GENERAL EDUCATION

First Semester, A.Y. 2020-2021

TEACHING-LEARNING MODULE

Course Code :
Course Title : UNDERSTANDING THE SELF
Class Schedule :
Room No. :
Professor :
E-mail Address :
Consultation Hours :

A. Course Description
The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.

The directive to Know Oneself has inspired countless and varied ways to comply. Among the
questions that everyone has had to grapple with at one time is “Who am I?” At no other period is this
question asked more urgently than in adolescence—traditionally believed to be a time of vulnerability and
great possibilities. Issues of self and identity are among the most critical for the young.

This course is intended to facilitate the exploration of the issues and concerns regarding self and
identity to arrive at a better understanding of one’s self. It strives to meet the goal by stressing the
integration of the personal with the academic—contextualizing matters discussed in the classroom and in
the everyday experiences of students—making for better learning, generating a new appreciation for the
learning process, and developing a more critical and reflective attitude while enabling them to manage and
improve their selves to attain a better quality of life.

The course is divided into three major parts: the first part seeks to understand the construct of the
self from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology—as well as
the more traditional division between the East and West—each seeking to provide answers to the difficult
but essential question of “What is the self?” And raising, among others, the question: “Is there even such a
construct as the self?”

The second part explores some of the various aspects that make up the self, such as the biological
and material up to and including the more recent Digital Self. The third and final part identifies three areas
of concern for young students: learning, goal setting, and managing stress. It also provides for the more
practical application of the concepts discussed in this course and enables them to have the hands-on
experience of developing self-help plans for self-regulated learning, goal setting, and self-care.

This course includes the mandatory topics on Family Planning and Population Education.

B. Course Outcomes
At the end of the course, students will be able to:

1. discuss the different representations and conceptualizations of the self from various disciplinal
perspectives;
2. compare and contrast how the self has been represented across different disciplines and
perspectives;
3. examine the different influences, factors, and forces that shape the self;
4. demonstrate critical and reflective thought in analyzing the development of one’s self and
identify by developing a theory of the self;
5. explore the different aspects of self and identity;
6. demonstrates critical, reflective thought in integrating the various aspects of self and identity;
 7. examine one’s self against the different aspects of self discussed in class;
8. understand the theoretical underpinnings for how to manage and are for different aspects of
the self;
9. acquire and hone new skills and learnings for better managing of one’s self and behaviors; and
10. apply these new skills to one’s self and functioning for a better quality of life.

C. Course Requirements
This course requires students to come up with an e-portfolio (for online learners) and portfolio (for
offline learners) containing the activities in understanding one’s self.

D. Intended Values Formation

Commitment and Perseverance
MODULE THREE
Managing and Caring for the Self

Module Introduction:
Have you ever tried setting a goal for yourself and then ended up being unmotivated in achieving
that goal?

It is not difficult to set a goal. Everybody likes to set goals—to travel around the world, to drop
some extra weight, to be the boss of a company, to buy a brand new car, to get rich, or to live in a mansion.
However, it is challenging to keep one’s self be motivated in realizing their dreams. Some are just
interested in the beginning but later realized that they do not like it anymore. This is a reality that most
people have experienced at some point in their lives.

Now, as you go on with your journey in managing and caring for yourself, this lesson will help you
in setting your goals. Also, this will give you insights on how to keep yourself motivated towards the end.

DAY 1
LESSON NO. Two
LESSON TITLE Goal Setting
DURATION/HOURS 3 hrs
Specific Learning During the students' learning engagements, they will be able to:
Outcomes:  examine the nature, factors, and benefits of goals-setting based on the theories
of Locke and Bandura vis-à-vis their personal goal;
 analyze the importance of self-efficacy and goal setting in daily life; and
 create a life goals plan applying the theories learned.
TEACHING LEARNING ACTIVITIES
Activity No. 1 (Online): Goal Setting: An Online Check!

Are you meeting your goals, or missing out? Take this short quiz to explore your goal-setting
approach, and to learn about some of the obstacles that can get in your way. Then, follow the tips to give
yourself the best chance of fulfilling your ambitions.

Link: https://www.mindtools.com/pages/article/goal-setting-quiz.htm

Activity No. 1 (Offline): How Good Is Your Goal Setting?

Directions: Answer the following statements as you actually are. When you've finished, click the "Calculate
My Total" button to get your score. Then, use the tips that follow the quiz to improve your goal-
setting skills.
 Not at Rarely Sometimes Often Very
Statements to Answer All Often
(5) (4) (3) (2) (1)

1. I set lots of goals in the hope

that I will achieve some of
them.

2. I find that my targets are too

ambitious.

3. I don't celebrate success until

I've achieved a goal.

4. I set low standards so that my

goals are easy to meet.

5. I don't ask for support from

friends and colleagues if I
become demotivated.

6. I think about what my boss or

family wants me to achieve
when I set personal goals.

7. My personal values aren't

relevant to my work-related
objectives.

8. I don't set an end date for

achieving my goals, so that I
give myself plenty of time.

9. If I fail to meet a target, I move

on without reflecting on what
went wrong.

10. I get excited by new ideas and

I flit from goal to goal without
achieving anything.

11. I enjoy planning how to

achieve goals, but then get
bored by the mundane work of
delivering them.

Not at Rarely Sometimes Often Very

All Often
Statements to Answer (1) (2) (3) (4) (5)
 12. If I'm struggling to meet a goal,
I set sub-goals to renew my
motivation.

13. I tie my work-related objectives

to personal ambitions.

14. I celebrate my success when I

hit my targets, and I thank the
people who helped me.

15. I regularly monitor how I am

doing, so that I can measure
how well I'm progressing
towards my goals.

16. I seek out tools that help me

reach my goals.

17. When I make new plans, I

reflect on my existing
commitments to make sure
that I don't take on too much.

18. I look for ways to build goals

into my daily life by developing
new habits.

Calculate My Total 

Total =

Score Interpretation

Score Comment

You probably don't meet many of your goals because you're not setting them realistically.
They may be overambitious or unclear, or you might lose motivation because your goals
aren't connected to your personal ambitions.

Perhaps you enjoy planning your goals, but get bored by the day-to-day work needed to
achieve them, or you may flit from one goal to another without ever achieving any of them.
18-41

42-66 Although you meet some of your goals – which may be those that are most connected to
your values and long-term plans – you sometimes fall short on others.
 Score Comment

Do you find that you get overwhelmed by other commitments as you progress towards a
goal, do you struggle with self-discipline, or, do you find it hard to form new habits when
working towards your goals?

Congratulations - you set yourself realistic goals, and you've found plenty of ways to
support yourself as you work towards them. Your colleagues are likely to admire you for
the way you set yourself targets and work diligently to meet them.
67-90

Processing: The following key points may be used to process the activity.
Preparing to Set Goals (Questions 1, 5, 6, 9, 11)
Many people miss out this stage when they set goals, and they struggle later as a result.
The planning step is essential because you need to tie your personal goals to your
personal values  and dreams (and not to the goals and dreams of other people). This will help to
motivate you when times get tough.

Forming Goals (Questions 2, 10, 12, 14)

You are probably familiar with the idea of goal setting, but how do you make sure that
your goals are SMART? If you need guidance on setting SMART goals , read our article before
you start. Then, familiarize yourself with goal-setting mistakes  to make sure that you are not
unintentionally holding yourself back. Spend some time imagining the positive impact that
achieving your goals will have on your life.
Also, think about the times when you haven't been successful, or when a project has
failed . Reflect on what went wrong, and whether there was anything you could have done
differently - then take what you've learned and apply it to your new goals.

Motivation (Questions 3, 4, 7, 13, 16, 17, 18)

There are plenty of ways that you can support yourself if you start to lose motivation
during a tough patch. Look for some quick wins  right from the start. Keep working towards
your goals by building them into your To-Do List or action program , and "park" other good
ideas until you can do something about them - this will help you keep on top of multiple goals
without getting distracted by exciting new ideas.
If you lose motivation, explore what is making you feel demotivated. Do you struggle
with self-discipline, a lack of time or a drifting sense of purpose? Redesign your goals around
your time commitments if you need to, or create smaller sub-goals to give yourself some "easy
wins" to boost your enthusiasm. It's also OK to ask for support from friends or colleagues. For
example, you may want them to remind you of your bigger-picture dreams when you're finding
things tough. And remember: change is difficult, even when you're working towards something
you want.

Achieving Goals (Questions 8, 15)

As you get nearer to your goal, plan how you'll celebrate success. This will spur you on to cross the
finishing line! You need to make time to recognize and enjoy your achievement - for your own sake, as well
as to thank those who have supported you along the way.
After you've acknowledged your success, take time to reflect on the process of achieving your goal.
Think about what you found tough, what went wrong, and what went better than you expected. Build that
self-knowledge into your future goal-planning.

Summary
 When you want to achieve something in your life, setting goals can be highly motivational, but only
when they're SMART. You're unlikely to achieve success if your goals are vague, too ambitious, or not
what you really want.
Take time to reflect on your ambitions and dreams before you create your goals. Then, think back
to the times when you've failed, and take care not to make the same mistakes again.
Once you've formed a SMART goal, make sure that you have support. Don't be afraid to ask
friends and colleagues to help you along the way if your self-discipline is flagging, and look for tools and
apps that can boost your motivation.
(Source: https://www.mindtools.com/pages/article/goal-setting-quiz.htm)

Activity No. 2 (Online and Offline)

Directions: Try to think and list three goals you want to achieve (either long term or short term goals).

PERSONAL GOALS

Leave the other half of the table empty. That will filled in later after the discussion.

Lecturette (Online): Watch and Learn! (15 minutes)

Visit the YouTube link below to learn about the basic concepts on Locke and Latham's Goal Setting
Theory.

YouTube link: https://www.youtube.com/watch?v=dWOt2HyjCno

Then, answer the following questions: (the same set of questions for offline activity)
1. What is the technical definition of Goal Setting Theory?
2. What are the Five Principles of Goal Setting?
3. What do you think is the role of motivation in the achievement of one’s goal?
4. Why there is a need to specify the goals you need to attain?
5. How can you apply these concepts in your daily life?

Lecturette (Offline): (15 mins)

Goal Setting Theory

Most people would probably agree that goal setting is one of the main ingredient for a person to
succeed. It is a powerful way of motivating people and motivating yourself. Dr. Edwin Locke pioneers a
research in 1960s’ about setting goals. This theory was more known to work or industrial setting, much
from where the SMART goal originated. It was also then after several years he collaborated with Dr. Gary
Latham to a seminal work “A Theory of Goal Setting and Task Performance.”

Goal Setting Theory states that there is a relationship between how difficult and specific a goal was
and the people’s performance task. He found that specific and difficult goals led to better task performance
than vague or easy goals.

Motivating words such as “Try Hard” or “Do your best” is less effective than phrases such as “Try to
get more than 80% correct” or “Try beating your best score” Having goal that is too easy is not motivating
force than hard and specific goals.

Five Principles of Goal Setting

a. Clarity – Clear, measurable and unambiguous (specific) goals.
b. Challenge –Set a level of challenge to beat yourself with.
c. Commitment – The harder the goal, the more commitment is required.
d. Feedback – Listen to feedback from people to provide opportunities to clarify expectations,
adjust goal difficulty and gain recognition.
e. Task Complexity – The more complicated and demanding the role would give high level of
 motivation to a person.

Then, answer the following questions:

1. What is the technical definition of Goal Setting Theory?
2. What are the Five Principles of Goal Setting?
3. What do you think is the role of motivation in the achievement of one’s goal?
4. Why there is a need to specify the goals you need to attain?
5. How can you apply these concepts in your daily life?

Activity No. 2- Continued (Online and Offline)

Directions: Analyze the three goals you have listed. Identify whether this goal is in line with the Five
Principles of Goal Setting. Write your answer on the second column.

PERSONAL GOALS IN LINE WITH THE FIVE PRINCIPLES (Yes/No)

Leave the other half of the table empty. That will filled in later after the discussion.

Activity No. 3 (Online and Offline): Mini Goal Setting

 The teacher will ask the students to think of one simple goal that they should attain over a few days
(eg. over the weekend, or until the next meeting).
 The teacher will check on whether the students were able to attain their goal or not.
 For the processing, the teacher helps the students explore the reasons why they were or were not
able to attain their goals.

Processing
Goal attainment surely is not an easy task. There will be roadblocks that will test how much we really want
to reach our goals. We may initially have all things planned only to find out that things are not going as we
imagined it to be. When the path to attaining the desired goal seems dark, we should not feel discouraged
and hopeless right away, but we can use this to fuel our drive to get what we want.

Lecturette (Online):

Visit the YouTube link below to learn about Bandura’s Self-Efficacy Theory.

YouTube link: https://www.youtube.com/watch?v=QyhhXuWHQLM

Process Questions:
1. What is Self-Efficacy Theory?
2. How important is vicarious modeling in increasing self-efficacy? How about the other
ways/sources?
3. Cite some of your experiences vis-à-vis Bandura’s Self-Efficacy.

Lecturette (Offline):
Bandura’s Self-efficacy
Albert Bandura, one of the most renowned psychologist. He has made significant contributions to
all branches of psychology. Self-Efficacy Theory is part of his Social Cognitive Theory (or Social Learning
Theory) which is a fundamental to positive psychology.

Self-Efficacy is commonly defined as the belief in one’s capabilities to achieve a goal or an

outcome. It is the ability to influence events that affect one’s life and control the way these events are
experienced (Bandura, 1994).

Students with high self-efficacy may more likely to challenge themselves with difficult tasks and be
highly motivated to achieve the task. They put high degree of effort and will do everything in their power to
meet their commitments. Self-efficacious students may more likely recover quickly from setbacks and
ultimately are to achieve their personal goal. However, student with low self-efficacy, believe that they
cannot be successful and will less likely to make extended effort and may consider challenging task to be
avoided. They have low aspirations and may result from poor academic performances.

Four Ways (Sources) to Build Self-Efficacy

1. Mastery Experience. Every experience is not always positive outcome. It may also bring failure.
This experience’s will help us build resilience thru treating failure as learning opportunity and chance to
reach our goal with different approach.

2. Social Modeling. Observing those who practice high self-efficacy in their lives and who have
reached their goals despite hardships can provide great motivation to a person. Bandura notes that it is
necessary to draw role-models from one’s own social surroundings. In this age, internet and social media
can be big source of employing role-models.

3. Social Persuasion. It is about finding the right mentor. Social Persuasion is about having other’s
(role model) directly influence one’s self-efficacy by providing opportunities to master experience. These
social persuasion may are mentors that are knowledgeable and practices what they preach.

4. States of Physiology. Our own emotions, moods and physical state can influence our
interpretation of self-efficacy. Having feeling of tension, anxiety and weariness can lower our self-efficacy.
Positive emotion can help build positive insight for high self-efficacy to a person.

Process Questions:
1. What is Self-Efficacy Theory?
2. How important is vicarious modeling in increasing self-efficacy? How about the other
ways/sources?
3. Cite some of your experiences vis-à-vis Bandura’s Self-Efficacy.

Situational Process Question: Jean is a fresh graduate and has just joined a company. She is tasked to
give a presentation during the team meeting. However this is her first time making a
presentation in the company. She is not confident she will perform to her supervisor’s
expectations. How can we help Jean? Apply the four sources of self-efficacy.

Activity No. 4 (Online): Bandura’s Self-efficacy Scale

You have just learned Bandura’s Self-Efficacy Theory. This time, you are tasked to answer a short
survey that will help you measure your level of self-efficacy. Just simple visit the link below.

Link: https://www.drugsandalcohol.ie/26768/1/General_Self-Efficacy_Scale%20(GSE).pdff

Activity No. 4 (Offline): Bandura’s Self-efficacy Scale

 You are tasked to answer a short survey that will help you measure your level of self-efficacy.

(Reference: https://www.drugsandalcohol.ie/26768/1/General_Self-Efficacy_Scale%20(GSE).pdf )

Processing:
Setting goals is just the first step, working on achieving those goals is the next one. As children, we were
always asked what we wanted to be when we grew up and were always encouraged to dream big. When
we became adults and faced reality, our doubts and fears sometimes blur our vision towards that goal. But
taking on an argentic view of ourselves and nurturing our self-efficacy, we are reminded that it is always
possible to get back on track and continue working toward attaining our goal.
SYNTHESIS:
This lesson points to the importance of goals and gives us tips on how to set effective goals. But
goals are not just meant to be written down but should be worked on. Goal-setting requires one’s full
commitment and determination to take on necessary steps to make those goals a reality. Thus,
successfully achieving desired goals also depends on the person’s self-efficacy beliefs and agency.

When you want to achieve something in your life, setting goals can be highly motivational, but only
when they're SMART. You're unlikely to achieve success if your goals are vague, too ambitious, or not
what you really want.

Take time to reflect on your ambitions and dreams before you create your goals. Then, think back
to the times when you've failed, and take care not to make the same mistakes again.

Once you've formed a SMART goal, make sure that you have support. Don't be afraid to ask
friends and colleagues to help you along the way if your self-discipline is flagging, and look for tools and
apps that can boost your motivation.
 Are you ready to make your goals a reality?

REFLECTION As you try to deepen your understanding of yourself, take time in

STATEMENTS completing this statement.

Before, I thought that goal-setting _______________________

________________________________________________________________
________________________________________________________________
________________________________________________________________
Now, I realized that ___________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

At the end of the essay, make your own hashtag capsulizing your
learnings. (e.g. #GoalSettingAngKeyLangan)
ASSESSMENTS Assessment for both offline and online
Directions: Answer the following items carefully. Circle the best answer.
1. Locke's goal setting theory states that goals should have all of the following
elements, EXCEPT:
a. clarity
b. feedback
c. employee commitment
d. ease of attainment
2. Directing a contractor to lay floor tile in a Versailles pattern with a half-inch
grout joint is an example of:
a. providing positive feedback
b. gaining employee commitment
c. ensuring employee satisfaction
d. providing a specific goal
3. Which of the following does NOT occur with goal commitment?
a. goals are kept secret
b. goals are communicated to others
c. goals are important to the employee
d. goals are made by employees

According to goal-
setting theory, a specific
goal will produce a
higher level of output
than a
generalized goal.
According to goal-
setting theory, a specific
goal will produce a
higher level of output
than a
generalized goal.
4. According to goal-setting theory, a specific goal will produce a higher level
of output than a generalized goal.
a. True, general goals only produce lower level of output.
b. True, specific goals produce a higher level of output than
generalized goals.
c. False, generalized goal makes the employee become more
motivated.
d. False, specific goals are usually ambitious and difficult to attain.
5. Cristela, a Senior High School student, becomes motivated in class
whenever her teacher gives complicated tasks. This exemplifies what
principle of goal setting?
a. clarity
b. commitment
c. feedback
d. task complexity

Online Assessment: My Goal Blog

After learning the key concepts of Goal Setting Theory, you are tasked to
make a blog completing the template below.

Offline Assessment: My Goal Map

You have learned that goal setting and motivation are important
ingredients to succeed. This time, you are tasked to set specific and challenging
goals by completing the My Goal Map below, considering the five principles of goal
 setting.

GOALS for
2020

Essay: Give two things that will help you reach your goal considering the theories
you have learned.

Criteria
Content and Organization- 10
Application of the theories- 20
TOTAL 30

ASSIGNMENTS Read, Ready, get set reflect!

You are required to read the article below:

Locke, E. (2002). Setting goals for Life and Happiness. In Snyder & Lopez (Eds.),
Handbook of postive psychology (pp 299 – 312). Oxford University Press.

Then, write a reflection on what you have learned from your reading.
Relate it to your own experiences.

RESOURCES: Book Sources

Catamio, J.R., et al. (2019). Worktext in Understanding the Self: Theory, Method,
and Application. Our Lady of Fatima University.
Degho, S., et al. (2019). Towards Understanding the Self. Mutya Publishing, Inc.
Locke, E. (2002). Setting goals for Life and Happiness. In Snyder & Lopez (Eds.),
Handbook of postive psychology (pp 299 – 312). Oxford University Press.

Online Sources
MindTools. (2020). How good is your goal setting. Retrieved last July 21,
2020 from https://www.mindtools.com/pages/article/goal-setting-
quiz.htm
MindToolsVideos. March 5, 2014. Locke and Latham's Goal Setting
Theory. YouTube. Retrieved last July 21, 2020 from
https://www.youtube.com/watch?v=dWOt2HyjCno
DevelopGoodHabits. (June 5, 2020). For Free SMART Goal Setting
Worksheets and Templates. Retrieved last July 21, 2020 from
https://www.developgoodhabits.com/goal-setting-worksheet/
Chowdhury , M.R. (February 12, 2020). The Science and Psychology of
Goal-Setting 101. Retrieved last July 21, 2020 from
https://positivepsychology.com/goal-setting-psychology/

Developed by:
 1. RICHARD ALFEO B. ORIGINAL Agusan del Sur College, Inc.
2. LORESSA D. PAGUTA Father Saturnino Urios University
2. EVA MARIE D. SOLIMAN Saint Joseph Institute of Technology
Prepared by: Reviewed by: Verified and validated by: Approved by:

Instructor Program Chair Dean, College of Vice President for Academic Services