LESSON 2: 

Do Not
Just Dream,
Make It
Happen
CHAPTER 3
MANAGING
AND 
CARING FOR THE SELF
 GROUP 7
SAMKIL, RAZEL JOY
SENECA, BHEN MIKAEL THIRDEE R.
TACULIN, JUSTIN CARL SANTOS
TAMAYO, EDDENE GAYE GABUAT
Lesson Objectives
:At the end of this lesson, you should be able to
1. U s e B a n du r a ' s s e l f - e f f i c a c y t h e o r y f o r   s e l f -
assessment.
2. Differentiate growth and fixed mindset by Dweck:
and
3. Design personal goals adapting Locke's goal
setting theory
JACK CANFIELD 

• Is an epitome of success. He has authored

seven books listed in the Guiness Book of
Wo r l d R e c o r d s a s N e w Yo r k T i m e s
Bestsellers, Beating Stephen King
(Macmillan 2017)
 • The concept of self-efficacy was
introduced by Albert Bandura in
an article entitled "Self-efficacy:
ALBERT E. Toward a Unifying Theory of
Behavioral Change" published in
BANDURA Psychological Review in 1977 .
T h e a r t i c l e a l s o b e ca m e a n
instant classic in psychology
(Kendra 2017)
THE BOBO DOLL EXPERINMENT

• In the 1950's Dr. Bandura had a study known as the Bobo Doll
Experiment, in this experiment, the sample children were presented
with new social models of violent and nonviolent behavior toward
and inflatable redoubling Bobo doll. The results were: the group of
children who saw the violent behavior model became violent to the
doll, while the control group who presented with the nonviolent
behavior model was rarely violent to the doll.
 • Weibell (2011) summarized Albert
Summary of Bandura's self-efficacy Theory:
• "self-efficacy theory is based on the
Self-efficacy assumption that psychological
procedures serve as a means of
theory crating and strengthening
expectations of personal efficacy."
Weibell (2011)
• Stated that Dr. Bandura defined self-efficacy as "people's belief 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 task as challenges tasks 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
acquired; and
5. Approach threatening situation with assurance that they can exercise control over
them
IN CONTRAST, PEOPLE
"WHO DOUBT THEIR CAPABILITIES"
1. Shy away from task they view as personal threats;
2. Have low aspiration and weak commitment to goals they choose to
pursue;
3. Dwell on personal deficiencies, obstacle they will encounter and all
kin of adverse outcomes, rather than concentrating no 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
 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
Carol S. Dweck's Fixed and Growth Mindset
Theory Biography Carol S. Dweck is the author of Mindset:
The New Psychology of Success. She was born on October
17, 1946. She graduated from Bernard College in 1967
and earned her PhD from Yale University in 1972. She taught
at Columbia University, Harvard University, and University
of Illinois before joining Stanford University in 2004 (Up
closed 2017). 
FIXED AND GROWTH MINDSET 

Dr. Dweck's contribution to social psychology relates

to implicit theories of intelligence with her book,
Mindset: The New Psychology of Success published in 2006.
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. On the other hand, people
who believe that success is based on hard work,
learning, training, and perseverance have growth theory
of intelligence, which goes under growth mindset. 
EDWIN A. LOCKE'S GOAL SETTING THEORY

Edwin A. Locke is internationally known for his research

on goal setting. He was born on January 5, 1938. He is
Dean's Professor (Emeritus) of Leadership and Motivation at
the Robert H. Smith School of Business at the University
of Maryland, College Park. He received his BA from
Harvard in 1960 and his PhD in Industrial Psychology from
Cornell University in 1964 (Locke 2017).
GOAL SETTING THEORY

The goal setting theory was first studied by Dr. Locke in

the middle of 1960s. He continued to do more studies
in relation to his theory. In 1996, he published another
article entitled "Motivation Through Conscious Goal Setting."
The article is about his 30 years of research findings on
the relationship between conscious performance goals
and performance on work tasks. The basic contents
of goal setting theory are summarized in terms of
14 categories of findings discussed the article (Locke 1996).
GOAL ATTRIBUTES

Goals have both an internal and an external aspect. Internally,

they are ideas (desired ends); externally, they refer to the object
or condition sought (e.g., a job, a sale, a certain performance
level). The idea guides action to attain the object. Two broad
attributes of goals are content (the actual object sought) and
intensity (the scope, focus, and complexity, among others of the
choice process). Qualitatively, the content of a goal is whatever
the person is seeking. Quantitatively, two attributes of content,
difficulty, and specificity, have been studied (Locke 2017).
14 RESEARCH 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:
14 RESEARCH FINDINGS

6. In addition to having a direct effect on performance, self-

efficacy influences
7. Goal setting I 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 be affecting the direction of action,
the degree of effort exerted, and the persistence of action over
time. 
14 RESEARCH FINDINGS
• 10. Goal stimulate planning in general
• 11. When people strive for goals on complex task, they are least effective
in discovering suitable task strategies.
• 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 mechanism can be trained and/or
adopted in the absence of training for the purpose of self-regulation.
• 14. Goal serve as standards of self-satisfaction, with
harder goals demanding higher accomplishment in order to attain self-
satisfaction. 
APPLICATION AND ASSESSMENT
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, desorption, characteristics,
examples of situations where each mindset are developed, and their advantages and
disadvantages
4. Goal Setting Plan Make a goal setting plan (short term for one semester only) based on what
you learned from Locke's goal setting theory.
5. Dream Board. Make your dream board, five years after college graduation
THANK YOU
FOR
LISTENING