CHAPTER III: Managing and C: pros LESSON wets. Make It Happen REPORTERS Abeadmblettiom LESSON OBJECTIVE: At the end of this lesson, you should be able to: 1. use Bandura's self-efficacy theory for self assessment; 2. differentiate growth and_ fixed mindset by Dweck; and 3. design personal goals adopting Locke's goal setting theory. INTRODUCTION e Jack Canfield is an epitome of success. He has authored seven book listed in the Guinness Book of World Record as New York Times Bestseller beating Stephen King (Macmillan2017)* One of Canfield's featured quotes about success is: By taking the time to stop and appreciate who you are and what you have achieved and perhaps learned through a few mistakes, stumbles, and losses, you actually can enhance everything about you. Self acknowledgement and appreciation are what give you the insights and awareness to move forward toward \higher goals and accomplishments.” ACTIVITY: 5-10-20 Selfie On each designated box, draw your envisioned “Future Self.” Who would you be: FIVE TEN TWENTY years from now years from years from now now5 Self-efficacy Albert E. Bandura’ so named the most Dr. Bandura wa all time- influential of THE BOBO DOLL EXPERIMENT (19508) This experiment has proven right the hypothesis that social modeling is a very effective way of learning. Dr. Bandura introduced the social learning theory that focuses on what people learn from observing and interacting with other people. Bandura’s social cognitive theory states that people are active participants in their environment and as not simply shaped by that environment. SUMMARY OF SELF-EFFICACY THEORY Weibell (2011) “Self-efficacy theory is based on the assumption that psychological procedures serve as a means of creating and strengthening expectations od personal efficacy.”MARY OF Weibell (2011) “Self-efficacy theory is based on the assumption that psychological procedures serve as a means of creating and strengthening expectations od personal efficacy.” SUMMARY OF SELF-EFFICACY THEORY Weibell (201) Dr. Bandura identified acts of people with “high assurance with 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 Approach threatening situations with assurance that they can exercise control over them. ae SUMMARY OF SELF-EFFICACY THEORY weibell (2011) Dr. Bandura identified acts of people “who doubt their capabilities,” such as: 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 wilh 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;Carol S. Dweck's Fixed and Growth Mindset Theory Dr. Dweck research focused on why eople succeed and how to foster success. 2 TYPES of MINDSET 1. FIXED MINDSET (have a "fixed" theory of intelligence) - people who believe that success is based on their innate abilities. 2. GROWTH MINDSET (have growth theory intelligence) - people who believe that success is based on hard work, learning, training, and perseverance. a7. Dweek res cee eople earch fo' d and how 2 TYPES of MINDSET 1. FIXED MINDSET (have a "fixed" theory of intelligence) ~ people who believe that success is based on their innate abilities. 2. GROWTH MINDSET (have growth theory intelligence) people who believe that success is based on hard work, learning, training, and perseverance. In a fixed mindset, students believe their basic abilities, their intelligence, their talents are just fixed traits. They have a certain amount and that's that, and their goals becomes to look smart all the time and never look dumb. In the growth mindset, students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can beocke ners mown for his ally know F “ research on goal setting: Dr. Li Locke (1996) first described that the approach of goal setting theory is based on what Aristotle called final causality; that is, action caused by a purpose. It accepts the axiomatic status of consciousness and volition. It also assumes that introspective _ reports provide useful and valid data for formulating psychological concepts and measuring psychological phenomena. woke INTERNAL AND AN EXTERNAL ASPECTS OF GOALS 1. INTERNALLY - they are ideas (desired ends). 2. EXTERNALLY - they refer to the object or condition sought (e.g., a job, a sale, a certain performance level). the object.TWO BROAD ATTRIBUTES OF GOALS [Link] - the actual object sought. 2. INTENSITY - the scope, focus, and complexity, among others of the choice process. The basic contents of goal setting theory are summarized in : terms of 14 categories of findings. a RESEARCH FINDINGS 3 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. 6 ats RESEARCH FINDINGS 3 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 Bb the individnal ie ennwinecedlies the12, Goals (including goal commitment), if 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 ean be trained and/or adopted in the absence of training for the purpose of self-regulation. Vio ee SNS Dna ET FEN 4 RESEARCH FINDINGS 5 Is serve as standards of self-satisfactions wit@ harder goals demanding higher accM@plishments in order to attain self satisfaction than easy goals. Goals ean also be used to enhanced task interest, reduce boredom, and promote goal clarity. When used to punish or intimidate people, however, goals increased stress and anxiety. ———————— SRST RT BRO RET FPN + a: RESEARCH FINDINGS +s a RESEARCH FINDINGS 5 10. Goals stimulate planning in general. Often, thé 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 specific, difficlt goal. wy — is nescence FINDINGS 3 ! 11, When people strive for goals on complex tasksy they are at least effective in discovering suitable task strategies if, a. they have no prior experience or training, om the task; ba there is high pressure to perform well; and ¢. there is high time pressure (to perform well immediately), & RESEARCH FINDINGS t | 6. In addition to having a direct effect om 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. LESSON 2: Do Not Just DREAM, MAKE IT HAPPEN i RESEARCH FINDINGS 5 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.REPORTERS AIZA AMAN KADATUAN INSTRUCTOR Elo! MamNORANA (es In VS. Ramachaudran of Human Behaviour (Vol. 4, p. 71- Press. (Reprinted in. H. Friedman (FJ, Encyclopedia of Mental Healthy San Diego: Academie Press, 1998). Brown, Joel. 2016. "34 Thought Provoking Jack Canfield Quotes® ‘in Addicted 2 Success. Accessed October 30,2017. https:/[Link]/quotes/34-quotes- provoking-jack-canfild-quotes/ Canfield, Jack. 2017. "Maximizing Your Potential.” Self-Esteem. Seminars. Accessed” October 30,2017. hittps:/[Link] /about jack-eanfeld iy y j LESSON 2: Do Not JUST DREAM, MAKE IT HAPPEN REFERENCES: Kendra, Cherry. 2017. "Albert Bandura Biography: His Life, Work ‘and Theories.” Verywell. Accessed October 30, 2047. [Link] albert-bandura-biogra 1935-2795597. Kendra, Cherry. 2017. “Albert Bandura Quotes: His Thoughts 68 Se Social Learning, Social Cognition, and more."