Understanding the Self

Gualolarina C. Fernandez, RGC

Mayra Christina M. Ambrocio, DEM
Ervin D. Espinosa
Arnold D. Alcaraz
Josephine C. Bermudez
Laurice M. Capila
Aldon M. Francia
Arceli W. Romasanta
Christian P. Tan
 Table of Contents

Module 5: The Material and Economical Self, Spiritual Self, The Political
Self and being a Filipino
Introduction 107
Learning Objectives 107
Lesson 1. The Material and Economical Self 108
Lesson 2. The Spiritual Self 111
Lesson 3. Filipino Identity, Values, Traits and Constitutional Rights 118

Module 6: The Emotional and Social Self

Introduction 135
Learning Outcomes 135
Lesson 1. The Emotional Self 136
Lesson 2: The Social Self 139

Module 7: The Digital Self

Introduction 158
Learning Outcomes 158
Lesson 1. Selective Self presentation and Impression Management 159
Lesson 2: Self Revelation 164

Module 8. Managing and Caring for the Self: A Better Me and My Future
Goals
Introduction 172
Learning Outcomes 172
Lesson 1. Learning to be a better Student 173
Lesson 2. Goal Setting 175
Lesson 3. Metacognition 179
 List of Figures

Figure Description

5.1 Material and Economic Self 108

5.2 Experiences vs. things 109
5.3 The benefit of spiritual examination 111
5.4 Filipino Traits and values 118
5.5 Constitutional Rights of the Filipino 120
6.1 The Emotional Self 136
6.2 Mountain of Molehills 138
6.3 IOS Scale 146
7.1 Digital Self 159
7.2 Stop. Think. Connect 165
7.3 Gender and Sexuality online 167
8.1 The SRL model 173
8.2 Fixed mindset vs. growth mindset 176
8.3 Developing a growth mindset 177
 MODULE 5
THE MATERIAL AND ECONOMICAL SELF,
SPIRITUAL SELF, THE POLITICAL SELF AND
BEING A FILIPINO

Introduction

This module seeks to understand the construct of the self from various
disciplinary perspectives: material and economical, spiritual, and political. Each
aspect seeks to give definition of our self as we are constructing every part of it.
We might display various construct of our self as we viewed from our own
perspective.

Learning Outcomes

At the end of this module, students should be able to:

1. Analyze how one’s self is shaped materially and economically

2. Understand the concept of self from spiritual perspective
3. Appreciate the importance of being a Filipino

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 Lesson 1. The Material and Economical Self

Figure 5.1 Cultural and Economic Self Determination (1990)

From centerforneweconomics.org

1. The role of Material Objects in Self-description and self-perception

• Self- description (Your dictionary, n.d.)

It is the way in which you describe or talk about yourself to the world.
When you describe yourself to others as fun and creative, this is an
example of your self- description
• Self- Perception (Your dictionary, n.d.)
An awareness of the characteristics that constitute one’s self; self-
knowledge.
• Materialism and personality (Mpoula, 2017)
“Materialism is a value that represents the individual’s perspective
regarding the role possessions should play in (a person’s) life.” (Richins,
1994 p. 522)
• Materialistic traits. (Mpoula, 2017)
 Possessiveness- control or ownership of possessions (Blek, 1983 p.
514)
 Nongenerosity- unwillingness to share (Blek, 1984 p. 291)
 Envy- feelings of hatred or dislike at another person’s superiority
(Schoeck, 1966)
• A value Conceptualization of Materialism (Mpoula, 2017)

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  Pursuit of possessions and materialism’s role in consumption choices
eflects materialism as a value
 The importance of acquisition to reach satisfaction
 Impossible to achieve happiness (Fournier and Richins, 1991 p. 411)

• Possessions and happiness (Mpoula, 2017)

 Devotion of time and money (Boven, 2005 pp. 132)
 The importance of buying more ( Richins, 2003 p. 1)
 “…joyless material possessions[….] resulting in comfort but not
pleasure” (as cited in Nicolac et al., 2009 p. 189)

Figure 5.2 Experiences vs Things (n.d.) from pinterest.com

2. Implications of possessions or lack of them for self-esteem and feeling of well-

being (Vashishtha, 2012).

• Possession and Self: When knowingly or unknowingly, internationally, we

regard our possessions as parts of ourselves

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 • “ A man Self is the sum total of all that he can call his, not only his body and
his psychic powers, but his clothes and his house, his wife and his children,
his ancestors and friends, his reputation and works, his lands, and yacht and
bank account. All these things give him the same emotions. If they wax and
prosper, he feels triumphant; if they dwindle and die away, he feels cast
down- not necessarily in the same degree for each thing, but in much the
same way for all. “William James (1980).

• Possessions

The extended includes external objects, personal possessions, personal,

places and groups possession, body parts, vital organs… (Which as “me” and
also which as “mine”). Between what a men calls me and what he calls mine
the line is difficult to draw. We feel and act about certain things that are ours
very much as we feel and act about ourselves. Our fame, our children, the
work of our hands, may be as dear to us as our bodies are (James - 1890).
External objects become a viewed as part of self when we are able to
exercise power or control over them, just as we might control an arm or a leg.
The greater the control we exercise, the more closely allied with self the
object should become, (McClelland- 1951).

• Extended Self

Cannot differentiate between me and mine. A product or a thing becomes a

part of personal well- being and it gets attached to emotions, sentiments,
later becoming the part of one’s personality.

• Wealth essentially means a lot of influential, famous and intellectual people

around you. It leads to your social status and how seriously and respectfully
people treat you. This leads to self- confidence.

Lesson 2. The Spiritual Self

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 Figure 5.3 The benefit of spiritual examination (2018) from the gospeltruth.org

1. RELIGIOUS AND RITUAL

SPIRITUALITY
• The concept of the “whole person” is usually associated to the idea of
human beings as having physical and psychological aspects. However,
there is third aspect of being human that is as important as the 2
precedents: the spiritual aspect (Valerio, n.d.).
• Highlighting the mind-body-spirit connection, the spiritual self is an on-
going, personal life journey, contextualize by the belief in a higher being,
culture, relationships, nature, and the discovery of meaning in one’s life
(Valerio, n.d.).
• There are several definitions that have been formulated regarding
spirituality.
• As cited by Puchalski (2014), spirituality is the aspect of the self that is
associated to an individual’s process of seeking and expressing meaning
and how he or she is connected to the self, to others, to the moment and to
everything else that composes his/her environment, including the sacred
and significant.
• Beauregard and O’Leary (2007), spirituality is any experience that is
thought to bring the experiencer in contact with the divine; it is not just any
experience that feels meaningful.

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 • Sinnott (2002), spirituality is also posited as the individual’s personal
relation to the sacred or transcendent, a relation that then informs other
relationships and the meaning of one’s own life.
• Myers and his colleagues (2000), spirituality is the “personal and private
beliefs that transcend the material aspects of life and give a deep sense of
wholeness, connectedness, and openness to the infinite.”

What do these definitions have in common with regard to spirituality? (Valerio,

n.d.)
• Spirituality talks about meaning and purpose that go beyond the physical
realities of life. Going through development, people are inevitably
programmed to make realizations about life, and those insights are not
always about observable phenomena or environmental experiences.
• Spirituality is focused on a person’s connections to different aspects of
his/her existence: to other people, to nature, and to sacredness and divinity.
In the pursuit of and applying meaning to one’s life, relationships are created
and sustained not only with people but with other life forms or with a higher
being.
• Spirituality talks about the sacred and transcendent. It is a general belief that
in this vast universe, there is a force higher than the self.
• However, people are not born with innate spirituality. It is something acquired
as a result of various personal, social, and environmental factors present
throughout one’s lifetime. In this regard, spirituality is related to religiosity,
which is often used interchangeably with the former. There are, however,
distinct differences between the 2.

RELIGIOSITY (Valerio, n.d.)

It is defined as the adherence to a belief system and practices

associated with a tradition in which there is agreement about what is believed
and practiced. It is a formal attachment to the set of beliefs, values, and
practices of a particular religious sect. It includes specific practices, proscriptions
(what should not be done and avoided), and participation in a specific community
that shares the same beliefs and practices.

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 However, as one grows older, he/she begins to form questions that are rooted in
religious orientations, slowly making realizations and insights until his/her search
for meaning and transcendence goes beyond his/her religious orientation.

DISTINCTIONS BETWEEN RELIGIOSITY AND SPIRITUALITY: (Valerio, n.d.)

1. If religiosity is communal, then spirituality is individual.

2. In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual attributes
include the need for spiritual quest, ecumenical worldviews, compassion,
service, and inner peace.

3. A person can possess spirituality even he/she does not subscribe to any
religion. Spiritual models are present everywhere. They function for
respondents as exemplars or spiritual qualities, such as compassion, self-
control, or faith. Thus, a person can be spiritual without being religious.

• What does spirituality bring to one’s life?

For many people, the search for sacredness and transcendence can bring
positive consequences to life. A spiritual person finds contentment and serenity
in his/her life circumstances. Through spirituality, questions such as “Am I a
good person?” and “How can I live my life to the fullest?” are answered. Most
importantly, spirituality allows one to become resilient amidst challenges and
roadblocks that occur in daily life.
• How is spirituality enhanced?
The best way of enhancing spirituality lies within the self. Constant reflection and
meditation of life choices and decisions, developing empathy and compassion
toward other people, and having faith in a higher being can enhance spiritual
intelligence. It is not about finding meaning in life, but rather, how meaning is
applied to life.

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2. CONNECTIONS WITH NATURE (Valerio, n.d.)

The Self and The Natural Environment

• The spiritual self is not only tied in one’s connection with a higher being
and other people; it is also related to how people relates to nature.
• Religiosity aside, a significant number of people have made a serious
commitment to nature by taking care of animals, pledging advocacy for
environmental issues, and practicing daily behaviours that manifest a
growing concern for the world. These are embodied in the concepts
of affinity with nature and Eco psychology.

Affinity with Nature and Ecopsychology

• Affinity with nature can be defined as the ties that bind people and
nature together. It can also mean nature connectedness, defined as
the extent to which individuals include nature as part of their
identity. If people feel that they are one with nature, then
destroying it can mean self-destruction and vice versa.
• Ecopsychology shares many similarities with the concept of having
affinity with nature. It is concerned with the fundamental
interconnections between humans and the natural world through a
phenomenological and sensorial link, and the integration of
practices based on the notion that direct contact with the natural
world has healing potential.
• While it is fairly obvious that both concepts focus on the connection of
man to nature, their distinction lies on the nature of the connection
they are referring to.
• Affinity with nature highlights the emotional connection with nature,
anchored on positive affective experiences and authentic love for
nature.
• Ecopsychology is based on a transpersonal and philosophical relationship
with nature, highlighting beliefs and practices that promote and
enhance ecological, personal, and community sustainability.

How can affinity with nature and ecopsychology be developed?

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 • Just like other aspects of self, these are brought about by experiences
with nature and observations about the environment.
• Locations are also account for the environmental values and attitudes an
individual has; individuals living in rural areas are more likely to be
mindful of the environment, compared to urban residents.

How are connections with nature established and improved?

1. It is not enough that one simply conforms to what society says about
taking care of the environment. Developing an open mind and adopting a
philosophical perspective that advocates for environmental protection and
sustainability is important.
2. The emergence of technology has hampered people’s engagement with
outside activities. It is important to go out, explore the world, immerse
oneself in the beauty of nature, and foster ecologically healthy lifestyles.
3. While not all people are meant for being active environmental advocates,
incremental behaviors toward protecting the environment can go a long
way. In taking care of nature, an individual also takes care of
himself/herself, thus contributing to optimal, healthy development.

3. DISCOVERING LIFE’S MEANING

Well-being and Life Satisfaction

• Human beings are naturally inclined to assess their life, reflect on the
choice they have made, evaluate the consequences of such choice, and
learn lessons from various experiences.
• Well-being and life satisfaction are interchangeably used but there is a thin
line that distinguishes one from the other.
• Well-being, being intrinsic in nature, is an inner, personal construct,
associated with self-esteem, and self-understanding. It is how good one
feels about himself/herself.
• Life satisfaction is also intrinsic but in this case, it is the general attitude
towards life. When well-being and life satisfaction are present, happiness
naturally flow.

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 • However, in some cases, happiness is generally regarded as the emotional result
of life satisfaction. Happiness can be subjective and temporal while
life satisfaction is more encompassing.
• Life satisfaction can refer to the desire to change one’s life, satisfaction with the
past, satisfaction with the future, and significant other’s views of one’s life
(Diener, et al., 1999). It is also associated with quality of life.

How is well-being and life satisfaction achieved? Research has cited many factors
that influence how they can be achieved.

• Personal factors such as personality (such as openness to experience and

extraversion), cognition, physical health, and vigor have been associated with
well-being and life satisfaction.
• Environmental conditions contribute to individual life satisfaction.
• Socio-economic status, home and social environment, interpersonal
relationships, and education also influence one’s well-being and life
satisfaction.
• Engaging in forward thinking (enabling fore though and planning) and becoming
community oriented are only some of the things that can be done to enhance
the over-all quality of life. However, well-being and life satisfaction are highly
personal and relative. Similar to personal meanings attributed to and
generated in daily life, how one feels about him/her and the life he/she lives
is dependent on how he/she defines a meaningful life.

What are the characteristics of people who have a high level of well-being and life
satisfaction? Literature has posited a variety of qualities associated to such individuals:

1. Effective self-perception. Being able to change their attitude about themselves

and engage in self-monitoring to minimize negative attitudes.

2. Realistic self-esteem and self-acceptance. Self-valuation and self-respect.

3. Control of behavior. Behavior awareness and regulation.

4. True perception of the world. Harboring healthy perceptions of their

environment and place within it.

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 5. Sustaining relationships and affection. Manifesting empathy and sharing of
positive emotions with others.

6. Self-direction and productivity. Making sure their goals and behaviors are
aligned to their core values and conscious beliefs of themselves.

• Within the context of spirituality, being cognizant of one’s purpose in life,

accepting limitations and celebrating strengths, enabling love and concern
for others, and engaging in behaviors that embody all these will lead one to
have well-being and life satisfaction.

SOURCE: https://utsged101portfolio.wordpress.com/section-1-the-inner-soul/

Lesson 3. Filipino Identity Values, Traits, and Constitutional Rights

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 Figure 5.4 Filipino Traits and Values Art Work (2018) by: Geraldine Sy of Culture Trip

• Traits and Characteristics (Tiletile, 2014)

Filipinos have one of the best traits in the world which you must know.
Although they have been colonized by several countries, core values from their
ancestors remained intact and are still applied up to this time.

 Hospitable
This is one of the most popular qualities of Filipinos. Foreigners
who have gone to the Philippines find themselves falling in love for
their hospitality. It’s a different kind of values which already
existed thousands of years ago.
 Respectful
This is often observed not just from younger people but also form
older ones.
 Strong Family Ties and religious
Filipinos value their families so much that they tend to be so intact.
 Generous and Helpful
This is observed when one person has nothing and they tend to
share what they have to them.
 Hardworking

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 Filipinos are hardworking people to the fact that they are willing to
work several times to almost whole day just to feed their families.
That’s how Filipinos are.
 Loving and Caring
This is so true! Filipinos are the sweetest and loving people in the
world.
 Strong Family Orientation
Filipinos possess a genuine and deep love for family which
includes not simply spouse and children; parents and siblings, but
also grandparents, aunts, uncles, cousins, godparents and other
ceremonial relatives.
 Flexible, Adaptable, and creative
Filipinos have a great capacity to adjust and to circumstances and
the surrounding environment, both physical and social.
 Ability to Survive
Despite grinding poverty, many Filipinos survive. They can even
make a livelihood from garbage dumps. We have survived many
invaders, oppressors and natural calamities, and have come out
with hope and determination to carve out our existence anew.
Significantly, the typical Filipino greeting is “Mabuhay!”
 Camaraderie (Pakikisama or Kapwa- Tao)
While this trait is true to some extent, it must be noted that
camaraderie is present only among close friend and relatives.
 Debt of Gratitude (Utang na Loob)
Debt of gratitude still persists in the Filipino psyche. You give a
Filipino a favor and he will surely remember it even if he already
returned the favor.

• Good Traits of a Filipino  Highly Intelligent

 Pakikisama/ harmony  Faithful
 Joyous  Loyal

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  Bayanihan  Nepotism/ favoritism
 Being Optimistic  Crab Mentality
 Self- reliance  Always late
 Very Competitive  Tsismoso/ Tsismosa
 Very Brave  Pakialamero
 Adaptability  Paasa
 Endurance  Habit Dirty Minded
 Pilosopo
 Too much hospitability
 Ningas Kugon
• Bad Traits of a Filipino  Lack of Historical
 Judgmental Knowledge
 Plastikan/ Backstabbers  Padrino System

The Constitutional Rights of Filipino Citizens (Dayang, 2016)

Figure 5.5 Constitutional Rights of the Filipino (2016). Art work by © tutorsuhu.com

• Due Process
Is a law that hears before it condemns. This clause in our fundamental
charter means that no person shall be deprived of his life, liberty or
property unless due process is observed.
• Equal Protection of the Law
This refers to equality in the enjoyment of similar rights and privileges
granted by law.
• Right against Unreasonable Searches and Seizures

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 The right of the people to be secure in their persons, houses papers, and
effects against unreasonable searches and seizures of whatever nature
and for any purpose should be inviolable and that no search warrant shall
be issued except upon probable cause to be determined personally by
judge after examination under oath or affirmation of the complaint and the
witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized. (Sec.2. Article 3).
• Freedom of Speech
No law shall be passed abridging the freedom of speech, of expression, or
of press, or the right of the people to peaceably assemble and petition the
government for redress of grievances (Sec. 4, Article III).

• Clear and Present Danger Rule

Under this test, freedom of speech is not an absolute right. A government
can punish a person for speech that presents a clear and present a
danger leading to illegal acts. Thus, the right can be curtailed by the
government when it can demonstrate a close connection between speech
and illegal action.
• Right of Assembly
It is the right on the part of the citizens to congregate peacefully in a
public meeting to discuss issues and matters of interest to them.
• Freedom of Religion
It refers to the right of a person to worship God in his own way and
practice his religious beliefs without any interference from the
government, anybody or group.
• Liberty of Adobe and Travel
It refers to the freedom to choose where one should reside, while liberty
of travel means the freedom to move from one place to another without
the interference from anybody or government.
• Right to Information on Matters of Public Concern
The right of the people shall be recognized. Access to officials’ records,
and to documents, and papers pertaining to official acts, transactions or
decisions, as well as to governmental research data used as basis for
policy development. Shall be afforded the citizens, subject to such
limitations as may be provided by the law.

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 • Right to Association
Means the freedom of any Filipino citizen to organize and join any society
or group, as long as its goals and activities are not contrary to existing
laws of the land.
• Right to Just Compensation
Private property shall not be taken for public use without just
compensation.
• Non- Impairment of Contracts
No law impairing the obligations of contracts shall be passed. The
principal purpose of this is that of safeguarding the integrity of valid
contractual agreements against unwarranted from the States in the form
of the law.
• Free Access to Courts
States that free access to the courts and quasijudicial bodies and
adequate legal assistance shall not be denied to any person by reason of
poverty.
• Rights of a Person Under Custodial investigation
The right states that any person under investigation for the commission of
an offense shall have the right to be informed of his right to remain silent
and to have a competent and independent counsel preferably of his own
choice, if the person cannot afford the services of the counsel, he must be
provided one. And this right sometimes called Miranda rights.
• Right of an Accused in Criminal Cases

The rights of the accused in criminal cases are outlined in greater detail in
Section 14 of Article III.

How to be a Good Filipino

• 20 Things we can do to become responsible Filipino citizens (Abrugar, 2014).
 Follow traffic rules  Be punctual and do not
procrastinate

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  Ask for a BIR official  Respect other Filipinos,
receipt especially the elders
 Pay your tax  Build a good relationship
 Be a responsible parent with your neighbors
 Love your husband  Help your own town to
 Conserve water and achieve progress
energy  Give a support to our
 Protect our environment countrymen
 Report crimes  Be a responsible worker
 Obey the laws and local  Love your employees
ordinances  Make your customers
 Be kind to our foreign happy
visitors  Be a responsible netizen
 Make an honest vote

ASSESSMENT TASK 5-1

I. Instruction: Based on the video “Get out of Materialism Trap Now”, share the
moral lessons learned from the video and what will be your biggest step to get out of
materialism trap. The link is https://youtu.be/Qk1i7UGBz1Q

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 II. Instruction: What are you going to do with your debit card? Make a list of what
you want to have.

MY DEBIT CARD

III. Instruction: Create a collage of your treasured possessions including your

current clothing styles. Use symbols or pictures of your treasured possessions.

“MY TREASURED POSSESSIONS”

ASSESSMENT TASK 5-2

I. Choose the correct answer.

1. It is the way in which you describe or talk about yourself to the world.

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 a. Self- Description b. Self- Perception c. Extended self d. A Man Self

2. An awareness of the characteristics that constitute one’s self; self- knowledge.

a. Self- Description b. Self- Perception c. Extended self d. A Man Self

3. Cannot differentiate between me and mine.

a. Self- Description b. Self- Perception c. Extended self d. A Man Self

4. Having more of these allowing ourselves to believe that these enhance our well-
being.
a. Friends b. Family c. Money and Stuff d. House

5. It is the sum total of all that can call his, not only his body and his psychic powers, but
his clothes and his house, his wife and children, his ancestors and friends, his reputation
and works, his lands, and yacht and bank- account.
a. Self- Description b. Self- Perception c. Extended self d. A Man Self

6. It leads to your social status and how seriously and respectfully people treat you.
a. Health b. Self c. Intelligence d. Wealth

7. It is a value that represents the individual’s perspective regarding the role

possessions should play in a person’s life.
a. Materialism b. Possessiveness c. Non- generosity d. Envy

8. Control or ownership of possessions.

a. Materialism b. Possessiveness c. Non- generosity d. Envy

9. Unwillingness to share.
a. Materialism b. Possessiveness c. Non- generosity d. Envy

10. Feelings of hatred or dislike at another person’s superiority.

a. Materialism b. Possessiveness c. Non- generosity d. Envy

II. Choose the correct answer.

1. It is a unified of beliefs and practices concerned with sacred things.
a. Ritual b. Attitude c. Religion d. Experience

2. Convey information about the culture of the participants and, hence, the participants
themselves.

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 a. Ritual b. Attitude Values c. Religion d. Experiential
Values

3. These are expressed when you interact in a meaningful way with others family, friend,
those in need.
a. Ritual b. Attitude Values c. Religion d. Experiential
Values

4. Speak of the potential we have to make meaningful attitudinal choices in situations

involving suffering and adversity.
a. Ritual b. Attitude Values c. Religion d. Experiential
Values

5. Has got several belief systems like sacred narratives, ultimate reality and divine
beings, human nature and the purpose of existence, suffering and problems of the evil
and after life and salvation.
a. Buddhism b. Islam c. Judaism d. Hinduism

6. The religion which is based on the teachings and lessons by Siddhartha Gautama.
a. Buddhism b. Islam c. Judaism d. Hinduism

7. it Is defined as the oldest living religion with no founder as such.

a. Buddhism b. Islam c. Judaism d. Hinduism

8. One of the Abrahimic and monotheistic religion. It’s founded by Mohammad during
first half of 7th century.
a. Buddhism b. Islam c. Judaism d. Hinduism

9. He is considered fully divine, son of the God, the messiah in the old testament of the
bible. a. Viktor Frankl b. Moses c. Jesus Christ d. Buddha

10. He is the contributor of the Triangle Meaning of Life.

a. Viktor Frankl b. Moses c. Jesus Christ d. Buddha

ASSESSMENT TASK 5-3

\
I. Choose the letter of the correct answer.

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1. It is being intrinsic in nature, is an inner, personal construct, associated with self-
esteem, and self-understanding. It is how good one feels about himself/herself.
a. well- being c. religiosity
b. life satisfaction d. spirituality

2. It is also intrinsic but in this case, it is the general attitude towards life. When well-
being and life satisfaction are present, happiness naturally flow.
a. well- being c. religiosity
b. life satisfaction d. spirituality

3. It is communal in nature.
a. well- being c. religiosity
b. life satisfaction d. spirituality
4. It is individual in nature.
a. well- being c. religiosity
b. life satisfaction d. spirituality

5. It highlights the emotional connection with nature, anchored on positive affective

experiences and authentic love for nature.
a. ecopsychology c. life satisfaction
b. affinity d. environmental
condition

II. True or False. (two points each)

Write True if the statement is correct and False if it is wrong.

These are the characteristics of people who have a high level of well-being and life
satisfaction.
1. Effective self-perception. It is being able to change their attitude about themselves
and engage in self-monitoring to minimize negative attitudes.

2. Realistic self-esteem and self-acceptance. Self-valuation and self-respect.

3. Control of behavior. Behavior awareness and regulation.

4. True perception of the world. Harboring healthy perceptions of their environment and
place within it.

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5. Sustaining relationships and affection. Manifesting empathy and sharing of positive
emotions with others.

ASSESSMENT TASK 5-4

I. “I am a Filipino”
Instruction: Give at least 3 good and bad traits of a Filipino. Justify your answer.

GOOD AND BAD TRAITS OF FILIPINO

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II. Instruction: Share your personal insights on how to be a true Filipino.

“ HOY PINOY AKO”

III. Choose the correct answer.

1. A statement and listing of an individual’s rights and privileges which the
fundamental law of the land is designed to safeguard against violations of the
government or by an individual or group of individuals.
a. Constitutional Right b. Natural Right c. Bill of Right d. Right to
Association

2. It means the freedom of any Filipino citizen to organize and join any society or
group as long as its goals and activities are not contrary to existing laws of the
land.
a. Constitutional Right b. Natural Right c. Bill of Right d. Right to
Association

3. These are the rights inherent to man and given to him by God as a human being.
Examples of these rights are the right to live, love and be happy.
a. Constitutional Right b. Natural Right c. Bill of Right d. Right to
Association

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 4. These are the rights guaranteed under the fundamental charter of the country.
a. Constitutional Right b. Natural Right c. Bill of Right d. Right to
Association

5. These are the rights provided by the law- making body of a country or by law,
such as the right to receive a minimum wage and the right to preliminary
investigation.
a. Civil Right b. Right to Vote c. Statutory Right d. Right to Just
Compensation

6. These are the rights specified under the Bill of Rights, such as the freedom of
speech, right to information. They are the rights enjoyed by an individual by virtue
of his citizenship in a shape or community.
a. Civil Right b. Right to Vote c. Statutory Right d. Right to Just
Compensation

7. This is one of the most popular qualities of Filipinos. Foreigners who have gone
to the Philippines find themselves falling in love for this trait of Filipino.
a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

8. This is often observed not just from the younger people but also from older ones.
a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

9. They are willing to work several times to almost whole day just to feed their
families.
a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

10. The thinking that foreign talents and products are always the good, the better,
and the best, and that the local ones are of poor or no quality at all.
a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

IV. Choose the correct answer.

1. It is an automatic, built- in part of our behavior.

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 a. Hard- wired b. Emotion c. Anger d. Guilt

2. May motivate and help people who are protesting injustices.

a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

3. May keep someone who is dieting stick to her diet.

a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

4. It helps us overcome obstacles in our environment.

a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

5. It is good for your physical and emotional health.

a. Don’t make mountains outs of molehills c. Meditation
b. Take a daily inventory of your emotions d. Regular exercise

6. It has wide variety of health benefits, and stress reduction is one of the big ones.
a. Don’t make mountains outs of molehills c. Meditation
b. Take a daily inventory of your emotions d. Regular exercise

7. When difficult situations arise, it is important to assess how bad they really are
before going into panic mode.
a. Don’t make mountains outs of molehills
b. Take a daily inventory of your emotions
c. Emotions Organize and Motivate Action
d. Regular exercise

8. Function of emotion that can signal us that something is going on.

a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action
d. Emotions can be self- validating

9. Functions of emotions that can also help us overcome obstacles in our

environment.
a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action

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 d. Emotions can be self- validating

10. We communicate our emotions to other with verbal and nonverbal (facial
expressions, body gestures or postures) language.
a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action
d. Emotions can be self- validating

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 SUMMARY

The chapter on economic self signifies aspects of one's sense of self and
identity. One's sense of self and identity is influential on how an individual chooses to
purchase his or her wants and he or she makes economic decisions that will address his
or her personal and social needs.

The word "spiritual" refers to that core dimension of you - your innermost self -
that provides you with a profound sense of who you are, where you came from, where
you're going and how you might reach your goal.

Filipinos have been described as friendly, outgoing, sensitive, easily offended,

nosy, garrulous, direct, hospitable, feisty, irreverent, good natured, clever, witty,
gregarious, happy, generous, easy to laugh, gracious, easy to befriend, casual, fun loving,
sensitive and hospitable.

133
 REFERENCES

Abrugar, V. Q. (2014). 20 ways to become a responsible Filipino citizen. Retrieved from

https://faq.ph/20-ways-to-be-a-responsible-filipino-citizen/

Dayang, M. T. (2016). Filipino Citizens and their rights. Retrieved from

https://www.slideshare.net/maria_teresa23/filipino-citizens-and-their-rights

Mpoula, A. (2017). Materialism and happiness. Retrieved from

https://www.slideshare.net/AlexandraBoula/materialism-and-happiness

Tiletile, J. V. (2014). Filipino traits and characteristics. Retrieved from

https://www.slideshare.net/12071989/filipino-traits-and-characteristics-
30717747

Valerio, S. C. (n.d.). The inner soul. Retrieved from

https://utsged101portfolio.wordpress.com/section-1-the-inner-soul/

Vashishtha, V. (2012). The extended self. Retrieved from

https://www.slideshare.net/VeerajVashishtha/the-extended-self

Your Dictionary (n.d.). Self Description. Retrieved from

https://www.yourdictionary.com/self-
description#:~:text=Licensed%20from%20GettyImages,YourDictionary%20definiti
on%20and%20usage%20example.

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 MODULE 6
THE EMOTIONAL AND SOCIAL SELF

Introduction

Emotions play a crucial role in our lives because they have important
functions. We will see that emotions are a crucially important aspect of our
psychological composition, having meaning and function to each of us individually, to
our relationships with others in groups, and to our societies as a whole.
There is also a brief overview of the theories about social self.

Learning Outcomes

At the end of this module, students should be able to:

1. Gain an appreciation of the importance of emotion in human life.

2. Explain how social psychology has defined self-awareness and the self-concept.
3. Appreciate its importance to one-self

Lesson 1. The Emotional Self

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Figure 6.1 The Emotional Self (n.d.) from https://utsged101portfolio.wordpress.com/module-6-
2/

The Function of Emotions (dbt self help, n.d.)

• According to Dialect Behavior Therapy (DBT), a combines cognitive and

behavioral therapy, incorporating methodologies from various practices
including Eastern mindfulness techniques that until we begin to
understand the functions of emotions, why we have them, what their
effect is on others, we cannot expect ourselves to change them.

• DBT looks at three major functions of emotions:

1. Emotions Communicate to and Influence Others.
 We communicate our emotions to other with verbal and
nonverbal (facial expressions, body gestures or postures)
language. Some expressions of emotion have an automatic
effect on others. When there is a difference in what a
person communicates non - verbally versus verbally, the
other person will usually respond to the nonverbal
expression.
 DBT teaches that one of the main problems experiences by
people with Borderline. Personality Disorder is that their
nonverbal emotional expressions do not match their inside

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 feelings. So, we are often misread. People misunderstand
what we are feeling.

Example:
When someone walked inside the class with face
looked sad. People inside that class keep on asking
what was wrong, and when that person tell them the
sad story of his/ her life, they will offer sympathy
and comfort to that person.

2. Emotions Organize and Motivate Action

 Emotions prepare for and motivate action.
 There is an action urge connected to specific emotions that
is hard- wired. (see the diagram on emotion regulation).
 “Hard- wired” means it is an automatic, built- in part of our
behavior.
Example:
If you see your two- year old child in the middle of
the street and a car coming, you will feel an emotion,
fear and this emotion will prompt you to run to save
your child. You don’t stop to think about it. You just
do it. Your emotion has motivated your behavior
without you having to take the time to think.

3. Emotions Can be Self- validating

 Emotions can give us information about a situation or event.
They can signal to us that something is going on.
 Sometimes signals about a situation will be picked
unconsciously, and then we may an emotional reaction, but
not be sure what set off the reaction.
 Think of some times when emotions are self- validating.

Example:

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 You are going to a party but you feel uneasy about it,
as if something is going to happen. At the party, a
friend and you have an argument and you leave. Your
feelings about something happening are right. You at
work, and there seems to be a lot of tension. You
sense that something is up. Again, your emotion is
validated.

Emotional Management Strategies

9 Simple Tips to Help You Manage Your Emotions (Rosenthal, 2011)

 Use your emotions and bodily responses to recognize when you are
stressed.
 Write down your thoughts and feelings about what is stressing you.
 Control whatever aspect of the stress that you can
 Don’t make mountains out of molehills.

Figure 6.2 Mountain of molehills (2011). Illustrated by Karen Lauria –

www.imagekind.com
 Redefine the Problem
 Develop behaviors that distract you from stress.
 Reach out to a friend or family member.
 Exercise Regularly
 Meditate and Relax

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Lesson 2. The Social Self (Sage Publication, n.d.)

1. What is the “Self?”

Perhaps the familiar slap on a newborn baby’s backside (or the more
likely suction device up the baby’s nose) first jars us into self-awareness. Before
that instant, we were part of someone else’s body. With a cut of the umbilical
cord and a sudden breath of air, we became a distinct, living creature. But did we
recognize it at that moment? The scientific challenge is to develop a consistent
way of discovering how and when we develop self-awareness (also called self-
recognition), the understanding that we are a detached entity from other people
and objects in our world. The knowledge of becoming self-aware is not easy to
document with the reliability and validity that science requires.

The Scientific Study of Self-Awareness

When our infant was only four months old we thought that he tried to
imitate sounds; but we may have deceived ourselves, for not thoroughly
convinced that he did so until he was ten months old.
• Since these first explanations from Darwin, scientists have been studying
imitation as an early sign of self-awareness
• A 1977 study well-known 2- to 3-week-old infants imitating a mouth
opening, a finger moving, or a tongue appearing between the lips
• By 1989, the same research team had predicted imitation among infants
who were less than 72 hours old (including a 42-minute-old infant).
• Four-month-old infants reliably display a more distinct sense of self by
smiling more and looking longer at pictures of others related to looking at
pictures of themselves
• Infants mirror the expressions of adults while becoming conscious of
themselves as independent beings.

Testing Self-Awareness: The Mirror Self-Recognition Test

Imitation is exciting to see in infants, but does it really mean that they
have self-awareness? To more directly test this, scientists—including Darwin—

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wanted to come up with a way to test whether people (and animals) seem to
understand they are independent, unique entities. Do all animals have a sense of
self, or is this observation unique to humans?

Charles Darwin (1872) attempted to answer that question with an

experiment. He stated that many years ago, in the Zoological Gardens, he placed
a looking glass on the floor between two young orangutans. They approached
close and projected their lips towards the image, as if to kiss it, in exactly the
same manner as they had previously done towards each other. Those orangutans
acted as if the creature in the mirror were another animal, not themselves,
suggesting that they did not possess self-awareness. Almost 100 years later, in
1968, Gordon Gallup followed Darwin’s lead by attempting to find out whether
some animals respond to their mirror image “as if their image represented
another animal”. So he created a more controlled version of Darwin’s original
experiment by first anesthetizing some chimpanzees, macaques, and rhesus
monkeys. While they were unconscious, Gallup marked each animal with a non-
odorous, nonirritating red dye just above the eyebrow. The animals could not
smell, feel, or see the red dye without the help of a mirror. What would it mean if
an animal looked into the mirror, saw the unmistakable red dye, but did not touch
the red dye? The animal probably perceived that the creature in the mirror was
just some other animal that happened to have a red splotch on its forehead. But
what if an animal looked into the mirror and touched the unusual red dye on its
own face—not on the mirror?

In that case, the animal was telling us, “That’s me in the mirror: I am—
and I know that I am the one with the red mark.” The mirror self-recognition test
(also called the mark test) creates an opportunity for animals to demonstrate
self-awareness. In Gallup’s first study, the four chimpanzees (but not the other
primates) did indeed touch the red mark on their foreheads. Gallup had
scientifically demonstrated self-awareness among chimpanzees.

Defining and Measuring the Self-Concept

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 The self-concept is the personal summary of who we believe we
are; it is how we answer the question, “Who am I?” It includes our
assessment of our positive and negative qualities, our relationships to
others, our beliefs and opinions, and more. We acquire a self-concept in
several ways, including the following:

• We compare our self to others (social comparison theory).

• Culture creates expectations about how the self should behave
(social identity theory).
• We create mental structures that direct the self’s attention (self-
schema theory).
Let’s consider each of these theories in more detail.

Social Comparison Theory

Social comparison theory suggests that we use social comparisons

to construct our self-concept, especially when we have no other objective
standard available to us. How do you see if you are shy, competitive, rich,
anxious, or anything else? These subjective ideas only become expressive
in comparison to others.
For example, if you are walking by yourself on the beach, you may
not even be thinking about your physical appearance. But when someone
much more attractive walks by, the uncomplimentary social comparison
can deliver a small shock to your previously contented self-concept. At a
basic level, there were two types of social comparisons we can make.

Upward Social Comparisons

When we make an upward social comparison, we relate ourselves

to someone who is better than us. This type of comparison can be useful
when we want to develop on a particular skill.
Downward Social Comparisons

This occurs when we compare ourselves to someone who is worse

than we are. This might not help us improve, but it sure feels better.

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 How we process those social comparisons also makes a change.
The W.I.D.E. guide to social comparisons identifies four factors related to
our subjective processing of what we see around us:
• Who. We assess our abilities automatically by comparing ourselves
to similar others.
• Interpretation. How we interpret and take social comparisons
influences our self-concept.
• Direction. The direction of our social comparison impacts our self-
concept (upward & downward social comparisons)
• Esteem. Protecting our self-esteem powers our self-concept.

Social Identity Theory

The self is composed of two general categories:

(1) personal characteristics (serious, funny, grumpy, tall, or rich),

and
(2) social role characteristics (son, mother, musician, Catholic, or
accountant).

Self-Schema Theory

A third way to think about how the self-concept is formed is

through self-schemas, memory structures that summarize and organize
our beliefs about self-relevant information. A schema in general is a
cognitive and memory structure for organizing the world, so self-schemas
convert the raw material from cultural social comparisons into the building
blocks of our self-concept also calls “the architecture of personality.”

2. How do we Know the Self is Social?

Here are three strands of evidence representing that the self is social:

(1) Our Self-Perceptions Depend On The Behaviors We Display To Others,

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 (2) Self-Discrepancy Theory Defines How Different Components Of The Self
Are Influenced By Others, And
(3) Our Sense Of Self Often Comprises Other People.

Let’s talk about each strand.

Self-Perception Theory: Behaviors Tell Us Who We Are

Self-perception theory proposes that we get help answering the

question, “Who am I?” by making implications about ourselves based on
observing our own behaviors. To know this theory, first think about how
you form perceptions of other people. You watch their behaviors and
assume—or guess, really—about their motivations, attitudes, values, and
core traits based on the behaviors they display to you. You never really
understand what’s going on behind the metaphorical curtain of these
outward behaviors

Self-perception theory suggests that we form our self-concept in very

similar ways. Perhaps we don’t really have special, controlled access to
our inner thoughts and choices all the time—and we thus try to
understand our own motivations, attitudes, values, and core traits based
on observing our own behaviors. For example, if you regularly volunteer at
a local dog shelter, then you must be someone who cares about animals.
If you love to travel and eat exotic foods, then you must be open to new
experiences. We define our self, in part, by how we observe ourselves as
we interact with others.

In this way, self-perception theory is the idea that our self-concept forms
by observing our own behaviors in a social world. If other people seem to
think we’re funny, we will likely incorporate “good sense of humor” into
our self-concept. If other people look to us to make decisions about where
to eat every Friday night, we might come to believe we’re decisive leaders.
And if you always order waffles when you go to brunch with friends, you
probably love waffles. Again, because the self-concept is abstract and

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 subjective, one of the most straightforward ways to decide who we are is
by simply observing what we do.

Self-Discrepancy Theory: Are We Trying to Juggle Three Selves?

So far, we’ve been discussing about the self as if we all have a fully
formed and single self-concept. Psychologist recommended that in reality,
we all have three simultaneous selves. We manipulate these selves all at
once, and they frequently change shape while in the air. As you learn
about each one, consider how each subsidizes to your own self-concept.

The Actual Self

Our first self is our “actual self,” which is simply who we think we
are, right now. It includes both our good and bad qualities, as well as the
qualities we think other people see in us. The actual self is who we are
currently, as if someone took a snapshot of our evolving lives. A
meaningful actual self can acknowledge our strengths and admit our
weaknesses.

The Ideal Self

We also have an “ideal self,” which is the person we would like to

become in the future. It includes enhancing or adding positive qualities
that we don’t think are maximized in the actual self, and it means
eliminating or at least reducing negative qualities we have right now. Our
ideal self is our dreams and goals, the person we strive to become.
Importantly, our ideal self is truly based on what we want; even if that
means secret desires we’ve never been able to admit to anyone else.

The Ought Self

In contrast with the ideal self, our “ought” self is what we think
other people expect of us. The ought self is based on our perception of

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 what our social world hopes for us, perhaps what our parents want us to
do or be, what our friends believe would be good for us, or even what our
culture tells us is proper and correct. The ought self may influence how
we dress, for example, because we know what is expected of us.
Interestingly, our ought self might change based on whom our reference
is.

Self-Expansion Theory: Inclusion of Others in the Self

While self-discrepancy theory suggested that we might have more

than one self-concept, other social psychologists have suggested that our
self-concept might even include other people. Certainly, social identity
theory noted that our sense of self includes our group memberships and
our relationships with other people.

Self-expansion theory

It is the idea that all of us have a basic motivation to grow,

improve, and enhance our self-concept; we all want to extent our greatest
potential. While other theories have noted that we can do that through
things like identifying our flaws or working toward our ideal self, self-
expansion theory specifically recommends that one common way we
attempt to “expand” our self-concept is through close social relationships.
If we psychologically pledge with others and feel that these individuals
now become part of who we are, then their strengths, resources,
knowledge, and skills can help us grow and have new opportunities.

Psychologically including others in our self-concept is measured by

the Inclusion of the Other in the Self (IOS) Scale, which presents people
with a series of seven Venn diagrams with increasing overlap between
“self” and “other”. Participants simply circle the pair of circles that they
feel accurately indicates how much their self-concept now includes the
other person. The IOS Scale is most commonly used in research on
romantic partners, such as, but it has also been used to measure how

145
 much people see them as cognitively including their social groups on a
larger scale.

Figur
e 6.3 IOS Scale (1992) from haverford.edu

3. Why Do We Present Different Selves In Different Situations?

In the quaint, olden days before mobile phones, a sociology researcher

perceived that it was not unusual for a college woman living in a dormitory to
impress her dorm mates with her popularity by arranging for “herself to be called
several times in order to give all the other girls generous opportunity to hear her
paged”. That kind of low assertion probably still happens today when, for
example, we may subtly show the number of our social media “friends” to signal
our popularity.
Both cases signify behavior that defines as a performance — even when
we are not fully self-aware that we are performing. People perform in slightly
different ways for family, friends, peers, supervisors, professors, and store clerks.
This tendency is called self-presentation theory or impression management,
ways that we correct the self to gain social influence by h the impressions that
we make on others.

We Use Impression Management to Get What We Want

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 We engage impression management tactics as social power. There
are specific tactics associated with impression management.

Ingratiation: Other-Enhancements and Opinion Conformity

One mutual tactic was ingratiation. This short-term impression

management tactic is intended to increase liking and attraction by
complimenting the other person and seeming to admire him or her. One
practice of ingratiation is other-enhancement, praising the interviewer. A
distinction with the same goal is opinion conformity, endorsing the
interviewer’s perceived attitudes or values.

Self-Promotion: Self-Enhancements and Entitlements

Self-promotion is another short-term impression management

tactic that customs positive statements about the self to convey
competence. One form of self-promotion is self-enhancements; that’s
when you suggest that your actual accomplishments are more significant
than they first appear to be. Another common form of self-promotion is
entitlements; that’s when you take praise for positive events even if you
had nothing to do with them. These may be actual short-term tactics, but
they can backfire. For example, taking credit for someone else’s work may
turn a friend into a long-term enemy and loss your reputation with
important people.

Conspicuous Consumption

Depending on the type of job, getting an advantage during a job

interview is a short-term tactic. But still there are impression management
strategies with long-term goals. Others will try to influence the impression
they sort on others by spending money on flashy or high-status items,
such as expensive homes, cars, clothes, and jewelry. Publicly displaying
the use of expensive products in an effort to impress others is called
conspicuous consumption.

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 Brain Damage Can Limit Self-Presentation Ability

Some people with advanced cases of Alzheimer’s disease cannot

pass the mirror self-recognition test. They look into the mirror and have no
idea who is looking back at them Alzheimer’s disease is not the only tragic
but suitable clue telling us how the self and the brain are connected.

Self-Monitoring: Social Chameleons

Self-monitoring recommends awareness that we have a

complicated self that needs monitoring. Some people outdo at being
“social chameleons” that can blend into almost any environment. Others
just don’t seem to care. There are benefits and drawbacks to both
approaches.

• Low Self-Monitors. Some people turn the same way no matter

where they are or who is around them—they are always shy, for
example, or always sarcastic. People who seem to have little
change in their personality or self-presentation across time and
situations are measured low in self-monitoring. They pay little
attention to how they “come across” to other people and act
consistently no matter where they are.
• High Self-Monitors. However, other people are high in self-
monitoring, and their behavior is in contrast: They change how they
act all the time, liable on the situation. For example, cooperative
environment, they cooperate; in a competitive environment, they
compete. High self-monitors are people who look around and
assess their environment, then adjust their self-presentation to get
whatever they want out of that particular situation.

4. Is the Truth Always the Self’s Friend?

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 The self-story is a compelling story, at least to our selves, because it is
our kind of events. But what if we are expressing ourselves a very nice story that
is not true? Do people really invent stories to themselves like that? For example,
like some real politicians, we make self-stories that smell a little bit too good to
be true

Optimal Margin Theory: Positive Illusions Can Be Beneficial

Sometimes we really lie to ourselves. Minor self-deceptions appear

in many parts of our lives. For example, when our romantic partner asks,
“Does this outfit make me look fat?” most partners know that the desired
responses are “No,” or, “You look great, but your black top might look
even better.” But is there anything wrong with trusting that we are a little
bit more attractive, caring, intelligent, or insightful than we really are?

Optimal margin theory, recommends a slight to moderate range of healthy

distortions of reality. A little bit of self-deception can make us feel good
but too much alteration of reality causes problems.

Instead of the “cold, hard truth,” we often wish to trust positive illusions,
beliefs that depart from reality in ways that influence us to remain
optimistic.

We use three types of self-deceptions that help our own positive mental
health.

(1) adhere to the belief we can control our own lives more than we
can (control),
(2) rely on unrealistically optimistic view of the future (optimism),
and
(3) determine meaning in critical life events, such as bereavement
(meaning).

Self-Serving Cognitive Biases

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 Cognitive distortions that improve our self-concept by making us
observe that we’re a little better than we are, objectively, are called self-
serving cognitive biases.
Let’s look at three specific examples of how we alter reality, just a little, to
keep these self-serving views.

1. Biased Views of Our Own Traits

We can confess fears, such as speaking in front of a group, but we

express ourselves that everyone else shares our anxieties and, thus,
these problems are not “fatal flaws.” We ease ourselves by simply
enclosing our “best” and “worst” qualities in this way that makes us
feel just a little better.

2. Biased Views of Our Own Behaviors

Another self-serving cognitive bias arises when we study causes

for our own successes and failures. Like stating negative traits we
possess, we can disclose that we’ve done bad things or failed at
something—but we often defend our view of the self by coming up
with an excuse or justification for bad behaviors.

3. Biased Views of Feedback About the Self

A third self-serving cognitive bias is the tendency for people to

view feedback about themselves in a twisted manner. Many people
appreciate taking little quizzes about themselves on websites like
Facebook, for example. When you like the result, you might think, “Hey
that was a great quiz! But if you don’t like the outcome, it’s easy for
you to understand how the questions were flawed.

5. What is Self-Esteem and How Can We Measure It?

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 Let’s begin with a concrete question: What do we mean by “self-esteem”?

Defining Self-Esteem

Self-esteem is our subjective, personal evaluation of our self-concept. Earlier,

we learned that our self-concept is our perception of qualities, relationships, beliefs, and
opinions. When we assess that self-concept and choose that it is good, bad, worthwhile,
worthless, or any other type of judgment, that’s self-esteem.

For example, self-esteem is not the same thing as self-compassion, an

orientation to maintain for oneself. It defines that self-compassion as self-esteem but
without the “the self-enhancing illusions”. Self-esteem is also distinct from narcissism,
an extreme self-love based on unwarranted belief in one’s specialness virtual to others.
Narcissism is mostly arrogance. Self-esteem emphases on whether we respect
ourselves as a person of worth; narcissism focuses on whether we regard ourselves as
more worthy than others. Self-esteem is also different from self-efficacy, the degree to
which you trust that you are able of completing a specific task or attaining a particular
goal. Self-efficacy appears to be a good thing, at least most of the time. Self-efficacy
contributes to self-esteem; benefits people cope with failure in the workplace, and
encourage resilience in the face of chronic diseases such as diabetes. Self-esteem is
not self-compassion, narcissism, or self-efficacy. It’s our estimation of our own worth,
based on our assessment of our self-concept.

Two Strategies for Measuring Self-Esteem

Because self-esteem is a complex, abstract, and subjective

construct, it’s important to understand about how researchers
operationalize it in scientific studies.
There are two general strategies for measuring self-esteem:
explicit, direct measures and implicit, indirect measures.

1. Measuring Explicit Self-Esteem (Directly)

Researchers frequently use this technique, called reverse scoring,

to inspire careful reading of each item on a scale; it stops people from

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 simply writing the same response to every question without really
reading them. Read the scoring instructions to confirm you come up
with the correct result.

2. Measuring Implicit Self-Esteem (Indirectly)

Sometimes people are neither willing nor able to give researchers a

precise report. A problem called social desirability (one type of
impression management) may inspire inaccurate answering to topics
that, if answered honestly, might trigger an uncomfortable response.
For example, social desirability might reassure dishonest boost to self-
report of taboo or personal sexual behavior, family violence, or out of
favor political loyalties. When this is the case, indirect or implicit
methodologies may yield more reliable, valid responses than direct,
explicit, self-report lines to collecting data.

Collective Self-Esteem

Collective self-esteem is our assessment of the value of the social groups in

which we are members. It is defined as “that aspect of an individual’s self-concept
which comes from his knowledge of his membership in a social group (or groups)
together with the value and emotional significance attached to that membership”. You
have collective self-esteem for the reputation of your college or university, for example;
do you feel proud of your school? What about your religious group, political party,
chosen major, and so on? Do you feel good about these groups?

ASSESSMENT TASK 6-1

I. Choose the correct answer.

1. It is good for your physical and emotional health.
a. Don’t make mountains outs of molehills c. Meditation

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 b. Take a daily inventory of your emotions d. Regular exercise

2. It has wide variety of health benefits, and stress reduction is one of the big ones.
a. Don’t make mountains outs of molehills c. Meditation
b. Take a daily inventory of your emotions d. Regular exercise

3. When difficult situations arise, it is important to assess how bad they really are before
going into panic mode.
a. Don’t make mountains outs of c. Emotions Organize and Motivate
molehills Action
b. Take a daily inventory of your d. Regular exercise
emotions

4. Function of emotion that can signal us that something is going on.

a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action
d. Emotions can be self- validating

5. Functions of emotions that can also help us overcome obstacles in our environment.
a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action
d. Emotions can be self- validating

6. We communicate our emotions to other with verbal and nonverbal (facial expressions,
body gestures or postures) language.
a. Don’t make mountains outs of molehills
b. Emotions Communicate to and influence others
c. Emotions Organize and Motivate Action
d. Emotions can be self- validating

7. It is an automatic, built- in part of our behavior.

a. Hard- wired b. Emotion c. Anger d. Guilt

8. May motivate and help people who are protesting injustices.

a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

9. May keep someone who is dieting stick to her diet.

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 a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

10. It helps us overcome obstacles in our environment.

a. Hard Working b. Hospitable c. Respectful d. Colonial
Mentality

II. Choose the correct answer.

1. It is an element of social psychology concerning how we process information about
people.

a. Social Norms b. Interactions c. Person Perception d. Relationships

2. It refers to the communication of thoughts and feelings between individuals.

a. Social Norms b. Interactions c. Person Perception d. Relationships

3. The way in which two or more concepts, objects, or people are connected, or the state
of being connected.

a. Social Norms b. Interactions c. Person Perception d. Relationships

4. Are unwritten rules about how to behave?

a. Social Norms b. Interactions c. Person Perception d. Relationships

5. Can be defined as ‘an improvement in performance produced by the mere presence of

others.

a. Social Facilitation b. Conformity c. Relationships d. Social Role

6. Is a type of social influence involving a change in belief or behavior in order to fit in

with a group?

a. Social Facilitation b. Conformity c. Relationships d. Social Role

7. Are the parts people play as members of a social group?

a. Social Facilitation b. Conformity c. Relationships d. Social Role

8. The way in which two or more people, groups, countries, etc., talk to and deal with
each other.

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 a. Social Facilitation b. Conformity c. Relationships d. Social Role

9. Denotes a functional state of readiness which determines the organism to react in a

characteristics way to certain stimuli or stimulus situations.

a. Love b. Attitude c. Stereotype d. Intimacy

10. Have been defined as a false classificatory concept to which as a rule a strong
emotional feeling tone of likes or dislikes, approval or disapproval is attached.

a. Love b. Attitude c. Stereotype d. Intimacy

ASSESSMENT TASK 6-2

Critical thinking challenge (10 points each)

I. Identify three activities you enjoy doing, such as sports, hobbies, and studying
various subjects. Then, make one upward social comparison and one downward
social comparison for each activity. As you identified one person who was better
than you and one person who wasn’t as advanced, what emotions resulted from
each type of comparison?

II. Make a list of traits that make up your actual self, then one for your ideal self,
and finally one for your ought self. Mark the traits that match across lists, and
mark the traits that don’t match. How do you feel about the traits that don’t
match? Are the emotions you experience in alignment with what self-discrepancy
theory hypothesized you would feel?

III. Under what circumstances are you more likely to use ingratiation, self-promotion,
or conspicuous consumption? Are there situations where attempting to use these
self-presentation tactics would backfire?
IV. If optimal margin theory is true, then how will you know when you have gone
beyond the boundary of healthy self-deception? Can you identify ways that you
are currently engaging in self-deception?
SUMMARY

• The self is an abstract and subjective psychological concept that makes it

sometimes hard to define and measure. We start with self-awareness, the

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 understanding that we are a separate entity from other people and objects in our
world. Infants seem to show self-awareness from very early on when they imitate
the facial expressions and sounds they observe. Scientists have created the
“mirror self-recognition test” to measure self-awareness; here, they place red
dye on an animal’s forehead then show the animal a mirror. If the animal touches
the dye on its own head—and not on the mirror—this seems to indicate that the
animal is aware that the dye is on itself.

• Self-perception theory notes that when we form impressions of others, we do so

by observing their behaviors, then making guesses about those people’s values,
opinions, and so on. The theory suggests that we form our self-concept in the
same way; we observe our own behavior and form our self-concept by inferring
what our own values, opinions, and so forth are based on those behaviors.

• Self-presentation is the tendency to adjust how we publicly display the self to

gain social influence; this tendency is also called impression management. For
example, ingratiation involves attempts to get others to like us by either praising
other people (other-enhancement) or pretending to agree with other people
(opinion conformity). Self-promotion is an impression management technique
that makes us appear more successful or more significant that we really are, and
conspicuous consumption is when we show off the use of expensive, flashy
products such as cars or jewelry
Self-esteem is our subjective, personal evaluation of our self-concept. It is not
the same thing as self-compassion, narcissism, or self-efficacy. There are two
general strategies for measuring self-esteem. The first is explicit, direct tests
such as self-report scales that simply ask people about their view of themselves.
The second is implicit, indirect tests that measure self-esteem in other ways. For
example, the Implicit Association Test measures how quickly people respond on
a computer when given different pairs of concepts. If people can respond more
quickly when the “self” is paired with positive words or images, compared to
negative words or images, then that might indicate a positive self-esteem. There
are several criticisms of this approach, however.

REFERENCES

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DBT self help (n.d.). The Functions of emotions. Retrieved from
https://www.dbtselfhelp.com/html/print062.html

Rosenthal, N. (2011). 9 simple tips to help you manage your emotions. Retrieved
From https://www.normanrosenthal.com/blog/2011/08/tips-help-
manage-
stress-emotions/

Sage Publication (n.d.). The Social Self. Retrieved from

https://us.sagepub.com/sites/default/files/03_heinzen_the_social_self.pd
f

MODULE 7
THE DIGITAL SELF

157
 Introduction

This chapter explores the complications, conveniences, and conflicts that

technology presents in personal and professional relationships. As we face different
scenarios, experiences, and people in the digital world, we tent to present another
persona.

Learning Outcomes

At the end of this module, students should be able to:

1. Determine why people has selective self-presentation.

2. Analyze the impact of impression management
3. Promote safe online identity

Lesson 1. Selective Self presentation and Impression Management

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 Figure 7.1. Digital Self (2020) from 2ser.com

Thompson’s (1995), Giddens’ (1991), and Hall’s (1992, 1996) concepts of

self-formation, self-identity, and identification respectively proposed the concept
of self-creation/presentation.

1. What is a selective Self-Presentation? (Fleming, 2015)

The process of creating a digital artefact which is carefully chosen

representation or expression of one’s real world self. It is use to control the
impressions of others social interaction.

Types of Self-presentation

• Authentic - Goal is to create an image consistent with the way we view

ourselves.
• Ideal - Goal is to establish an image consistent with what we wish were.
• Tactical - Goal is to establish a public image consistent with what the
others want or expect us to be.

Impression Management

A person influencing another’s person interpretation place or thing by

controlling the information they receive. In tactical self-presentation, a person
cares only about the impact of the image they present to others, not about
whether that image is consistent with the real or ideal self.
• People who engage in tactical self-presentation usually have an ulterior
motive.
• They often want others to view them positively to get rewards.

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 Characteristics of Impression Management

• Explains why our behavior can change if we notice that we are being watched
or observed.
• It can change depending on who we are interacting with or what personal
information we need to be providing to present ourselves in a way that will be
acceptable to others.
Thus, we can select only what we want to present and impress to others,
what we view beneficial to our personality, especially when we create a digital
self. We carefully choose representation or expression of one’s real world to the
online world.

Young people create/recreate their self-identity by means of “impression

management” (Gofman, 1959). Why do young people use social media for
impression management even though this use involves various risks? Young
people tend to post “cool” photos and videos online for impression management,
even though it is risky to post such content- which might show the subject
engaging in irresponsible or illegal behavior-online. The reason they do this is
because they want to be recognized by their friends and gain popularity.

2. Online Identity and “Self” in Cyberspace: (I, Me, Myself, and My User ID Online
Identity)

Online Identity (Internet Society, n.d.)

The sum of your characteristics and interactions. Sometimes the different

representation of you are referred to as partial identities.

How do you build your online identity?

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 Every website that you interact with what will collect its own
version of who you are, based on the information that you have shared.
Thus, it is up to you on how you will represent yourself as closely as who
you are and what you do in a real life or selectively, to create a
representation far from your real life..

3. Impact of Online Interactions of Self (Margalit, 2018)

When interacting with people, we automatically make inferences about

them without even consciously aware of it.

How does Facebook provide opportunities for increased identity

development?

Research suggests that young users report increased self-esteem and

general well-being of positive feedback on social networking sites (Valkenburg,
Peter, Schouten, 2006). However online interactions cannot reveal our true
feelings and can decrease people’s happiness level. We can control our self-
presentation on online interactions and this may be both beneficial and harmful
to individual.

4. Extended Self in a Digital World - Russel W. Berk (2013)

a. Dematerialization

Things are disappearing before our eyes- our information,

communications, photos, videos, music, messages, words, are now largely
invisible and immaterial- composed of electronic-stored in a digital storage
device in location we will never know. Complicate our thinking about
organizations.

b. Re-embodiment

This is the “breakout if the visual” online, leading to a new “construction”

and definition of self in the virtual world where online games, webpages, photo,
and video sharing sites are possible. We are disembodied and re-embodied as

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 avatars, sharing identity with the chosen avatar virtually. We may employ
anonymous and pseudonymous identities online and enact wild fantasy identities
in online games and virtual worlds.

c. Sharing

Uploading, downloading and sharing, etc. provides free access of

information through web surfing. In Facebook, social media friends know more
than the immediate families about our daily activities, connection and thoughts.
Diaries that were once private or shared only with close friends are now posted
as blogs for everyone to read.

d. Co-Construction of Self

Digital involvement in social in nature, social interactions which help in

constructing our individual and joint extended sense of self as the new version of
Cooley’s “Looking Glass Self Theory” known as the collaborative self. Friends
also help to co-construct and reaffirm each other’s sense of self through their
posting, tagging and comments.

e. Distributed Memory

The identity is not to be found in behavior nor in the reactions of others,

but in the capacity to keep a particular narrative going, done by continually
integrating events in the outside world into our ongoing story about the self.
Photos posted in the online world may not be accurate in giving memories of the
past since the photos, blogs, etc. may just be selected representation of happy
times, hence may not be sufficient to tell our stories.

5. Boundaries of the Online Self

Setting boundaries to your Online Self (Ben-Jospeh, 2018)

• Stick to safer sites.

• Guard your passwords
• Be choosy about your online friends.

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 • Remember that anything you put online or post on a site is there forever, even
if you try to delete it.
• Limit what you share
• Don’t be mean or embarrass other people online

Lesson 2. Self Revelation (Belk, 2013)

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 The sharing of information about self through online facilitated by the
disinhibiting and confessional effects means that it is now far easier to present
ourselves in ways that would have been awkward at best in pre-digital times. It would be
considered rude, crass, or naive to introduce ourselves to someone at a social gathering
by telling them about our house, the kind of car we drive, and our stock portfolio. But it
is quite acceptable to show such things in photos we post online, to list them in our
various online profiles, or to discuss them in a blog we write. As noted earlier, this has
led some researchers to emphasize actively managing identities. Coˆte´ sees this as
part of a historical progression from ascribed to achieved to manage social identity. As
one piece of suggestive evidence, Madden and Smith report that 57% of American adults
admit online “ego searching” for information about themselves—more than search for
information about past (46%) or present (38%) friends. But why would we want to even
do this? We were especially interested in looking at why we express ourselves online the
way we do and we wanted to share the most common reasons:

- We want to meet the expectation of others: research shows over 50% of women
would edit their social media photos to look better and meet the expectations
that the media and magazines have set.

- We want to boost our self-esteem: people upload photos and statuses online that
they feel will receive ‘likes’ and positive feedback in which ultimately helps their
egos.

- To feel a sense of belonging: Some of us want to fit in with the crowd and upload
things that are ‘down with the trend’ - for instance, who notices the amount of
people posting pictures of their food increasing? It didn’t come from nowhere.

- Bigger sense of freedom: Unlike real life, digital platforms allow us to express
ourselves in any way we want to without anyone there to physically judge us.

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 - Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to
improve our appearances on photos (through teeth whitening, skin smoothing
and body shape editing) helps consumers to express as their ‘ideal’ self online
and inevitably feel better about themselves.

Loss of Control (Belk, 2013)

At the same time, because of others’ sharing, contemporary processes of self-

management are not fully under our control. Even if we restrict certain content to a
designated circle of online friends, there is no guarantee that the information will not be
reposted, retweeted, or quoted. Sharing confidences with friends is not new, but the
potential audience is now far broader. As some have learned the hard way, appearing
literally or figuratively naked before the world can come back to haunt us in school
admissions, hiring, promotions, and friendships. What was once private is now more
likely to be public. While we may exercise self-control, it is far harder to control all our
digital self-representations when others may reshare with unintended audiences.

Figure 7.2 Stop, Think, Connect (2016). From

http://nanasworld17.blogspot.com/2016/11/image-result-for-safe-internet_7.html

Shared Digital Possessions and Aggregate Self (Belk, 2013)

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 When things are jointly owned, they are also likely to be more relevant to the
aggregate level of self-encompassing those with whom they are shared. In the digital
realm, however, we are part of imagined communities whose members may not be
personally known aside from their pseudonyms and online contributions.
A case in point is file sharers who jointly assemble and share ownership of a set
of musical files. This need not be so-called pirated music like that of Napster and its
successors. It could be a group of friends who swap music in person. It could also be a
channel or group within YouTube or Vimeo. Both the act of sharing and the sense of
joint possession enhance the sense of imagined community and aggregate extended self
in a digital age.
Figure Aggregate extended self

Moreover, the acts of sharing either the files or information about the subject
matter (e.g., a musical or film genre) on forums, in blogs, or via ratings and comments on
sites like Amazon and iTunes, create feelings of group identity. Joint identity is also
found in open-source software collaborations like Linux. Thus, the possibilities of digital
sharing online foster feelings of community and aggregate sense of self, even with
others we would not recognize in person.

Shared Sense of (Cyber) Space (Belk, 2013)

The sense of aggregate self can also extend to a shared sense of space online.
The overlap between digital aggregate extended self among those seeking access rather
than ownership is apparent when we consider cyberspace as a public place that is
occupied by a partially rotating set of participants.

Although there is ownership of property within Second Life and retail web sites
like Amazon.com have owners, on these sites there is a sense that these are public
access spaces.

They invite interaction, comments, ratings, and other forms of Web 2.0
participation by anyone. Individuals may feel proprietary toward their blogs, web sites,

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and social media spaces and may even own a domain name, but in most of these cases
shared access is sought more than ownership.

The whole point of Web 2.0 and most digital devices is to facilitate access and
communication. The Internet and many digital devices free us from the constraints of
time and place and create other, virtual, times and places.

Kozinets and Kedzior call this process of virtual place creation “re-worlding,”
meaning taking us out of the constraints of our physical space and providing us with
new abilities: “The ability to remodel the virtual environment extends the identity project
far beyond the body.

Gender and Sexuality Online

Figure 7.3 Gender and Sexuality online (2016) from discoversociety.org

According to Marwick (2013), while the terms “sex,” “gender,” and “sexuality” are
often thought of as synonymous, they are actually quite distinct. The differences
between the common understandings of these terms and how researchers think about
them yield key insights about the social functioning of gender.

Sexuality is an individual expression and understanding of desire. While like

gender, this is often viewed as binary (homosexual or heterosexual), in reality sexuality
is often experienced as fl

Performing Gender Online (Morgenroth and Ryan, 2018)

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 Theorist Judith Butler (1990) conceptualized gender as a performance. She
explained that popular understandings of gender and sexuality came to be through
discourse and social processes. She argued that gender was performative, in that it is
produced through millions of individual actions, rather than something that comes
naturally to men and women.

Setting Boundaries to Your Online Self: Smart Sharing

The following guidelines will help you share information online in a smart way
that will protect yourself and not harm others. Before posting or sharing anything online,
consider the following:

• Is this post/story necessary?

• Is there a real benefit to this post? Is it funny, warm-hearted, teachable- or am I
just making noise online without purpose?
• Have we (as a family or parent/child) resolved this issue? An issue that is still
being worked out at home, or one that is either vulnerable or highly emotional,
should not be made public.
• Is it appropriate? Does it stay within the boundaries of our family values?
• Will this seem as funny in 5, 10, or 15 years? Or is this post better suited for
sharing with a small group of family members? Or maybe not at all?
Here are additional for proper sharing of information and ethical use of the
Internet according to New (2014):

• Stick to safer sites.

• Guard your passwords.
• Limit what you share.
• Remember that anything you put online or post on a site is there forever, even if
you try to delete it.
• Do not be mean or embarrass other people online.
• Always tell if you see strange or bad behavior online.
• Be choosy about your online friends.
• Be patient.
SUPPLEMENTAL READING MATERIALS
http://collearcorner.weekly.com pp.77

168
http://sites.psu.edu p.78
https://www.kinatex.com

ASSESSMENT TASK 7-1

Instruction: Write a short essay on how you will take care of your digital identity and how
to become a socially responsible internet user.

SUMMARY

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 In the complex process of globalization, and rapid social change, young people
use social media for impression management and self-expression that stems from their
desire for recognition and proof of self-existence. They create and recreate themselves,
through both mediated and non-mediated interactions online, while negotiating the
relationship between the opportunities and the risks implicit in their engagement with
social media.

The used of social media, young people seek and receive information, images,
and cultural values which may be different from those prevalent in their country or
region. The internet and digital media gives alternative social and cultural values that
make it possible for the young people to create a new identity in the global world.

REFERENCES

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Ben-Joseph, E. P. (2018). Online Safety. Retrieved from
https://kidshealth.org/en/kids/online-id.html
Belk, R. W. (2013). Extend self in a digital world. Retrieved from
https://preview.academic.oup.com/jcr/article/40/3/477/2379767
Fleming, D. (2015). Self-presentation and impression management. Retrieved from
https://slideplayer.com/slide/6142770/
Internet Society (n.d.). Online Identity: an overview. Retrieved from
https://www.internetsociety.org/wp-
content/uploads/tutorials/online_identity_overview/story_content/external_files/
Overview%20Online%20Identity.pdf
Margalit, L. (2018). The mindsets series: introduction to mindset. Retrieved from
https://www.clicktale.com/resources/blog/the-mindsets-series-introduction-to-
mindsets/
Marwick, A. (2013) “Gender, Sexuality and Social Media.” In Senft, T. & Hunsinger, J.
(eds),
The Social Media Handbook. New York: Routledge, pp. 59-75.
Morgenroth, T., Ryan, M. K. (2018). Gender trouble in social psychology. Retrieved from
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01320/full

MODULE 8
MANAGING AND CARING FOR THE SELF: A
BETTER ME AND MY FUTURE GOALS

171
 Introduction

This part is all about how to manage and took care of one self. To start the
lesson about it, we will first explore on motivating ourselves to become a better person
of today and become a success of the future. There are ways and ideas on this lesson
that will help us understand the concept of being a holistic person.

Learning Outcomes

At the end of this module, students should be able to:

1. Learn how to become a better student

2. Determine the importance of setting goal
3. Appreciate the acquisition of metacognition

Lesson 1. Learning to be a Better Student

What Happens To Your Brain During Learning?

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 According to to Dr. Pascale Michelon (2008) it was believed that as we aged,
the connections in the brain became fixed, and then simply faded. Research has
shown that the brain never stops changing through learning.

Learning a new skill at any age has a specific and definite impact on your brain
that scientists now know a lot about. After you learn something new, your brain is
never the same again. Each and every time we learn something new our brain forms
new connections and neurons and makes existing neural pathways stronger or
weaker. Some experts call these changes “plasticity” in the brain. “Dendrites in
your neurons get signals from other dendrites, and the signals travel along the axon,
which connects them to other neurons and dendrites. These signals travel fast,
often in only fractions of a second, and many of the signals are sent without the
brain being aware of the action”. Your brain will continue changing right up until the
end of your life, and the more you learn along the way, the more your brain will
change and the more “plastic” it will be.

Manage your own learning with the Zimmerman’s Model (Zimmerman, n.d.)

Plan it, Practice it, evaluate it

Figure 8.1 The SRL model (n.d.) from http://learningandtheadolescentmind.org/people_04.html

Within each phase, there are multiple opportunities for students to gather
and effectively use feedback to improve their performance. During the planning
phase, students learn to more accurately assess their academic situation and
choose strategies that best address a specific learning challenge. They also set

173
 achievable short- and long-term goals. During the practice phase, learners
implement the selected strategies and make ongoing adjustments to their plan as
they self-monitor their progress. Last, during the evaluation phase, students
evaluate the effectiveness of each strategy in helping them achieve their goals.
Feedback from the evaluation phase is then applied to the start of the next cycle
of learning.

Lesson 2. Goal Setting

Goal Setting vs. Mind Setting

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 Personal Goal Setting (Mindtools, n.d.)
Goal setting is a powerful process for thinking about your ideal future, and
for motivating yourself to turn your vision of this future into reality. The process
of setting goals helps you choose where you want to go in life. By knowing
precisely what you want to achieve, you know where you have to concentrate
your efforts. You'll also quickly spot the distractions that can, so easily, lead you
astray.

A useful way of making goals more powerful is to use the SMART goals.
SMART usually stands for:

S – Specific (or Significant).

M – Measurable (or Meaningful).
A – Attainable (or Action-Oriented).
R – Relevant (or Rewarding).
T – Time-bound (or Trackable).

Goal setting is an important method for:

1. Deciding what you want to achieve in your life.

2. Separating what's important from what's irrelevant, or a distraction.
3. Motivating you.
4. Building your self-confidence, based on successful achievement of
goals.

Set your lifetime goals first. Then, set a five-year plan of smaller goals that
you need to complete if you are to reach your lifetime plan. Keep the process
going by regularly reviewing and updating your goals. And remember to take time
to enjoy the satisfaction of achieving your goals when you do so.

How does mindset affect learning?

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Mindset Theory – Fixed Vs. Growth Mindset from Dweck Theory (Mitton Media,
n.d.)

Figure 8.2 Fixed Mindset vs Growth Mindset (n.d.) from

https://www.screwtheninetofive.com/differences-between-growth-and-fixed-mindset/

“Mindset” refers to implicit theories that individuals hold regarding the

nature of intelligent behavior; to the degree that individuals attribute intelligence
to fixed traits, they hold a “fixed” theory of intelligence (that is, a fixed mindset),
and to the degree that they attribute intelligence to learning, effort, training, and
practice, they hold a “growth” theory of intelligence (that is, a growth mindset).
The terms fixed and growth mindset replaced the earlier terms for entity and
incremental theories of intelligence.

Individuals with a fixed mindset believe that their qualities (such as

intelligence and other personality traits) are “set in stone”– how God made you is
basically who you are. One’s traits are fixed — not something that can be
practiced or developed.

Individuals with a growth mindset, on the other hand, believe that effort or
training can change one’s qualities and traits.
Dweck’s research between learner’s beliefs about their own mental
abilities and their behavior when challenged, whether these mindsets can be
changed or experiences of success increases learner’s desires for challenge and
improve their resilience in the face of setbacks.

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 Developing A Growth Mindset (Zimmerman, 2016)

Figure 8.3 Developing a growth mindset (2018) from medium.com

1. Create a New Compelling Belief

Create a new compelling belief by believing your talents and skills can be
honed by applying oneself. It is your consistent effort and enjoyment of one's
chosen path in life that illuminates the road to mastery.

2. View Failure in a Different Light

Failure is the time to apply extra effort to significantly improve your
results. Failure is what you do and understanding what you can learn from it.
Remember, it is not who you are as a human being.

3. Sky Rocket Your Self-Awareness

Become acutely aware of your many gifts and talents. Fully comprehend
your key strengths and weaknesses. Ask others for feedback such as your closest
friends, family members, boss and colleagues as they can offer slightly different
views and give you an overall perspective on what to focus on and areas for
development.

4. Become a Curious Learner

Act like a child does on a daily basis, live in wonderment and discover the
beauty of life. Decide today, to continually focus on learning and growing. Begin
by asking more questions and being more curious about everyone you meet, the
journey they have been on and what they can teach you.

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5. Challenges Are Your New Best Friend
As in life, it is the never ending mountain ranges like the highest mountain
in the world, Mauna Kea. When one chooses to climb the mountain, they must
overcome the insurmountable challenges in order to get to the top. They choose
to risk their life, help others in their journey, and become indestructible in body
and mind. Those with a growth mindset excel with challenges. Challenges propel
them forward towards their goals, it is the fuel that inevitably helps them rise to
the top. It is all about learning and taking positive action time and time again. No
matter how far they fall, they continue to get back up to begin playing the game
once more.

6. Love Takes You to The Top

Those with a growth mindset whom naturally love what they do, rise to the
top more organically.
With some of them having no aspirations to go there, it is purely a spin-off from
doing what they absolutely love and continuing to do so with all of their heart and
soul even when faced with adversity and challenges.

7. Tenacity That Ignites

The tenacity forms part of their character and is an essential ingredient in
becoming unstoppable. Giving up is not part of their vocabulary, they have a goal
and won't stop until they arrive.
Their tenacity is an essential ingredient to one's success, without it one will
falter, slip and inevitably fall to the lowest levels. This is what separates a novice
from a champion.

8. Massively Inspired By Others

Those with a growth mindset love to see others reach the echelons of
success. This add more fuel to their blazing fire that is alight within and helps
them continue their journey. Watching others succeed liberates their soul as to
the possibilities of life. Their genuine happiness and excitement for others
unwittingly attracts and returns success back to them. For one can never receive
what they resent. The bottom line is like all wonderful things in life it takes time
just as day moves into night, the moon shines bright and the stars light up the
sky.

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Lesson 3. Matacognition (Millis, 2016)

Metacognition, simplistically defined, can be described as “cognition about

cognition” or “thinking about thinking” (Flavell, Miller & Miller, 2002, p. 175; Shamir,
Metvarech, & Gida, 2009, p. 47; Veeman, Van Hout-Wolters, & Afflerbach, 2006, p. 5).
However, because metacognition is multifaceted and multi-layered (Dunlosky &
Metcalf, 2009, p. 1; Flavell, 1976; Hall, Danielewicz, & Ware , 2013, p. 149; Lovett, 2013,
p. 20), more complex definitions are called for.
Basically, metacognition must be viewed as an ongoing process that involves
reflection and action. Metacognitive thinkers change both their understandings and
their strategies. The clearest definitions of metacognition emphasize its nature as a
process or cycle.

Several authors (Nilson, 2013, p. 9; Schraw, 2001; & Zimmerman, 1998; 2000;
2002) narrow this process down to three ongoing stages.
The first stage, pre-planning, emphasizes the need for reflection on both one’s
own thinking and the task at hand, including reflection on past strategies that might
have succeeded or failed.
Following this self-reflection, during planning, metacognitive thinkers develop
and implement—put into action—a plan.
In the third and final stage—post-planning adjustments/revisions— subsequent
analysis following implementation leads to modifications, revised decisions, and new
future plans.
In an excellent summary, Wirth states that “metacognition requires students both
to understand how they are learning and to develop the ability to make plans, to monitor
progress and to make adjustments” (as cited in Jaschik, 2011, p. 2).

Components of Metacognition (Hendrick, 2014)

Metacognition is often simply defined as, “thinking about thinking”. In actuality,
defining metacognition is not that simple.

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 Metacognition is classified into 3 components:

Metacognitive Knowledge or Metacognitive Awareness

It is what individuals know about themselves and others as cognitive processes,
knowledge that can be used to control cognitive processes. Flavell further divides.

Metacognitive Knowledge into 3 categories:

• Knowledge of Person variables refers to general knowledge about how

human beings learn and process information, as well as individual’s
knowledge of one’s own learning processes.

• Knowledge of Task variables include knowledge about the nature of the

task as well as the type of processing demands that it will place upon the
individual.

• Knowledge of Strategy variables include knowledge about both cognitive

and metacognitive strategies, as well as conditional knowledge about
when and where it is appropriate to use such strategies.

Metacognitive Regulation
Metacognitive Experiences involve the use of Metacognitive Strategies or
Metacognitive Regulation (Brown, 1987). Metacognitive strategies are sequential
processes that one uses to control cognitive activities, and to ensure that a cognitive
goal (eg:- understanding a text) has been met. These processes help to regulate and
oversee learning, and consist of planning and monitoring cognitive activities, as well as
checking the outcomes of those activities. Thus, metacognitive regulation is the
regulation of cognition and learning experiences through a set of activities that help
people control their learning.

For example, after reading a paragraph in a text, a learner may question herself
about the concepts discussed in the paragraph. Her cognitive goal is to understand the
text. Self-questioning is a common Metacognitive Comprehension Monitoring Strategy.
If she finds that she cannot answer her own questions, or that she does not understand
the material discussed, she must then determine what needs to be done to ensure that

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she meets the cognitive goal of understanding the text. She may decide to go back and
reread the paragraph with the goal of being able to answer the questions she had
generated if, after rereading through the text she can now answer the questions, she
may determine that she understands the material. Thus, the Metacognitive Strategy of
self-questioning is used to ensure that the cognitive goal of comprehension is met.

Metacognitive Experiences
Metacognition, or the ability to control one’s cognitive processes (self regulation)
has been linked to intelligence (Borokowski et al., 1987, Brown, 1987, Sternberg, 1984,
1986). Sternberg refers to these executive processes as “Metacomponents in his
triarchic theory of control, other cognitive components as well as receive feed back from
these components. According to Sternberg, Metacomponents are responsible for
“figuring out how to do a particular task or set of tasks, and then making sure that the
task or set of tasks are done correctly” (Sternberg, 1986). These executive processes
involve planning, evaluating, monitoring and problem solving activities. Sternberg
maintains that the ability to appropriately allocate cognitive resources, such as deciding
how and when a given task should be accomplished is central to intelligence.

Flavell (1979) offered a model of Metacognition with four components.

• Metacognitive knowledge
• Metacognitive experience
• Goals (tasks)
• Actions (strategies)

Metacognitive Knowledge refers to the personal perspectives of one’s own

learning abilities as well as others. Metacognitive knowledge refers to one’s stored
world knowledge that “has to do people as cognitive creatures and with their diverse
cognitive tasks, goals, actions and experiences. It consists of one’s knowledge or beliefs
about three general factors: his or her own nature or nature of another as a cognitive
processor, a task, its demands, and how those demands can be met under varying
conditions; and strategies for accomplishing the task (cognitive strategies that are
involved to make progress toward goals and metacognitive strategies that are invoked to
monitor the progress of cognitive strategies). Metacognitive knowledge may influence
the course of cognitive enterprises through a deliberate and conscious memory search

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or through unconscious and automatic cognitive processes. Metacognitive knowledge
may lead to a wide
variety of Metacognitive experience, which Flavell describes a conscious cognitive
affective experience that accompany and pertain to an intellectual enterprise.

• Metacognitive experience is the conscious consideration of intellectual

experiences that accompany any success or failure in learning.

• Metacognitive goals or tasks of metacognition are the actual objectives

of cognitive endeavour, such as reading and comprehension of a passage.

• Metacognitive actions or strategies refer to the utilization of specific

techniques that may assist in understanding.

• Metamemory involves two processes, the first process monitors progress

as an individual learns and the second makes changes and adopts various
strategies if a person believes that they are not doing well (Nelson and
Narens, 1994; Ridley, et al. ,1992).

Metcognitive skills are:

• Task Analysis
• Planning
• Monitoring
• Checking or evaluation
• Recapitulation

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 ASSESSMENT TASK 8-1

1. What is metacognition?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What is the importance of metacognition?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. What is the process of attaining metacognition?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. What are the strategies of metacognition?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

5. How will you apply this lesson to your daily life?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

SUMMARY

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Learning is the process of acquiring new understanding, knowledge, behaviors, skills,
values, attitudes, and preferences. The ability to learn is possessed by humans, animals,
and some machines; there is also evidence for some kind of learning in certain plants.

Goal setting involves the development of an action plan designed to motivate and guide
a person or group toward a goal. Goal setting can be guided by goal-setting criteria (or
rules) such as SMART criteria. Goal setting is a major component of personal-
development and management literature.

Metacognition is "cognition about cognition", "thinking about thinking", "knowing about

knowing", becoming "aware of one's awareness" and higher-order thinking skills. The
term comes from the root word meta, meaning "beyond", or "on top of".

REFERENCES

Websites:

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Hendrick, C. (2014). Metacognition: an overview. Retrieved from
https://learning.wellingtoncollege.org.uk/resources/metacognition-an-
overview/#:~:text=Metacognition%2C%20or%20the%20ability%20to,1984%2C%2
01986a%2C%201986b).&text=Metacomponents%20are%20executive%20process
es%20that,receive%20feedback%20from%20these%20components.
Michelon, P. (2008). Brain plasticity: How learning changes your brain. Retrieved from
https://sharpbrains.com/blog/2008/02/26/brain-plasticity-how-learning-
changes-your-brain/
Millis, B. J. (2016). Using metacognition to promote learning. Retrieved from
https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA
%20Papers/PaperIDEA_63.pdf
Mindtools (n.d.). Personal Goal Setting. Retrieved from
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C%20measureable%2C,to%20make%20them%20feel%20tangible.&text=Goal%20
setting%20is%20a%20powerful,of%20this%20future%20into%20reality.
Mitton Media (n.d.). Why your mind set can determine recruitment advertising success
or
failure. Retrieved from https://www.mittonmedia.com/2017/07/mindset/
Zimmerman, A. (2016). Developing a growth mind set. Retrieved from
https://www.inc.com/angelina-zimmerman/the-8-tremendous-ways-for-
developing-a-growth-mindset.html
Zimmerman, B. (n.d.). Learning and the adolescent mind. Retrieved from
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Books:

Tamban, Victoria E. et al, Understanding the Self 2019

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