Uself finals

• Learning


  • A relatively permanent change in behavior as a result of practice or process that leads to change as practice or experiences (Behaviorists' definition)
  • A process that leads to change as a result of experience (Cognitive psychologists' definition)
• "In other words, learning is the acquisition of knowledge, skills, and attitudes, through experiences."
• Learning


  • It is a transformational process that leads to personal growth and development
  • It helps an individual to adapt to the constantly changing environment
  • It starts at birth and continues throughout life
  • It is a constant process that can result from direct and indirect experiences
  • Individuals learn from one another through observation and imitation
• Learning is important to the survival of human beings because it enables them to discover new knowledge, technology, and interventions.
• Learning is purposeful


  • Human action is motivated or inspired by one's aims, goals, or intentions
  • Goals can be short-term or long-term
  • Learning occurs because it is planned, desired, or even forced
  • There is always a purpose why a person seeks more knowledge
  • Research shows that students who set goals tend to be more persistent and are more likely to achieve their goals
• Learning is a result of experience


  • Learning is often associated with a change in behavior as a result of experience
  • Learners may be able to define particular terms, explain specific concepts, state general principles, or recite certain provisions of law
  • They can make them meaningful only if they understand them well enough and be able to use and apply then in real-life situations
• Learning is multifaceted


  • Education institutions must hone not only the intellectual but also the physical, social, emotional, and spiritual potentials of learners
  • Incidental knowledge, skills, and attitudes are also taught and developed
• Learning is an active process


  • Learners should not be mere passive receivers of information
  • Learning is not rote memorization
  • The students should be the center of the learning process
  • Students active participation in class activities must be solicited in order for them to fully grasp certain concepts
• Brain changes during learning


  1. New nerve cells may grow and new neural networks will then be formed

  2. The strength of existing synaptic connections changes, thus functionally changing the connectivity within the existing neural networks in response to sensory stimuli

  3. New synapses are formed between neurons that were not connected before, thus effectively creating new networks of neurons that, when active, represent a new memory
• Behavior changes


  Learning has been defined as a permanent change in behavior as a result of experience
• Metacognition


  The awareness of one's thinking and the strategies one uses to learn
• Metacognition knowledge


  Includes knowledge of cognitive tasks, and knowledge of the strategies to complete tasks
• Metacognition regulation


  Refers to how an individual monitors and controls his or her cognitive processes
• Self-regulated learning (SRL)


  The process in which students systematically direct their thoughts, feelings, and actions toward the attainment of their academic goals
• Self-regulated learning (SRL)


  • It is a self-directed process through which students transform their mental abilities into academic skills
  • It is a cyclical process in which the student plans for a task, monitors his or her performance, and reflects on the outcome
  • Students practice self-regulation learning by setting goals, selecting and using strategies, monitoring their performance, and reflecting on their learning outcomes
• The 3 essential components of self-regulated learning

  • Planning
  • Problem solving
  • Self-evaluation
• Study habits


  The attitudes and behaviors of students when preparing for tests or any learning assessment
• Ways to develop good study habits

  • Get organized
  • Prepare your review materials
  • Ask help
  • Test yourself or ask someone to test you
  • Allot time to take a break and eliminate stress
  • Create or join a study group
  • Teach what you have learned
  • Study to understand, not to remember
• Self-efficacy


  One's belief in one's ability to succeed in specific situations or accomplish a task
• Ways to strengthen self-efficacy

  • Mastery experiences
  • Vicarious experiences
  • Verbal persuasion
  • Emotional and physiological states
• Mastery goals


  The desire to gain knowledge and skills
• Performance goals


  The desire to look competent in other people's eyes
• Principles of goal setting

  • Clarity
  • Challenge
  • Commitment
  • Feedback
  • Task complexity
• Edwin Locke and Gary Latham published a book entitled A Theory of Goal Setting and Task Performance


  1990
• 5 Principles of Goal Setting

  • Clarity
  • Challenge
  • Commitment
  • Feedback
  • Task complexity
• Clarity


  Being clear and not vague. A goal must be specific and the person must set a period for its attainment and completion
• Challenge


  A goal must trigger the knowledge, skills, and abilities of a person. A goal should require extra effort for its attainment
• Commitment


  A person's dedication towards the attainment of the goals. Attaining a goal requires sincerity and focus
• Feedback


  Serves as a mechanism to ensure that everyone sharing the same goal is on the right track and all are in the same direction. Everyone's actions should be aligned with the set goals
• Task complexity


  Pushes people to take the extra mile and work hard. The more complicated the goal or task, the higher the motivation will be
• Expectancy theory


  Focused mainly on the expectations that shape a particular situation. Learning creates cognitions, known as expectancies that guide behaviour. A person's decision to engage in behaviour is determined by what the person expects to happen following the behaviour and the value the person places on the outcome
• Expectancy theory example


  • Parents dedicate a bulk of their savings for the educational plan of their children because they expect that in doing so, the future of their children is secured. This also implies that they highly value education
• Internal locus of control

  If a person has an internal locus of control, he or she believes that events are controlled by his or her own efforts. People with this locus of control believe that their achievements and the reinforcements they receive come from the effort they make for themselves. They "make things happen" and are active rather than passive
• External locus of control

  If a person has an external locus of control, he or she believes that events are determined by external forces over which he or she has no control. When these types of people succeed, they attribute their success to chance and luck
• Internal locus of control example

  • In the Philippines, some unemployed individuals continue to look for jobs despite the strong competition, or who submit their resumes even if there is no advertisement form the company; these individuals have an internal locus of control
• External locus of control example

  • There are also people who attribute their future to be employed to kapalaran or malas (fate and luck mentality)
• Three domains that dominate the self

  • Physical
  • Intellectual
  • Emotional
• Physical domain


  Includes coordination, strength, and well-being
• Intellectual domain


  Includes alertness, analytical functioning, logical analysis, memory or recall, and communication
• Emotional domain


  Includes creativity, sensitivity, mood, perception and awareness