LEARNING TO BE BETTER STUDENT uts report.pptx

UTS TO BE A BETTER STUDENT

1. MANAGING THE SELF Learning to be a better student Goal setting and happiness Managing stress

2. STUDY TECHNIQUES Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but there are solutions involve in helping students to better regulate their learning through the use of effective learning techniques . Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals LEARNING TO BE A BETTER STUDENT

3. Elaborative Interrogation - Generating an explanation for why on explicitly stated fact or concept is true. Self-explanation - Explaining how new information is related to known information, or explaining steps taken during problem solving. Self-explanation may enhance learning by supporting the integration of new information with existing prior knowledge. Summarization -Writing summaries (various lengths) of to-be-learned texts. Highlighting/ Underlining - Marking potentially important portions of to-be- learned materials while reading. Keyword mnemonic -Using keywords and mental imagery of text materials whilereading or listening. TEN (10) TECHNIQUES

4. 6. Imagery for text - Attempting to form mental images of text materials while reading or listening. 7. Rereading -Restudying text material again after an initial reading. Rereading is one of the techniques that students most frequently report using during self. regulated study. Rereading simply increases the total amount of information encoded regardless of the kind or level of information within the text. 8. Practice testing- self-testing or taking practice tests over to-be-learned material. 9. Distributed practice -Implementing a schedule of practice that spreads out study activities over time. 10. Interleaved practice - Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session.

5. Goal setting So then how is one to know which goals will provide personal happiness and which ones will not? Goal-setting involves deciding what you want to accomplish and devising a plan to achieve the result you strive for. Goal-setting encompasses a major component of personal development and is viewed as an effective tool for making progress towards goals by ensuring that a person has a clear awareness of what they must do to achieve their objective. Goal-setting is intrinsically linked with a desire to improve one's self and overall happiness.

6. Goals should be challenging but realistic and attainable Avoid focusing on goal attainment Feedback Continuous goal setting GOALS GUIDELINES

7. Goals should be challenging but realistic and attainable Avoid focusing on goal attainment Feedback Continuous goal setting GOALS GUIDELINES

8. Instant gratification predominates in today's society. Situations arise where specific goals may lead to temporary happiness. Often this brief happiness is associated with the lesser good which promises immediate pleasure and is more tempting in comparison to the greater good which may require more sacrifice and effort. For example, while it may be more enjoyable to spend the night watching TV or out at a bar, but you know you will be better off is you spend the time working on an assignment. The use of drugs has become a relatively common method to gain the goal of temporary happiness. There are some who use drugs as a method to escape from their troubles. For a small price, a person can immediately take their mind off any issues and experience euphoria by taking a pill. This short-term pleasure can ultimately lead to long term pain when the effects of the drug wear off and you feel miserable again andtherefore feel the need to take the drug again, which leads to a spiral of need and relief.It is however difficult to achieve true happiness through goal-setting simply by enjoyingthe pleasures of the moment.

9. Locke's Goal Setting Theory

10. Locke's Goal Setting Theory Locke and Latham's five principles of effective goal setting Clarity A goal must be specific and clear. Challenge An easy or tedious goal is demotivating. But keep a realistic balance: don't expect anyone on your team to spin straw into gold. Commitment Your employees have to understand and buy in to the goal from the outset. Feedback . Provide regular feedback throughout the whole process. This helps to keep the goal on track. Task complexity Think about realistic timescales, and break down the process into sub-goals with regular reviews.

11. HAPPINESS Happiness is a mental state of well-being that is characterized by a range of positive emotions. Positive psychology experts that has endeavored to find the answer to questions focusing on what “happiness “ is , and how we might attain it. SELF COMPASSION : Defined as being composed of three components such as SELF KINDNESS, A SENSE OF COMMON HUMANITY, and MINDFULNESS (Neff 2003b).

12. HAPPINESS Happiness is a mental state of well-being that is characterized by a range of positive emotions. Positive psychology experts that has endeavored to find the answer to questions focusing on what “happiness “ is , and how we might attain it. SELF COMPASSION : Defined as being composed of three components such as SELF KINDNESS, A SENSE OF COMMON HUMANITY, and MINDFULNESS (Neff 2003b). Three components of Self compassion Self-kindness : it self compassion entails being warm and understanding toward ourselves when we suffer, fail, or feel inadequate, rather than flagellating ourselves with self-criticism. Common humanity : One of the biggest problems with harsh self-judgement is that it tends to make us feel isolated. When we noticed something about ourselves we don’t like, we irrationally feel like everyone else is perfect and it’s only me who is inadequate. Mindfulness: is a non-judgemental , receptive mind –state in which thoughts and feeling are observed as they are, without surppressing or denying them.

13. SELF-COMPASSION PHRASES When you’re feeling stress or emotional pain perhaps you are caught in a traffic jam. Are arguing with a love one, or are feeling inadequate in some way – it’s helpful to have a set of phrases memorized to help you remember to be more compassionate to yourself in the moment . You can take a deep breath to put your hand over your heart, or gently hug yourself (if you feel comfortable doing so), and repeat the following phases. 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.

14. The science of happiness: A personal application of positive psychology (Creating and enhancing joyful habits among educators ) By: Ronaldo A. Motilla PhD. While study have shown that, to a certain extent , a person’s enduring level of happiness is heredity ; happiness or also known as “HEARTFELT POSITIVITY”. ( Frederickson, 2015) can still be a product of an individual’s choices . Educators can learn habits and strategies to keep themselves joyful. Studies have revealed that when one is generally happy with his life, it’s broadens his thinking, expands the scope of his attentions, and prompts him into a wide range of positive action.(e.g. Garland, Fredrickson, Kring , Johnson, Meyer et al., 2010; Cohn & Fredrickson, 2009; Suzuki, 2005; as cited in Compton & Hoffman, 2013). In other words, a happy educator becomes more open-minded, creative, and flexible thinker, capable of envisioning the big picture of his life.

15. Seligman’s (2011) New Theory of Wellbeing provides the answer to being happy and how to flourish as a person. This theory includes (1) positive emotions, (2) engagement, (3) relationships which are positive, (4) meaning in life, and (5) accomplishments. A handy mnemonic is PERMA.. Seligman said, “I now think that the topic of positive psychology is well- being, that the gold standard for measuring well-being is flourishing, and that the goals of positive psychology is to increase flourishing” (Seligman, 2011, p. 13). He likewise mentioned that this framework can also be applied to various groups and organizations to create programs and services that will assist individuals develop new cognitive and emotional tools.

16. MANAGING STRESS Health Psychology and Behavioral Medicine 1. Because of the inevitable nature of stress, understanding the factors involved in managing the factors involved in managing stress is critical to maintaining healthy bodies and healthy minds. 2. Health psychology emphasizes psychology’s role in promoting and maintaining health and preventing and treating illness. 3. Behavioral medicine is an interdisciplinary field that focuses on developing and integrating behavioral and biomedical knowledge to promote health and reduce illness. 4. Because 7 of the 10 leading causes of death in the United States are due to the absence of healthy behaviors, health psychology is emerging as a viable and vital field within psychology.

17. Stress and Its Sources 1. Type A behavior, thought by scientists to be related to heart disease, is a cluster of behavioral characteristics INCLUDNG competitiveness, impatience, and hostility. Recent studies indicate that the component of hostility is the most critical to health. 2. Hardiness refers to a personality style characterized by a sense of commitment, control, and a perception of problems as challenges. 3. When coupled with social support, hardy individuals’ incidences of illness drop off dramatically. 4. The perception of problems as challenges is related to cognitive appraisal: Persons who view events as harmful or threatening experience more difficulty managing stress, while those viewing problems as challenges manage their stress more effectively. 5. A sense of personal control can help buffer the effects of stress and lead to more adaptive problem solving, whether the stress comes from major events of from daily hassles. 6. Feeling overwhelmed with stressors can lead to burnout: hopeless, helpless feeling that leaves one in a state of mental and physical exhaustion. Having to make difficult choices can result in conflict, which creates stress. 7. Stress is also produced by acculturation: the continuous and firsthand contact between two distinct cultural groups. 8. Acculturation can result in assimilation, integration, segregation, and marginalization. 9. Poverty is generally associated with threatening and uncontrolled life events. In addition, poverty undermines sources of social support, which reinforces a sense of powerlessness.

18. A. General Adaptation Syndrome 1. Stress is wear and tear on the body as a result of demands. 2. All stimuli produce the same stress response in the body. 3. The GAS consists of three stages: alarm, resistance, and exhaustion. 4. In the alarm stage, the body experiences a temporary shock that causes the release of hormones. 5. Many scientists today agree that there are two biological pathways connecting the brain and endocrine system in response to stress. 6. The neuroendocrine-immune pathway extends through the hypothalamus and pituitary glands to the adrenal glands, where cortisol is released.

19. 7. The sympathetic nervous system pathway extends through the hypothalamus to the sympathetic nervous system and the adrenal glands, where epinephrine is released. 8. The sympathetic nervous system pathway extends through the hypothalamus to the sympathetic nervous system and the adrenal glands, where epinephrine is released that protect individuals by stimulating the immune system and reducing inflammation.   9. In the exhaustion stage, different hormones are released that protect individuals by stimulating the immune system and reducing inflammation.   10.In the exhaustion stage, the body has exhausted its protective resources and the wear and tear on the body leads to exhaustion and vulnerability to disease, or even death.

20. B. Fight or Flight, Tend and Befriend 1. Selye’s concept of the alarm stage of the GAS is essentially the same as “fight or flight”. 2. Shelley Taylor proposed that females are more likely to protect their young (tend and befriend) than to flee. 3. Male responses of fight or flight may be mediated by androgens, including testosterone

21.   C. Cognitive Appraisal 1. According the Lazarus, cognitive appraisal involves interpreting events as harmful and threatening, or a challenging. 2. Primary appraisal: events are interpreted in terms of harm, threat, challenge. 3. Secondary appraisal: individuals evaluate their resources and determine coping strategies. 4. Viewing stress as a challenge during primary appraisal paved the way for finding effective  

22. COPING RESOURCES DURING SECONDARY APPRAISAL

23. Stress, Disease, and Health Stress can affect the immune system, which serves to defend the body against infection. (1) B cells, which mature in the bone barrow, and (2) T cells, which mature in the thymus, an organ located in the chest. One type of T cell is the natural killer (NK) cell, which detects and destroys damaged or altered cells before they become tumors. Cancer Although stress can’t cause cancer, there is evidence that it can affect the growth of some cancerous tumors. a. If the immune system is suppressed, NK cells do not work as well to prevent the spread of tumor cells. b. Stress can facilitate the growth of capillaries feeding into the tumor. When stress has physical cause, the body produces more capillaries to supply blood to that area.   1. When the stressor is an injury or infection, capillary growth is beneficial because the vessels carry more white blood cells to the part of the body that needs them. 2. When a tumor is already present in the body, the stress response will cause more blood to be supplied to the tumor.

24. Heart Disease The increased blood pressure created by stress, in combination with the hormonally induced narrowing of the arteries, promotes plaque buildup, or atherosclerosis. 1. As plaque, or fatty deposits on the insides of the artery walls, accumulates, the arteries narrow – which makes the heart work harder to meet the body’s need for blood and oxygen. 2. Working harder creates more damage to the arteries. 3. The chronic wear and tear on the cardiovascular system can lead to heart damage, which can lead to sudden death from 2. Inadequate blood supply to the heart muscle 3. Irregular electrical firing of the muscle, preventing coordinated heartbeats.

25. The course of heart disease can be affected by a change in lifestyle. Intensive changes in diet, exercise, stress management, and social support make a difference in: 1. Halting the narrowing of the arteries. 2. Reversing the atherosclerosis. 3. Minimizing further damage to the heart.

26. Depression appears to be a stressor that increase the likelihood of heart disease. 1. Depressed people have a faster heartbeat when at rest. 2. Depressed people tend to have high blood pressure. 3. Those who have an episode of depression have a higher risk of developing heart problems. 4. Once having had a heart attack, depressed people are more likely to have further health problems. 5. If depression is treated: a. These stress-related responses subside. b. Heart rate and blood pressure decrease.

27. Anxiety is also with heart disease, possibly because it can lead to high blood pressure and changes in cardiac functioning  

28. COPING STRATEGIES Problem-Focused and Emotion-Focused Coping 1. Problem-Focused involves the cognitive strategy of facing the problem and trying to actively solve the problem 2. Emotion-Focused coping involves responding to the stress in an emotional manner especially by using defense mechanisms. 3. Emotion-focused coping can be adaptive or maladaptive 4. Many individuals successfully use both types of coping when adjusting to a stressful circumstance. 5. Over the long term, problem-focused coping is what usually works best.  

29. OPTIMISM AND POSITIVE THINKING 1. A positive mood allows us to process information more effectively, increase altruism, and raises self-esteem. 2. An optimistic attitude is better overall because it gives us a sense that we are controlling our environment. 3. Cognitive Restructuring involves modifying

30. Cognitive Restructuring and Positive Self-Talk 1. Cognitive restructuring involves modifying maladaptive thought, ideas, and beliefs that maintain an individual’s problem. 2. Negative self-talk can become self-fulfilling and can destroy self-confidence. 3. Positive Self-illusion is the ability to maintain some positive illusions about oneself and the world. 4. Happy people have mildly inflated opinions of themselves and exaggerated beliefs about their ability to control the world. 5. Sometimes, imagining a negative outcome (defensive pessimism) is important because it allows person to prepare for an anticipated stressful event.

31. Self-efficacy 1. Self-efficacy is the belief that one can master a situation and produce positive outcomes. 2. Self-efficacy can improve an individual’s ability to cope and be mentally healthy. 3. Self-efficacy is one of the best predictors of positive therapy outcomes. Social Support 1. Social support is information and feedback from others that one is loved and valued. 1. Tangible assistance is the giving of actual goods or services in stressful circumstances. 2. Information is the giving of specific actions and plans to help individuals cope effectively. 3. Emotional support is the giving of reassurance and love during a stressful experience. 4. A lack of social support has been associated with higher rates of depression, suicide, cancer, mental illness, and death following the death of a spouse.

32. Assertive Behavior 1. Strategies for increasing assertiveness include: setting up a time for discussion, stating your problem, expressing your feelings, and making your request. 2. Acting aggressively results in hostility and poor relationships. Aggressive people are often insensitive to the rights of others. 3. Acting manipulatively results in a lack of self-responsibility and poor relationships. Manipulative people work indirectly to get their needs met. 4. Acting passively results in avoidance of feelings and an inability to get needs met. Passive people don’t let others know what they want or need. 5. Acting assertively results in empowerment, control, and positive relationships. Assertiveness builds equal relationships. Psychology and Life Dealing with Conflict – This scale helps students differentiate between assertive, aggressive, manipulative, and passive behavior

33. END OF DISCUSSION