9th Module Do Not Just Dream Make It Happen

OUR LADY OF LOURDES COLLEGE FOUNDATION
Vinzons Ave., Daet, Camarines Norte, 4600 Philippines

COLLEGE OF ARTS AND SCIENCES
FIRST SEMESTER
S.Y. 2021-2022
GEC – UNDERSTANDING THE SELF

LESSON 16: DO NOT JUST DREAM, MAKE IT HAPPEN
Introduction:
Jack Canfield is an epitome of success. He has authored seven books listed in the Guinness Book of
World Records as New York Times Bestseller, beating Stephen King. One of Canfield’s featured quotes
about success is: “By taking the time to stop and appreciate who you are and what you have achieved –
and perhaps learned through a few mistakes, stumbles and losses – you actually can enhance everything
about you. Self-acknowledgement and appreciation are what give you the insights and awareness to move
forward toward higher goals and accomplishments”.
Overview:
In this lesson, we will learn more about Canfield’s quote through Albert Bandura’s self-efficacy theory,
Dweck mindsets theory, and Locke’s goal setting theory.
Learning Objectives:
At the end of this module, the students are expected to:
1. use Bandura’s self-efficacy theory for self-assessment;

2. differentiate growth and fixed mindset by Dweck; and
3. design personal goals adapting Locke’s goal setting theory.
PRELIMINARY TEST
Answer the following questions in long bond paper.
ACTIVITY I: 5-10-20 Selfie
1. Draw or cut out pictures of your envisioned “Future Self”. Who would you be in the following
years:
a. Five years from now
b. Ten years from now
c. Twenty years from now
ANALYSIS: Envisioned Self Plan
2. Who are you or what would you become:

a. In five years
b. In ten years
c. In twenty years
3. What are your motivations for your envisioned self:
a. In five years
b. In ten years
c. In twenty years
4. Outline your plans on how you will make your envisioned self into reality:
a. In five years
b. In ten years
c. In twenty years
5. How do you feel after doing this exercise?
6. What is your perception on goal setting?
Do Not Just Dream, Make It Happen – 9th Module | 1

Lesson Proper:
ALBERT E. BANDURA’S SELF-EFFICACY
The Bobo Doll Experiment
In the 1950s, Dr. Bandura had a study known as the Bobo Doll Experiment. In this experiment, the
sample children were presented with new social models of violent and nonviolent behavior toward an
inflatable redounding Bobo Doll. The result were: the group of children who saw the violent behavior
model became violent to the doll, while the control group who was presented with the nonviolent
behavior model was rarely violent to the doll. This experiment has proven right the hypothesis that social
modeling is a very effective way of learning.
Dr. Bandura introduced the social learning theory that focuses on what people learn from observing and
interacting with other people. Bandura’s social cognitive theory states that people are active participants I
their environment and are not simply shaped by that environment.
Summary of Self-efficacy Theory
Weibell summarized Albert Bandura’s self-efficacy theory:
“Self-efficacy theory is based on the assumption that psychological procedures serve as a means of
creating and strengthening expectations of personal efficacy.”
Weibell stated that Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to
produce designated levels of performance that exercise influence over events that affect their lives,” such
as:
1. Approach difficult tasks as challenges to be mastered;

2. Set challenging goals and maintain strong commitment to them;
3. Heighten or sustain in the face of failures or setbacks;
4. Attribute failure to insufficient knowledge and skills which are acquirable; and
5. Approach threatening situations with assurance that they can exercise control over them.
In contrast, people “who doubt their capabilities”;
1. Shy away from tasks they view as personal threats;

2. Have low aspirations and weak commitment to goals they choose to pursue;
3. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse outcomes,
rather than concentrating on how to perform successfully;
4. Slacken their efforts and give up quickly in the face of difficulties;
5. Are slow to recover their sense of efficacy following failure or setbacks;
6. Fall easy victim to stress and depression.
Dr. Bandura described four main sources of influence by which a person’s self-efficacy is developed and
maintained. These are:
1. Performance accomplishments or mastery experiences;

2. Vicarious experiences;
3. Verbal or social persuasion; and
4. Physiological (somatic and emotional) states.
Mastery performance or physical performance accomplishments are the most effective ways to create a
strong sense of efficacy.
Vicarious experiences through observance of social models also influence one’s perception of self-
efficacy. The most important factor that determines the strength of influence of an observed success or
failure on one’s own self-efficacy is the degree of similarity between the observer and the model.

Verbal or social persuasion also affects one’s perception of self-efficacy. It is “a way of strengthening
people’s beliefs that they have what it takes to succeed.” Verbal or social persuasion can provide a
temporary boost in perceived ability.
People also rely on their somatic or emotional states when judging their capabilities. Stress and tension
are interpreted as signs of vulnerability to poor performance. People with high sense of self-efficacy may
perceive affective arousal as “an energizing facilitator of performance, whereas those who are beset by
self-doubts regard their arousal as a debilitator.
CAROL S. DWECK’S FIXED AND GROWTH MINDSET THEORY
Dr. Dweck described people with two types of mindset. People who believe that success is based on their
innate abilities have a “fixed” theory of intelligence, and goes under fixed mindset. On the other hand,
people who believe that success is based on handwork, learning, training, and perseverance have growth
theory of intelligence, which goes under growth mindset.
According to Dr. Dweck, individuals may not necessarily be aware of their own mindset, but their
mindset can still be discerned based on their behavior. These two mindsets play an important role in all
aspects of a person’s life. Dr. Dweck argues that the growth mindset will allow a person to live a less
stressful and more successful life.
In a fixed mindset, students believe their basic abilities, their intelligence, their talents are just fixed traits.
In growth mindset, students understand that their talents and abilities can be developed through effort,
good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be
Eintein, but they believe everyone can get smarter if they work for it.
EDWIN A. LOCKE’S GOAL SETTING THEORY
The goal setting theory was first studied by Dr. Locke in the middle of 1960s. The basic contents of goal
setting theory are summarized in terms of 14 categories of findings discussed in the article.
Goal Attributes
Goals have both an internal and an external aspect. Internally, they are ideas; externally, they refer to the
object or condition sought. The idea guides action to attain the object. Two broad attributes of goals are
content and intensity. Qualitatively, the content of a goal is whatever the person is seeking.
Quantitatively, two attributes of content, difficulty, and specifically, have been studied.
14 Research Findings
1. The more difficult the goal, the greater the achievement.

2. The more specific or explicit the goal, the more precisely performance is regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. The individual is convinced that the goal is important and attainable
6. In addition to having a direct effect on performance, self-efficacy influences:
a. The difficulty level of the goal chosen or accepted;
b. Commitment to goals;
c. The response to negative feedback or failure; and
d. The choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in relation to the goal.
8. Goal setting mediates the effect of knowledge of past performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort exerted, and the
persistence of action over time.
10. Goals stimulate planning in general.

11. When people strive for goals on complex tasks, they are least effective in discovering suitable
task strategies if:
a. They have no prior experience or training on the task;
b. There is high pressure to perform well; and
c. There is high time pressure (to perform well immediately).
12. Goals, in combination with self-efficacy, mediate or partially mediate the effects of several
personality traits and incentives on performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the absence of
training for the purpose of self-regulation.
14. Goal serve as standards of self-satisfaction, with harder goals demanding higher accomplishment
in order to attain self-satisfaction than easy goals.
LEARNING ASSESSMENT:
ACTIVITY II: Goal Setting Plan

 In one long bond paper, create a goal setting plan using any form of diagram that shows how you
are going to survive your college life. Explain briefly.
ACTIVITY III: Dream Board

 In one long bond paper, make your dream board, five years after college graduation. Explain
briefly.
ASSESSMENT /EVALUATION RUBRICS
Grades Rubrics Points Rating Scale for Module Output

A+ Shows complete understanding of the question. Very informative and well organized. Can able to
(96-100%) relate the topic to his/her personality with ease.
A Shows substantial understanding of the question. Good solid response with clear explanation with
(92-95%) some minor yet non-trivial gaps in their reasoning ability.
B+ Response shows some understanding of the question. Meet the requirements of the problem.
(87-90%)
B Shows unclear yet related answer to the problem. Student may have starter out correctly, but gone
(84-86%) on a main concept or not finished the problem.
C+ Shows incomplete answer to the problem.
(80-83%)
C Misses key points.
(75-79%)
F No answer at all
Reference:
Alata, Eden Joy P., et. al., Understanding the Self (Quezon City: Rex Book Store, 2018).
Hyperlink:
For our next module, we will discuss the Less Stress, More Care

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OUR LADY OF LOURDES COLLEGE FOUNDATION

Vinzons Ave., Daet, Camarines Norte, 4600 Philippines

GEC – UNDERSTANDING THE SELF

At the end of this module, the students are expected to:

1. use Bandura’s self-efficacy theory for self-assessment;

Answer the following questions in long bond paper.

ACTIVITY I: 5-10-20 Selfie

ANALYSIS: Envisioned Self Plan

2. Who are you or what would you become:

Do Not Just Dream, Make It Happen – 9th Module | 1

ALBERT E. BANDURA’S SELF-EFFICACY

The Bobo Doll Experiment

Summary of Self-efficacy Theory

Weibell summarized Albert Bandura’s self-efficacy theory:

1. Approach difficult tasks as challenges to be mastered;

In contrast, people “who doubt their capabilities”;

1. Shy away from tasks they view as personal threats;

1. Performance accomplishments or mastery experiences;

Do Not Just Dream, Make It Happen – 9th Module | 2

CAROL S. DWECK’S FIXED AND GROWTH MINDSET THEORY

EDWIN A. LOCKE’S GOAL SETTING THEORY

1. The more difficult the goal, the greater the achievement.

Do Not Just Dream, Make It Happen – 9th Module | 3

ACTIVITY II: Goal Setting Plan

ACTIVITY III: Dream Board

ASSESSMENT /EVALUATION RUBRICS

Grades Rubrics Points Rating Scale for Module Output

Do Not Just Dream, Make It Happen – 9th Module | 4

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