong commitment to them;
3. heighten or sustain efforts in the face of failures or setbacks;
4. attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
5. approach threatening situations with assurance that they can exercise control over
them.

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In contrast, people “who doubt their capabilities”:

1. shy away from tasks they view as personal threats;

2. have low aspirations and weak commitment to goals they choose to pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to perform successfully.
4. slacken their efforts and give up quickly in the face of difficulties.
5. are slow to recover their sense of efficacy following failure or setbacks; and
6. fall easy victim to stress and depression.
Dr. Bandura described four main sources of influence by which a person’s self-efficacy is
developed and maintained. These are:

1. performance accomplishments or mastery experiences.

2. vicarious experiences.
3. verbal or social persuasion; and
4. physiological (somatic and emotional) states.

Carol S. Dweck’s Fixed and Growth Mindset Theory

Dr. Dweck described people with two types of mindset: People who believe that success is based
on their innate abilities have a “fixed” theory of intelligence and goes under fixed mindset. People
who believe that success is based on hardwork, learning, training, and perseverance have growth
theory of intelligence, which goes under growth mindset.

Fixed-mindset individuals dread failure because it is a negative statement on their basic abilities;
Growth-mindset individuals do not mind or fear failure as much because they realize their
performance can be improved and learning comes from failure. Individuals may not necessarily
be aware of their own mindset, but their mindset can still be discerned based on their behavior.

Edwin A. Locke’s Goal Setting Theory

The basic contents of goal setting theory are summarized in terms of 14 categories of findings:

1. The more difficult the goal, the greater the achievement.

2. The more specific or explicit the goal, the more precisely performance is regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when: a. the individual is convinced that the goal
is important; and b. the individual is convinced that the goal is attainable (or that, at least,
progress can be made toward it).
There are many ways to convince a person that a goal is important:

• In most laboratory settings, it is quite sufficient to simply ask for compliance after
providing a plausible rationale for the study.
• In work situations, the supervisor or leader can use legitimate authority to get initial
commitment.
• Continued commitment might require additional incentives such as supportiveness,
recognition, and rewards. Financial incentives may facilitate commitment and performance;
participation by subordinates in setting goals leads to higher commitment than curtly telling

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people what to do with no explanation; self-set goals can be highly effective in gaining
commitment.
Commitment can be enhanced by effective leadership. Relevant leadership techniques include:

• providing and communicating an inspiring vision;

• acting as role model for the employees.
• expecting outstanding performance.
• promoting employees who embrace the vision and dismissing those who reject it;
• delegating responsibility (“ownership”) for key tasks;
• goal setting itself can be delegated for capable, responsible employees.
• expressing (genuine) confidence in employee capabilities;
• enhancing capabilities through training; and
• asking for commitment in public.
6. In addition to having a direct effect on performance, self-efficacy influences:

a. the difficulty level of the goal chosen or accepted;

b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in relation to
the goal.

8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.

9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.

10. Goals stimulate planning in general. Often, the planning quality is higher than that
which occurs without goals. When people possess task or goal-relevant plans as a result of
experience or training, they activate them automatically when confronted with a performance
goal. Newly learned plans or strategies are most likely to be utilized under the stimulus of a
specific, difficult goal.

11. When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:

a. they have no prior experience or training on the task;

b. there is high pressure to perform well; and
c. there is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or
partially mediate the effects of several personality traits and incentives on performance.

13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.

14. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also be used to
enhance task interest, reduce boredom, and promote goal clarity. When used to punish or
intimidate people, however, goals increase stress and anxiety.

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Stress and Human Response

Selye hypothesized a general adaptation or stress syndrome. This general stress syndrome affects
the whole body. Stress always manifests itself by a syndrome, a sum of changes, and not by
simply one change.

The general stress syndrome has three components:

1. The alarm stage

2. The stage of resistance
3. The exhaustion stage - Stress diseases are maladies caused principally by errors in the
body’s general adaptation process.
If stress is induced chronically, our defense response lowers its resistance since fewer antibodies
are produced and an inflammatory response dwindles.

The stress response begins in the brain. When someone experiences a stressful event, the
amygdala, an area of the brain that contributes to emotional processing, sends a distress signal
to the hypothalamus. The hypothalamus is a bit like a command center. This area of the brain
communicates with the rest of the body through the autonomic nervous system.

The autonomic nervous system has two components:

The sympathetic nervous system triggers the fight-or-flight response, providing the
body with a burst of energy so that it can respond to perceived dangers.
The parasympathetic nervous system promotes the “rest and digest” response that
calms the body down after the danger has passed.
Techniques to Counter Chronic Stress

1. Relaxation response. These include deep abdominal breathing, focus on a soothing

word (such as peace or calm), visualization of tranquil scenes, repetitive prayer, yoga, and tai
chi. 2. Physical activity. People can use exercise to stifle the buildup of stress in several ways.
Exercise, such as taking a brisk walk shortly after feeling stressed, not only deepens breathing
but also helps relieve muscle tension.
3. Social support. Confidants, friends, acquaintances, coworkers, relatives, spouses, and
companions all provide a life-enhancing social net, and may increase longevity.

The Cultural Dimension of Stress and Coping

a person’s internalized cultural values, beliefs, and norms affect the appraisal process of
stressors and the perceived appropriateness of coping responses; stress and coping are universal
experiences faced by individuals regardless of culture, ethnicity, and race; members of different
cultures might consider and respond to stressors differently with respect to coping goals,
strategies, and outcomes. avoidance, withdrawal, and forbearance coping methods are common
among Asians; spiritual, religious, and ritual based coping are common among African-Americans
and African-Canadians; spiritual and religious coping and coping through family support are
common among individuals of Latino/Latina backgrounds

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Self-care Therapy

1. Stop, breathe, and tell yourself: “This is hard and I will get through this one step at a
time.”

2. Acknowledge to yourself what you are feeling. All feelings are normal so accept
whatever you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You need to be
heard.
4. Maintain your normal routine as much as possible
5. Allow plenty of time for a task.
6. Take good care of yourself.

Remember to:
a. Get enough rest and sleep.
b. Eat regularly and make healthy choices.
c. Know your limits and when you need to let go.
d. Identify or create a nurturing place in your home.
e. Practice relaxation or meditation.
f. Escape for a while through meditation, reading a book, watching a movie, or
taking a short trip.
Self-compassion Therapy

Being warm and understanding toward ourselves when we suffer, fail, or feel inadequate,
rather than flagellating ourselves with self-criticism; - Being imperfect and experiencing life
difficulties is inevitable, so we soothe and nurture ourselves when confronting our pain rather
than getting angry when life falls short of our ideals; - Recognizes that life challenges and personal
failures are part of being human, an experience we all share. In this way, it helps us to feel less
desolate and isolated when we are in pain.

Self-compassion Phrases

• This is a moment of suffering.

• Suffering is a part of life.
• May I be kind to myself.
• May I give myself the compassion I need.
The first phrase helps to mindfully open to the sting of emotional pain. The second phrase reminds
us that suffering unites all living beings and reduces the tendency to feel ashamed and isolated
when things go wrong in our lives. The third phrase begins the process of responding with self-
kindness rather than self-criticism. The final phrase reinforces the idea that you both need and
deserve compassion in difficult moments. Other phrases that may feel more authentic in a given
situation are: “May I accept myself as I am,” “May I forgive myself,” or “May I learn to accept
what I cannot change.”
Self-compassion and Emotional Well-being

A key feature of self-compassion is the lack of self-criticism, and self-criticism is known to

be an important predictor of anxiety and depression. - Self-compassion is not merely a matter of
looking on the bright side of things or avoiding negative feelings. Self-compassionate people
recognize when they are suffering, but are kind toward themselves. Self-compassion is associated

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with greater wisdom and emotional intelligence, suggesting that self-compassion represents a
wise way of dealing with difficult emotions. By wrapping one’s pain in the warm embrace of self-
compassion, positive feelings are generated that help balance the negative ones.

Self-compassion versus Self-esteem Self-compassion:

Predicts greater happiness and optimism as well as less depression and anxiety when
controlling for self-esteem - Are less focused on evaluating themselves, feeling superior to others,
worrying about whether or not others are evaluating them, defending their viewpoints, or angrily
reacting against those who disagree with them Self-esteem: Robust association with narcissism.
Evaluation of superiority/inferiority that helps to establish social rank stability and is related to
alerting, energizing impulses and dopamine activation.

Less Stress, Care More

We should be in control of the stress that confronts us every day. Otherwise, when we
are overwhelmed by stress, it can be detrimental to our health. Selfcare and self-compassion are
two ways to positively confront stress. We should love and care for our self more and more each
day.

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1. Jack Canfield Quote Hunt. Using Canfield’s quote on success at the beginning of this lesson,
identify the elements of Bandura, Dweck, and Locke’s Theories. Give explanation to your answer.

2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using Dr. Albert
Bandura’s four sources of influence for the development and maintenance of self-efficacy.

3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed mindset from growth
mindset of Dr. Carol Dweck. Highlight the definition, description, characteristics, examples of
situations where each mindset are developed, and their advantages and disadvantages.

FOR FINAL EXAMINATION

1. In a short bond paper. Make a self-compassionate letter. It should consist of

expressing compassion, understanding, and acceptance for the part of yourself that
you dislike.

CONGRATS and MAY u achieve all the success and dreams that your heart desires.
Always Pray and be thankful to GOD.

Love,

MA’AM MJ

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