GNED 08 – FINALS REVIEWER
procedures, whatever their form, serve as a means of creating and
Coverage: Lesson 9 – Lesson 12 (Selected topics)
(Lesson 10 is in the Last page)
LESSON 11 - Do not just dream, make it Happen
SELF – EFFICACY
Albert bandura - He learned a lot about value and importance of self-
direction when he went to University of British Columbia and graduated with
Bolocan Award in psychology.
 He is perhaps most famous of his Bobo Doll experiment (1950). In
the experiment, he presented children with social models of novel
(new) violent behavior or non-violent behavior toward the inflatable
redounding Bobo doll. The children who viewed the violent behavior
where in turn violent toward the doll: the control group was rarely
violent toward the doll, Dr. Bandura and his colleagues (Dorrie and
Sheila Ross) showed that the social modelling is a very effective way
of learning. Social modelling means that we can learn behavior by
observing the actions of others.
 .His works are considered part of the cognitive that began in late
1960s.
 Today Dr. Bandura is often identified as the greatest living
psychology as well as one of the most influential psychologists of all
time.
 He was awarded the National Medal of Science by President Barack
Obama (Kendra, 2017).
 Bandura was the first to demonstrate (1977) that self-efficacy (an
article entitled "Self-Efficacy: Toward a Unifying Theory of Behavioral
Change" published in Psychological Review in 1977), the belief in
one’s own capabilities, has an effect on what individuals choose to
do, the amount of effort they put into doing it, and the way they feel
as they are doing it.
 Bandura also discovered that learning occurs both through those
beliefs and through social modeling—thereby originating social
cognitive theory (1986), which holds that a person’s environment,
cognition, and behavior all interact to determine how that person
functions, as opposed to one of those factors playing a dominant
role.
Weibell (2011)
 He summarized Albert Bandura's Self-Efficacy Theory.
 Assumption that, It was based on the principle "Psychological
strengthening expectations of personal efficacy.
Expectations of efficacy - the conviction that once can successfully
execute the behavior required to produce the outcome.
Response-outcome expectancies - a person's estimate that a given
behavior will lead to certain outcome.
People with "high assurance in their capabilities"
1. Approach difficult tasks as challenges to be mastered;
2. Set challenging goals and maintain strong commitment to than them;
3. Heighten or sustain their 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.
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 other than concentrating on how to perform successful.
4. Slacken their effort 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.
FOUR MAIN SOURCES OF INFLUENCE
1. EXPERIENCE
2. VARIOUS EXPERIENCE
3. SOCIAL PERSUASION
4. PHYSIOLOGICAL FEEBACK
Carol S. Dweck's - Fixed and Growth Mindset Theory
 (October 17, 1946) - present
 American psychologist.
 One of the leading researchers in the field of motivation.
 Over 30 years ago, Carol Dweck and her colleagues became
interested in students' attitudes toward failure.
 Dr. Dweck coined the terms fixed mindset and growth mindset to
describe the underlying beliefs people have about learning and
intelligence
Fixed Mindset Theory
A fixed mindset is the belief that your intelligence, talents and other abilities
are set in stone. You believe that you're born with a particular set of skills and
that you can't change them.
 Avoid challenges to avoid failure
 In problems, they give up easily
 Believe putting in effort is worthless
 Ignore feedback from others and view feedback as personal criticism
 Feel threatened by the success of others
 They hide their flaws so that they can't be
judged by other people
GROWTH Mindset Theory
“A growth mindset is when students understand that their abilities can be
developed,” (Dweck, 2014).
A growth mindset is a belief that our abilities are flexible and can change
through practice; our mistakes as learning opportunities.
Edwin A. Locke's Goal Setting Theory
 Internationally known for his research on goal setting.
 Dean’s Professor at University of Maryland, College Park, a writer
and lecturer for the Ayn Rand Institute and served as consultant
to research films and private businesses.
 Published more than 300 chapters notes and articles in professional
journals on subjects like work motivation, job satisfaction and
incentives, and is the author or editor of 12 books, including The
Selfish Path to Romance: How to Love with Passion and Reason
(Platform Press), Study Methods and Study Motivation and
others.
 A critic of the concept of emotional intelligence.
 An outspoken opponent of the animal rights movement,
especially the organization People for the Ethical Treatment
of Animals (PETA).
 Dr. Locke first studied the Goal Setting Theory in the middle of
1960s.
 In 1966, he published the article entitled “Motivation Through
Conscious Goal Setting”. (The article is about 30 years of research
findings on the relationship of conscious goal performance and
performance on work tasks.) The basic contents of goal
setting theory are summarized in 14 findings discussed in the
article.
Dr. Locke first describe the approach of the theory based on what
Aristotle called final causality.
Final causality
 Action caused by purpose. It accepts the status of
consciousness and volition, and assumes that the
introspective reports provide useful and valid data in
formulating psychological concepts and measuring
psychological phenomena.
Goals
 Consist of an internal and external aspect. Internally, they are
ideas (desired ends); externally, they refer to the object or condition
sought (a job, a sale, a performance level or others). The idea
guides action to obtain the object.
The theory argues that goals and intentions are cognitive and willful. Goals
have two characteristics:
1. Content – the actual object sought. Example: I want to graduate with
flying color.
2. Intensity - quantity of physical and mental resources needed to create or
achieve the content (scope, focus, complexity etc. of the choice process).
Example: study habits, grade monitoring, numbers of books to read and
others.
Qualitatively, the content of a goal is whatever the person is seeking.
Quantitatively, two attributes of content: difficulty and specificity have been
studied.
LESSON 12 - Less Stress, More Care
A. Stress and Human Response
 “Stress is often overwhelming, described as feeling worried or run-
down. Stress can affect people of all ages, genders, and
circumstances, leading to both physical and psychological issues.”
 Stress is any uncomfortable “emotional experience accompanied by
predictable biochemical, physiological, and behavioral changes.
 “Some stress can be beneficial at times, producing a boost that
provides the drive and energy to help people get through situations
like exams or works deadlines. However, extreme stress can have
health consequences and adversely affect the immune,
cardiovascular, neuroendocrine, and nervous systems”.
(2) two kinds of stress
1. EUSTRESS - it is a kind of stress in daily life that has positive
connotations.
examples: marriage, winning money, and graduation
2. DISTRESS - it is a kind of stress in daily life that has negative
connotations.
examples: divorce, financial problems and work difficulties
GENERAL adaptation SYNDROME
 General adaptation syndrome was first described by Hans Selye in
1936.
 AcGeneral Adaptation Syndrome (GAS) describes the physiological
changes your body goes through as it responds to stress.
(3) three stages of stress response
THE ALARM STAGE - represents a mobilization of the body’s defensive
forces. The body is preparing for the “fight or flight” syndrome. This involves
several hormones and chemicals excreted at high levels, as well as an
increase in heart rate, blood pressure, perspiration, respiration rate, etc.
THE RESISTANCE STAGE - The body becomes adaptive to the
challenge end and even begins to resist it. The length of this stage is
dependent upon the body’s innate and stored adaptation energy reserves
and upon the intensity of the stressor.
THE EXHAUSTION STAGE - the body dies because it has used up its
resources of adaptation energy.
 Stress diseases are maladies caused principally by errors in the
body's General Adaptation process. They will not occur when all the
body’s regulatory processes are properly checked and balanced.
They will not be developed when adaptation is facilitated by
improved perception and interpretation.
 Chronic Stress is unpleasant, even when it is transient. A stressful
situation – whether something environmental, such as a looming
work deadline, or psychological, such as persistent worry about
losing a job – can trigger a cascade of stress hormones that produce
well-orchestrated physiological changes.
 The hypothalamus is a bit like a command center. This area of the
brain communicates with the rest of the body through the
autonomous nervous system
 After the amygdala sends a distress signal, the hypothalamus
activates the Sympathetic Nervous System by sending signals
through the Autonomic nerves to the adrenal glands.
 As epinephrine circulates through the body, it brings on a number of
physiological changes.
(2) two COMPONENTS OF AUTONOMOUS NERVOUS SYSTEM
 SYMPATHETIC NERVOUS SYSTEM - functions like a gas
pedal, it triggers the “fight or flight” response, providing the body
with a burst of energy so that it can all respond to perceived
dangers.
 PARASYMPATHETIC NERVOUS SYSTEM - acts like a brake, it
promotes the “rest and digest” response that calms the body
down after the danger has passed.
 HPA Axis or Hypothalamic -Pituitary-Adrenal – the second
component of the stress response system. This network consists
of the hypothalamus, pituitary gland and the adrenal glands
 The HPA axis relies on a series of hormonal signal to keep the
sympathetic nervous system or the “gas pedal” – pressed down.
LESSON 10 – Learning to be a better student

What happens in the brain while learning?

 How neurons react to new information

 How we make new information easy to learn
 How the brain stores new Information
 How we learn new information effectively

1. HOW NEURONS REACT TO NEW INFORMATION

Learn something new causes the performance of newly associated synapses

to change.

 Example: Tom starts attending boxing classes. He takes it once a

week.

2. HOW WE MAKE NEW INFORMATION EASY TO LEARN

Along with the new information comes an element, an image, an emotion, or

a sound, to which we relate the new information to.

 Example: Tom associates boxing with exercise and stress release.

3. HOW THE BRAIN STORES NEW INFORMATION

The brain allocates space where this new information is stored. The more
synapses fire when the new information is used, the more its allocated brain
space grows.

 Example: Tom enjoys boxing and now takes classes thrice a week

HOW LEARNING OCCURS:

NOTE HERE! (GNED 08)
NOTE HERE! (GNED 08)