PERDEV – MIDTERM REVIEWER Contextual (Practical) – “street smart” apply

knowledge to real world and choose an environment.

Module 4 – Unfolding the Mental Self
Section 1: Cognition, Memory, and Intelligence
Section 2: Human Learning
Cognition – a crucial part of an individual’s
Learning – relatively permanent change in a person’s
development process which influences behavior, just
knowledge or behavior as a result of experience.
as how behavior also impacts it, assuming a bi-
THIS DEFINITION CONNOTES THREE THINGS:
directional connection.
1. Change is long-term
- the complex array of mental processes involved in
2. Source of change comes from within the external
remembering, perceiving, thinking, and how these
structures.
processes are employed.
3. Change is attributed to the personal experiences of
(Ashcraft & Radvansky 2010)
a learner.
Social cognitive theory – emphasizes the value of
- the umbrella term to cover all “higher-order”
social environment in one’s learning process that is
thinking processes.
built on observational learning.
Memory – often likened to a computer system, where
Attention – information the one perceives as
the processes of encoding, storing, and retrieving
interesting and useful.
information happen continuously.
Retention – stores and gives mental representation of
- faculty of the mind which information is acquired
the information.
and retained.
Motor Reproduction – recalls and rehearses the infos
MEMORY FUNCTIONS IN THREE LEVELS:
given.
Sensory – info can be grasped at a split second.
Motivation – repeats the entire process constantly
- is the level that allows information from the
and consistently.
external environment to be perceived by an
Self-efficacy – the extent to which people believe that
individual through senses, usually in the form of
they can confidently learn and master a particular
chemical and physical stimuli, often with focus and
skills.
intent.
High efficacy – he or she is likely to engage in
Short-term – where information is temporarily
challenging tasks and deal with frustration and
stored, where info is simultaneously remembered
disappointments efficiently.
and is in a readily-available state, typically from 10 to
Low efficacy – avoid difficult tasks because they lack
15 seconds up to one minute.
confidence which further contributes to them having
Long-term – deliberate effort to store info and it is
low self-esteem.
done consistently with practice and is often
Albert Bandura said that self-efficacy can be
permanent that allows for repeated retrievals across
developed through:
situations.
1. Mastery experience
Intelligence – an individual’s capacity for
2. Social modelling
understanding, learning, planning, and problem
3. Improving physical and emotional states
solving with logic, creativity, and self-awareness.
4. Verbal persuasion
- application of knowledge to adjust to the
Human agency – another valuable principle in the
environment.
learning process.
TWO THINGS SHOULD BE NOTED ABOUT
Intentionality – making an active decision to engage
INTELLIGENCES:
in particular activities.
1. Individuals are born with innate intellectual ability
Forethought – anticipating outcomes and
that is harnessed.
consequences to particular actions.
2. Intelligence is not confined in the academic
Self-reactiveness - constructing and regulating
context.
behavior appropriately.
Howard Garner (Multiple Intelligences)
Self-reflectiveness – reflecting and evaluating one’s
Verbal-linguistic – analyze info and produce output
thought and behavior.
involves oral and written language.
TWO STRATEGIES IN LEARNING:
Logical-mathematical – understand and answer
Deep learning – the deeper understanding of
mathematical equations.
information by creating significant meaningful links
Visual-spatial – analyze graphical information
across different concepts and how it can be applied in
Musical – produce and make meaning of different
practical ways.
types of sound.
Surface learning – simply accept information
Naturalistic – identify and distinguish aspects of
presented to them and memorize them in an isolated
natural world.
and unlinked manner.
Bodily-kinesthetic – use one’s body to create
DEEP LEARNING STRATEGIES HABITS
products or solve problems.
1. Taking down notes
Interpersonal – sensitive of other people’s thoughts
2. Asking questions during class sessions
and emotions.
3. Creating cognitive maps
Intrapersonal – self-introspection.
4. Engaging in collaborative learning activities with
Robert Sternberg (Multiple Intelligences)
mentors and peers
Componential (Analytical) – abstract thinking and
5. Going beyond the mandatory course requirements
logical reasoning; verbal and mathematical skills.
Experiential (Creative) – divergent thinking and
MODULE 5 – UNFOLDING THE EMOTIONAL SELF
ability to deal novel situations.
Section 1: Human Emotion and Emotional Intelligence
Emotions are 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).
Emotional Intelligence
Bar-On (1997) – an array of non-cognitive abilities,
competencies, and skills that influence one’s ability to
succeed in coping with environmental demands and
pressures.
Four branches: emotional perception and expression,
emotional facilitation as aids to make sound
judgment, emotional understanding and analysis, and
reflective emotional regulation.
Mayer, Salovey, and Caruso (2004) – one’s ability to
understand emotion and for them to contribute in
how one perceives the environment he or she is in.
Clusters: self-awareness, self-management, social
awareness, and relationship management.
Goleman (1998) – the capacity for recognizing our
own feelings and those of others, for motivating
ourselves, and for managing emotions effectively in
ourselves and others.
Five composites: self-perception, self-expression,
interpersonal, decision-making, and stress
management.
Section 2: Emotional Regulation
- defined as an attempt to influence emotion. Gross
(1987), emotional regulation may take two forms:
cognitive reappraisal and suppression.
Reappraisal – involves the evaluation of the situation
prior to making personal, subjective violations.
Suppression – involves denial and masking a facial
expressions to hide one’s current emotional state.
Another approach in explaining emotional regulation
is through the use of:
Cognitive/Covert strategies – include experiential
avoidance, rumination, acceptance, and distraction.
Behavioral/Overt strategies – entail engagement in
observable activities, such as behavioral avoidance,
substance abuse, exercise, eating, and getting
involved in social activities.
10 COMMON STRATEGIES EMPLOYED IN
EMOTIONAL REGULATION
Rumination,
distraction,
acceptance,
problem solving,
behavioral avoidance,
experiential avoidance,
expressive suppression,
reappraisal,
mindfulness, and
worry.
QUALITIES THAT ENABLE EFFECTIVE EMOTIONAL
REGULATION
1. Self-control
2. Trustworthiness
3. Conscientiousness
4. Adaptability
5. Innovation
6. Empathy
In cultural aspect, emotional regulation is defined as
“all the process that help attain culturally appropriate
or functional emotional experiences.”
MODULE 6 – UNFOLDING THE SPIRITUAL SELF
Section 1: The Inner Soul
* The concept of “whole person” is usually associated
to the idea of human beings as having physical and
psychological aspects.
Spirituality
Puchalski (2014) – spirituality is the aspect of the self
that is associated to an individual’s process of
seeking and expressing meaning and how he or she is
connected to the self, to others, to the moment and to
everything else composes his or her environment,
including the sacred and significant.
Beauregard & O’Leary (2007) – spirituality any
experience that is thought to bring experiencer in
contact with divine; it is not just any experience that
feels meaningful.
Sinnot (2002) – spirituality is posited as the
individual’s personal relation to the sacred or
transcendent, a relation that then informs other
relationships and the meaning of one’s own life.
Myers and colleagues (2000) – spirituality as the
“personal and private beliefs that transcend the
material aspects of life and give a deep sense of
wholeness, connectedness, and openness to the
infinite.”
Aspects of Spirituality
First, spirituality talks about meaning and purpose
that go beyond physical realities of life.
Second, spirituality is focused on s person’s
connections to a different aspects of his or her
existence.
Third, spirituality talks about the sacred and
transcendent.
Religiosity – the adherence to a belief system and
practices associated with a tradition in which there
are agreement about what is believed and practiced.
* Spiritual well-being entails wisdom, self-
transcendence, acceptance of life, and meaningful
existence.
Section 2: Connections with Nature
Affinity with Nature and Ecopsychology
Affinity with Nature – the ties that bind people and
nature together. Nature connectedness, or
individuals that includes nature as part of their
identity.
- highlights the emotional connection with nature,
anchored on positive affective experiences and
authentic love for nature.
Ecopsychology – concerned with the fundamental
interconnections between humans and the natural
world through a phenomenological and sensorial
link.
- a transpersonal and philosophical relationship with
nature.
Section 3: Discovering Life’s Meaning
Well-being – being intrinsic in nature, is an inner,
personal construct associated with self-esteem, and
self-understanding.
Life Satisfaction – the contentment one has with the
direction his or her life is going.
Happiness – it followed naturally when well-being
and life satisfaction is present.
- can be subjective and temporal while life
satisfaction is more encompassing.
Factors of how well-being and life-satisfaction is
achieved:
1. Personal factors – personality, cognition, physical
health, and vigor
2. Environmental Conditions
3. Socio-economic Status
4. Home and Social Environment
5. Interpersonal Relationship
6. Education
VARIETY QUALITIES ASSOCIATED TO HAVE HIGH
LEVEL OF WELL-BEING & LIFE SATISFACTION:
effective self-perception, realistic self-esteem and
self-acceptance, control of behavior, true perception
of the world, sustaining relationships and affection,
and self-direction and productivity.
MODULE 7: UNFOLDING THE EMERGING FACETS
OF SELF
Section 1: The Political Self: Developing Active
Citizenship
Politics – the actions or activities concerned with
achieving and using power in a nation or society.
* Aristotle stated that “man is by nature, a political
animal.”
Politics is imbibed by man implies several things:
1. Power
2. Dependent of the culture of the state
3. Politics is personal
4. Goes hand in hand with the society
Political self is not only shaped by one’s political
affiliation or beliefs. It is anchored on the inclination
to participate in political activities that should serve
the interest of all sectors of the society. It is also a
result of various personal and environmental factors
that impact the individual.
ACTIVE CITIZENSHIP – the structured forms of
engagement with political processes and everyday
forms of participation in society.
- the process of sharing decisions which affect one’s
life and the life of a community in which one lives.
- is anchored on one’s cognitive and behavioral
engagement to participate in formal and informal
political activities.
Democracy – a communal system that allows
volitional freedom of citizens to make informed
choices that allow them to be heard.
Four Dimension of Active Citizenship
1. Protest and Social Change
2. Community Life
3. Representative Democracy
4. Democratic Values
Section 2: The Digital Self: Uncovering Digital
Citizenship
The millennial generation is known to be the
generation of digital natives because millennials were
born in an era of rapid technological advancement.
THREE MAJOR PURPOSES OF INTERNET:
Social interaction, information acquisition and
generation, and entertainment.
Internet – provides people with a venue of presenting
their identities through social media platform.
Essence of digital citizenship – norms of appropriate
and responsible behavior towards technology use.
Digital citizenship – it is anchored on three general
principles: respecting, educating, and protecting
oneself and others.
Within the concept of digital citizenship, there are
nine (9) themes that cover these behaviors:
1. Digital Access – electronic participation in society.
2. Digital Commerce – electronic buying and selling.
3. Digital Communication – electronic exchange of
information.
4. Digital Literacy – process of teaching and learning
technology.
5. Digital Etiquette – electronic standards of conduct
and procedure.
6. Digital Law – electronic responsibility for actions
and deeds, especially ethics of technology.
7. Digital Rights and Responsibilities – freedoms
extended to everyone in a digital world.
8. Digital Health and Wellness – physical and
psychological well-being in a digital tech world.
9. Digital Security – electronic precautions to
guarantee safety.
MODULE 8 – THE FUTURE SELF
Section 1: The Future Self: Our Past, Present, and
Future
Soren Kierkegaard once said that, “life can only be
understood backwards, but it must live forwards.”
Time Perspectives Theory of Philip Zimbardo (1999)
explains how people envision their experiences. The
theory explains that people are likely to sort,
categorize, and analyze their human experiences into
past, present, and future timeframes.
FIVE TIME PERSPECTIVES:
1. Present-hedonistic – risk-takers, driven by
sensory, concrete factors, and driven by pleasurable
sensations.
2. Present-fatalistic – individuals who feel their lives
are out of their control.
3. Past-positive – remain in their comfort zone, their
actions are influenced by what has worked in the
past.
4. Past-negative – tend to focus on the wrong
decisions they have made in the past and constantly
regret them.
5. Future-oriented – base their present choices and
action on long-term consequences.
Section 2: The Possible Selves
Theory of Hazel Markus and Paula Nurius which
refers to the different representations of the self
derived from the past and future.
First Premise – possible selves is both a motivational
resource and behavioral blueprint of the self
Second Premise – not all future selves are positive.
Future Selves Revolve Around Three Ideas
a. ought-to selves – what one might become.
b. ideal or hoped-for selves – what one would like to
become.
c. feared selves – what one is afraid to become.
Third Premise – one’s future is intertwined with his
or her past and present selves.
Fourth Premise – future selves are product of social
interactions.
Fifth Premise – lies in the life transitions that have an
enabling influence on one’s future selves.
Last Premise – based on the concept of proximal and
distal goals.
Reviewer prepared by:
Chrislyn Asubar

Moral support contributors:

May Joy Loto
John Joshua Arellano
Arian Nermal
Nicole Joey Ongayo
Rainy Lou Maligan
Joshua Cabatingan
John Kyle Crausos