Man As Person with Lessons on Learning Styles and Strategies for Success in College and Life

Universidad De ZamboangaSchool of Education, Arts and Sciences (SEAS)

Office of the Euthenics CoordinatorZAEC Main Campus, Room 105S, Summit Center Building Tetuan, Zamboanga City 7000

Philippines

This Module belongsto:

Name:______________________________

Course & Section:_____________________

Student Number:______________________

Time & Day:__________________________

Subject Facilitator______________________

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COLLEGE : School of Education Arts and

Sciences

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MODULAR INSTRUCTIONIN

Euthenics 1Man as a Person

(Discovering and Developing Oneself with Lessons on

Learning Styles and Strategies for Success

in College and Life

DEPARTMENT : Euthenics

COURSE NUMBER : 1

COURSE TITLE : Man as a Person with Lessons on

Learning Styles and Strategies for

Success in College and Life

CREDIT UNIT : 2

SEMESTER : First

CURRICULUM YEAR : First Year Students

COURSE/CERTIFICATE/

DIPLOMA/DEGREE : General Education Curriculum

UNIVERSIDAD DE ZAMBO0ANGA

Modular Instruction CenterZAEC MAIN CAMPUS, Room 105-S, Summit Centre, Tetuan, Zamboanga City

Philippines

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APPROVAL SHEET

April 25, 2005

This is to certify that the contents of thisEuthenics 1 (Man As A Person) with Lessons onLearning Styles and Strategies for Success inCollege and Life, Manual have been duly reviewedand verified and hereby approved for distributionand use.

BASHIRUDDIN A. AJIHIL, Ed. D

Vice-President for Academic Affair

FOREWORDThe Values Education Program Framework advanced by

the Department of Education, is premised on the

philosophy of Human Education in all three levels of

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educational system for the development of the human

person who is committed to the building of a just and

humane society and an independent and democratic

nation. (DECS Order No. 6, s. 1988).

This course is offered to all first year students

of Zamboanga A.E. Colleges except for courses under

TESDA. This module is designed to be used in first-year

experience courses. For many students, the first-year

experience course is a literal lifeline. It provides

the means to learn what it takes to achieve academic

success and to make a positive social adjustment to the

campus community. If students learn how to do well in

their first term in college, they are building a

foundation that will last a lifetime.

Furthermore, this course focuses on the study of

discovering of self and the development of one’s self

through the process of self-realization.

THE CONTRIBUTORS

MIC-Euthenics 1 Revised Edition 2

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A C K N O W L E D G M E N T

The researchers and contributors of this modified

and improved modules express their deepest gratitude to

those individuals who provided input every step of

development of this module. These dedicated college

professors and administrators provided thoughtful,

enthusiasm of doing one’s work to share their role in

assisting us, providing a wealth of idea and

strategies. Likewise, for giving unstintingly their

time, and helped shape many aspects of this manuscript.

The contributors and researchers also deeply

appreciative of the concerted efforts of the subject

facilitators in the Euthenics Department, whom despite

of the few numbers, were able to overcome obstacles

with grace and good cheer.

We wish to express our gratitude to our loved

ones, for the inspiration; to our colleagues, for the

moral support; and college deans for their steadfast

help and encouragement.

We sincerely thank the U d Z family, the review

and editing committee for the untiring support in

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reviewing the text and the content of this module;

exceptional teachers who are dedicated to excellence

who conscientiously reviewed this book. Their

constructive comments and suggestions have added

substantially to the quality of this piece of work.

Thank you so much.

ROSEMARIE T. SANTOS

JOSEPHINE C. HABIBON

How to use the MODULE PACKAGES

To earn the prescribed credit units for any

enrolled subject, the students must comply with the

subject requirements and time-tables. After going

through all the separately packaged modular lessons for

a given subject, the students can then submit their

activities, reflections, assignments and requirements

to the subject facilitators.

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A Secretary in the Modular Instruction Center will

accommodate the modular requirements and later turn

over to the assigned subject facilitators for checking

and recording.

Modular Instruction

8

For assistance, please contact the Modular Instruction

Center at 991-3929 or visit us at Room 105-

S, ZAEC TETUAN CAMPUS, Zamboanga

City

Module Contents

MODULE I

(Pre-Mid Coverage)

Why Go to College? Reasons for Pursuing

CollegeEducation

P.O.W.E.R Learning: TheFive Key Steps toAchieving Success

MODULE II

(Midterm Coverage)

LEARNING STYLES

What is Learning styles

Multiple Intelligence’s

Modality Preferences and

Instructional Strategies

Developing Study Skills

MODULE III

(Pre-final Coverage)

Self-Concept and Its

Dynamics

Self-Concept and Its

Dynamics

Dimensions of Self-

Concept

Three Aspects of Self-

Concept

Self-Concept and

Fulfilling Prophecies

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MODULE IV

(Final Coverage)

JOHARI WINDOW

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(PRE-MID COVERAGE)

Why Go to College?

Why Go to College?

Congratulations! You’re in college. Why? Although

it seems as if it should easy to say why you’re

continuing your education, for most students it’s not

simple. The reasons that people go to college vary

from the practical (“ I want to get a good job”), to

the lofty (“I want to learn about people and the

world”), to the unreflective (“Why not?-I don’t have

anything better to do “). Consider your own reasons

for attending college.

Surveys of first year college students show that

almost three-quarters say they want to get a better job

and make more money. But most students also have

additional goals in mind: They want to learn things

that interest them and gain a general education and

appreciation of ideas.

And, in fact, it’s not wrong to expect that a

college education help people find better jobs.

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Consider these reasons why people pursue a college

education:

You’ll learn to think and communicate better. One student

had said, “It’s not about what you major in or which

classes you take… It’s really to think and to communicate.

Wherever you end up, you’ll need to be able to analyze

and solve problems-to figure out what needs to be done

and to do it.”

Education improves your ability to understand the

world-understand it as it now is, and understand it as

it will be. By showing you how to develop your capacity

for critical and creative thinking, education will

increase your abilities to think clearly and to

communicate more effectively with others.

You’ll be able to better deal with advances in knowledge and

technology that are changing the world. Genetic engineering…

drugs to reduce forgetfulness…computers that respond to

our voices. Innovations such as these-and the ones

that haven’t even been thought of yet-illustrate how

rapidly the world is changing. No one knows what the

future will hold.

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But education can provide you with the

intellectual tools that you can apply regardless of the

specific situation in which you find yourself. You

can’t anticipate what the future holds, but you can

prepare for it through a college education.

You’ll make Learning a lifelong habit. Higher education

isn’t the end of your education. If you make the most

of college, you will develop a thirst for more

knowledge, a lifelong quest that could never be fully

satisfied. Education will build upon your natural

curiosity about the world, and that it will make you

aware that learning is a rewarding and never-ending

journey.

You’ll understand the meaning of your own contributions to the

world. No matter who you are, you are poised to make

your own contributions to society and the world.

Higher education provides you with a window to the

past, present and future, and it allows you to

understand the significance of your own contributions.

Your college education provides you with a compass to

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U DE

discover who you are, where you’ve been, and where

you’re going.

sP.O. W. E. R Learning: The Five Key Steps to Achieving

Success

P.O.W.E.R. Learning itself is merely an acronym-a

word form from the first letters of a series of steps

that will help individual students take in,

process and make use of the information you’ll be

exposed to in college. It will help you to achieve

your goals, both while you are in college and later

after you graduate.

The steps in P.O.W.E.R learning serve as a strategy for

accomplishing what you wish to –and sometimes have to-

accomplish.

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Prepare, Organize, Work, Evaluate and Rethink. That’s it.

It’s a simple framework but an effective one.

Figure 1.2

Prepare

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PREPARE

ORGANIZE

WORK

EVALUATE

RETHINK

Chinese philosopher Lao Tzu, said that travelers

taking a long journey must begin with a single step.

But even before even the first step, travelers need to

know several things: what their destination is, how

they’re going to get there, how they’ll know when they

reach the destination, and what they’ll do if they have

trouble along the way.

In the same way, you need to know where you’re

headed as you embark on the intellectual journeys

involved in college. Whether it is a major, long-term

task, such as college attendance, or a more limited

activity, such as getting ready to complete a paper due

in the near future, you’ll need to prepare for the

journey.

Setting Goals. Before we seek to accomplish any task,

all of us do some form of planning. The trouble is

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that, most of the time such planning is done without

conscious thinking. The best way to plan

systematically is to use goal-setting strategies. What’s the

best way to set appropriate goals? Here are some

guidelines:

1. Set both long-term and short -term goals. Long-term

goals are aims relating to major accomplishments

that take sometime to achieve. Short-term goals

are limited steps you would take on the road to

accomplish your long-term goals.

2. Recognize that who you are determines your goals. Goals

setting starts with knowing yourself. As you’ll

see we focus on understanding yourself. It is

self-knowledge that tells you what is and what

is not important to you, and this knowledge will

help you keep your goals in focus and your

motivation up when things get tough.

3.Make goals realistic and attainable. Someone once said,

“ A goal without a plan is but a dream.” Be

honest with yourself. There is nothing wrong

with having big dreams. But it is important to

realistically aware that all that it takes to

achieve them, and big danger is that, we may

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wrongly reason that we are inept and lack the

ability and use this as an excuse for giving up.

Instead, we should have realized that the

problem has less to do with abilities than with

poor goal-setting strategies. If goals are

realistic, we can develop a plan to attain them,

spurring us on to attain more.

4.Goals should involve behavior over which you have control.

We all want World peace and end to poverty.

Few of us have the resources or capabilities to

bring either about. On the other hand, it is

realistic to want to work in small ways to help

others, such as by becoming a Big Brother or Big

Sister.

5. Take ownership of your goals. Make sure that the

goals you choose are your goals, and not the

goals of your parents, teachers, brothers and

sisters, or friends. Trying to accomplish goals

that “belong” to others is a recipe for

disaster. If you’re attending college only

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because others have told you to, and you have no

commitment of your own, you’ll find it hard to

maintain the enthusiasm-not to mention the hard

work-required to succeed.

Organize

The next stage involves gathering the

necessary tools, buying the wood and other building

materials, sorting the construction supplies, and

preparing the room for the shelving project-all aspects

of organizing for the tasks.

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Similarly, your academic success will hinge to a

large degree on thoroughness of your organization for

each academic task that one faces. In fact, one of the

biggest mistakes that student makes in college is

plunging into an academic project –studying for a test,

writing a paper, completing an in-class assignment-

without being organized.

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21

(Midterm Coverage)

LEARNING STYLES

WHAT IS LEARNING STYLE?

Learning style is biologically and developmentally

imposed set of personal characteristics that makes

certain teaching methods effective for some and

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infective for others. Every person has learning style-

it’s as individual as a signature. Knowing student’s

learning style, we can organize classrooms to respond

to their individual needs according to quite or sound

or sound, bright or soft illumination, warm or cool

room temperatures, seating arrangements, mobility or

grouping preferences. We can recognize the patterns in

which people concentrate best such as alone, with

others, with certain types of teachers, or in a

combination thereof. We become aware of the sense

through which people remember difficult information.

Learning style also encompasses motivation on task

persistence, kind and amount of structure required,

conformity versus non conformity. “Rita Dunn, Jeffrey

Beaudry, and Angela Klaves,” Survey of research on

learning Style,” Education Leadership Vo. 46, no. 6

March, 1989)

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Every normal individual possesses varying degrees

of intelligence’s but the ways in which intelligence’s

combine and blend are as the faces and the

personalities of every individuals.

Dr. Howard Gardens Multiple Intelligence (IM)

Linguistic Intelligence. This is the capacity to use

words effectively, whether orally or in writing. This

intelligence includes the ability to manipulate the

syntax or structure of language, the phonology or

sounds of languages, the semantics or meanings of

languages, and the pragmatic dimension or practical

uses of language. Some of these uses include rhetoric

(using language to convince others to take specific

course of action), mnemonics (using languages to

remember information), explanation (using language to

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reform), and meta-language (using language to talk

about oneself).

Logico-mathematical Intelligence.

The capacity to use numbers effectively and to

reason well. This intelligence includes sensitivity to

logical patterns and relationship, statements and

proposition (if-then, cause-effect), functions, and

other related abstractions. The kinds of processes use

in the service of logical-mathematical intelligence.

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Spatial Intelligence:

The ability to perceive the visual-spatial world

accurately and to perform transformations upon those

perceptions. This intelligence involves sensitivity to

color, line, shape, form, space and the relationship

that exists between these material elements. It

includes the capacity to visualize, to graphically

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represent visual or spatial ideas, and to orient

oneself appropriately in a spatial matrix.

Bodily-Kinesthetic Intelligence. Expertise in using

one’s whole body to express ideas and feeling and

facility in using one’s hands to produce or transform

things. This intelligence includes specific physical

skills such as coordination, dexterity, strength, and

speed as well as proprioceptive, tactile and capacities

Musical Intelligence:

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The capacity to perceive, discriminate, transform

and express musical forms. This intelligence includes

sensitivity to the rhythm, pitch or melody, and timbre

or tone color of a musical piece. One can have a

figural or “top-down” understanding of music (global,

intuitive), a formal or “bottom-up” understanding

(analytic, technical) or both.

Interpersonal Intelligence:

The ability to perceive and make distinctions in

the moods, intentions, motivation and feelings to other

people. This can include sensitivity to facial,

expressions, voice and gestures; the capacity for

discriminating among many different kinds of

interpersonal cue; and the ability to respond

effectively to those cues in some pragmatic way (e.g.

to influence a group of people to follow a certain line

of action).

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Intrapersonal Intelligence: Self-knowledge and the

ability to act adaptively on the basis of what

knowledge. This intelligence includes having an

accurate picture of oneself (one’s strengths and

limitations); awareness of inner moods, intentions,

motivations, temperaments, and desires, and the

capacity for self-discipline, self-understanding, and

self-esteem.

Naturalistic Intelligence:

The ability to see connections and patterns within

the plant and animal kingdom and is sensitive to the

natural world. This intelligence includes the ability

to observe plants, collect rocks and catch animals, its

ability to listen to sounds created in the natural

world, can notice relationship in nature and its

capacity to categorize and classify flora and fauna.

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Ask participants to go back to the “People Scavenger”

sheet and let them identify intelligence in the box.

Learning Points: Learning styles affect our way of

thinking, how we behave and approach learning, and the

way we process information. It is a biologically

developmentally imposed set of personal characteristics

that make the same teaching method effective for some

and ineffective for others. Teachers needs to recognize

their own learning styles and preferences in order to

become more aware of their teaching styles and how they

may need to learn new strategies and techniques, and

provide more choice in order to reach all students.

Students need to develop an understanding that we all

learn differently, that there is no right or wrong way

to learn. Most people tend to develop strengths and

preferences for learning and processing information

through different modalities or channel (hearing,

seeing, touching, doing).

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Modality preferences and Instructional Strategies

Most of us tend to have strengths and preferences

for learning and processing information through

different modalities or channels (hearing, seeing,

toughing and doing). The following descriptions of

modality preferences (and those characteristic that

signal strengths in that area) are accompanied by

teaching strategies that address those areas of

strengths and allow student to learn more effectively:

*Auditory learners

These students learn through verbal instruction

from others, self or oral reading, lecture discussion,

brainstorming, oral reports, speeches, TV, radio,

music, verbal games, paraphrasing, repetition,

spelling, bee, audio tapes, book on tape, creative

dramatics, phonic, reader’s theater (dialogue), poetry,

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and verse. They remember through language and use self-

talk or verbalizations to help themselves get through

large and small-music motor movements, organization of

task, and steps in problem solving they are typically

very verbal and can memorize easily. The learn well do

well information is reinforced through melodies, beats

and rhythms. It is helpful to give directions and

questions orally and have children repeat them. Let

students answer questions orally, and practice spelling

words orally. Phonetics approaches are to be utilized

in reading/decoding. Allow and encourage the use of

tape recorders for this type of learner, provide many

opportunities to use listening centers, books on tape

and participation in discussions. These are the

students who should always be involved in small and

large group discussion, partner talk and oral

activities prior to independent work (e.g. silent

reading, projects, writing assignments). During silent

reading, they are put to hold their attention or get

meaning, so it should be permitted, not loud and

distracting to others.

*Visual learners.

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These students learn by seeing, watching and

observing and are strong in remembering visual detail.

They often learn to read best through in recognition of

visual patterns in words (e.g. word families such as

date, fate, grate, state, equate, or ink, pink, wink,

clink, shrink, blink) structurally, and through the

configuration (shape) of the salient, most important

points, the use of color highlighting, framing with a

heavy line/boxing in, or using any visual symbols near

or around that information you want them to attend to

is very helpful. For assisting these students with word

recognition and spelling, draw lines around the

configurations or shape or words and then color-code

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structural elements such as prefixes, syllables,

suffixes and vowels.

These students remember best through pictures and

images. Information should be written for them to refer

to, and graphics, pictures, keywords, or phrases in

writing should accompany verbal presentations and

directions. Visual learners need instructions to

include many graphic organizers (chart, cluster, web,

outlines, story maps, diagrams, etc.).

They would benefit from writing things down,

circling, information, underlining, colors highlighting

their text, note-taking, and practicing with

flashcards. Use maps, films, visual samples, and

models, puzzles, matching activities, videos

clustering, demonstrating, graphics, and computers.

Provide many books with pictures that accompany text-

even at the secondary level (i.g. reference books with

pictures). What’s this? using sentence strips with

information to sequence appropriately, word cards to

arrange into sentences, and letter cards to arrange

into word are all good techniques to use with vial

learners.

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Tactile-Kinesthetic Learners.

These learners learn by doing, toughing, and direct

involvement. They are hands-on learners who need to be

involved physically with project and activities. These

student need to use manipulative and have many objects

to touch and utilize to help lock in learning through

their sense of touch. These students need many

opportunities to participate in learning games,

laboratory experiences, performing/acting out and

experiences, crafts, drawing, various, arts,

contraction, and use of computers and other technology.

Teach concepts and antagonist in literature can be

demonstrated through protagonists and antagonists in

literature can be demonstrated through a wrestling. The

symbols of greater than (>) and less than (<) can be

demonstrated through use of a crocodile puppet or

similar animal with a big mouth that opens up wide to

face the larger number because it only “eats” the

larger number. Tactile-kinesthetic learner can top out

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or clap out the sounds and/or syllables they hear in

words. This often assists them through decoding and

spelling. Use of numbers lines; a variety of different

writing materials; tracing with their fingers on

sandpaper, carpet, and other textures/surfaces are all

useful with this types of learners to help them to

remember. Kinesthetic learners do best when information

to be leaned is tied to a motion, even having them

listen with headphones to a tape-recorded lecture, or

reciting information to be remembered while walking is

helpful.

Analytic and Global Learners. The terms refer to left

hemisphere

dominant/right, right hemisphere dominant,

analytic/global, and inductive/ deductive have been

used in the literature to describe individual’s

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learning styles. Basically, left hemisphere dominant,

reasons one analytic, and inductive, learners. Their

characteristics are summarized below and they learn

step by step, parts to whole:

1. can have several project going at once

2. are not very time conscious

3. grasp large concepts, then tackle details

4. need to see the big picture

5. find it helpful to see an example of the end product

6. need to discuss the relevance and make a connection

7. find clustering/mind mapping very helpful.

In most cases the right hemisphere controls the

following unction; simultaneous processing,

imagination, sense of color, musical abilities, pattern

thinking, spatial tasks, intuition, metaphorical

thinking (difference between what is said and what is

meant). This is the creative and emotional side of the

brain. These individuals tend to have visual tactile

kinesthetic learning styles and process information in

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chunks. They tend to be spontaneous, impulsive,

intuitive, creative and random.

DEVELOPING STUDY SKILLS

1. Previewing Your Textbook

Learning to preview your textbook and you will be

on your way to becoming a better student. By spending

no more than five minutes the first day of class to

preview each of new text, you can determine what

material will be covered in the book, how familiar you

are with the material, and how difficult the material

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will be for you. In addition, you will discover the

book’s formats and the aids included to make your job

as a student easier.

You can practice the technique now. Using a

separate sheet of paper and this textbook, answer the

following question. Your answer will become five-minute

preview of this text.

1. List the title of the text.

2. List the author(s)

3. What is the text’s most recent copyright date?

4. Read the preface or introduction. Summarize in a few

sentences what the book is going to be about.

5. Read the table of contents. How many units are in the

text? How many pages are in the text? List the title

of the unit that sounds most interesting to you.

6. Thumb through the book. Are there pictures? Graphics?

Maps? Charts? Illustrations? Questions at the end of

the chapters? Pages with a lot of white space?

7. Evaluate the difficulty of the text; how hard do you

think this text will be for you to read and

understand?

1.a What Is Previewing?

Now that you have actually preview a textbook, read the

following article, “How to Preview Your Textbook”.

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Using a separate sheet of paper, start a section of

notes and title this section, “study Skills-Previewing

Your Textbook”.

Answer the following questions:

1. What is previewing your text?

2. List the seven steps in previewing your text.

3. What is the value of previewing your text?

1.b How to Preview Your Textbook

The difference between being a good student or

being a poor one sometimes hinges on whether you know

how to study. There are some very basic study

techniques that require only a short amount of time to

learn but that result in tremendous benefits.

Previewing your text is one of these techniques.

Previewing your text involves looking at a book before

a class begins to determine what the text contains.

This process will take no more than five minutes, but

in that amount of time, you will gain much useful

information. Your preview reveal what material will be

covered in the book and in the class, how familiar you

are with the material, and how difficult that material

will be for you to read and understand. You will be

able to determine the following: the format of the

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book; the location of the study aids, pictures, chart,

and graphs used throughout; and your level of interest

in the material. Equipped with this information, you

are a more informed and prepared student already, and

you will save yourself study time later on.

The first step in previewing your text is to look

at the title, author, and date of publication, or

copyright date. The copyright date is important because

it does not only tell you how current the information

is but also how popular the book has been. A book that

has been printed and reprinted several times is usually

a very popular one.

Next, read the preface or introduction. It usually

discusses the scope of the book and explains why the

author or authors wrote it.

Third, find the table of contents and read the

chapter or unit titles, main headings, and subheadings

included within. Turn these into questions so that you

can read with a purpose to find the answers.

Next, flip through the book, looking at any

charts, pictures, captions, and graphs, These items

provide additional information about the subject and

also affect your interest in reading the text.

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Fifth, evaluate the difficulty of the material.

How much do you already know about the subject? How

much does it interest you? Is the print large or small?

How much white space does a typical page have? Are

there many pictures, charts, graphs, and illustrations?

These factors all determined the level of difficulty of

the text and the amount material you will have to read.

Next, know your purpose for reading the text. Are

you required to read it for class? Will the teacher

test you on its contents? Or is it just a supplement to

the teacher’s notes? Knowing your purpose is crucial in

determining how and at what rate you should read the

text.

Last, go to the back of the book to see what aids

are included. Does the text include a glossary of words

and their meaning to help you with vocabulary? Is there

an index listing names, event, terms, and the pages on

which these items can be found? Better yet, does the

appendix have solutions to problems you may have been

asked to solve? Obviously, all these materials will

help you as you read the text, if you know they are there. If

you don’t spend time previewing your text, however, you

may not discover them.

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1.c Tips on concentration

Read the following article, “Tips on

Concentration” Then, add the notes on study skills you

began in Activity 2.2 at least seven tips for improving

your study environment, study techniques, and

concentration.

Tips on Concentration.

Think about your usual study environment. Are you

sprawled on your bed with the stereo blaring, books and

papers scattered around you. Are you trying not to

spill your soda as you retrieve that elusive pencil? Or

is your study environment, perhaps, flat on your

stomach on the floor, in front of the TV, with the dog

licking your ear and your brothers playing video games

nearby? If these sound at all familiar, you many find

concentration- or the lack of it- one of your biggest

hindrances to effective studying.

“But,” you ask, ”how can I concentrate better?”

The following tips have been gathered from students who

have learned to do so.

Studying in the same place every day.

Psychologically, this establishes a pattern that your

brain will respond to automatically when you settle

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down in that spot day after day. When your study place

is your bed, the desire to study is in conflict with

the desire to sleep, a conflict that often causes

problems for many students.

In spite of what you may think, studying in a

quiet place is more beneficial than being surrounded by

music or other noise. From experience, you know you can

learn to block certain sounds from your consciousness,

such as the exasperated tone of a parent’s voice

calling or the rumble of passing traffic. But having a

quiet area is critical, because comprehension rates

zoom downward in direct relationship to the amount of

sound in your environment. Some expert assert that

noise can actually comprehension half!

Since your primary occupation at this time is that

of student, make your “office” a study center. Gather

together all the equipment you need to do your work.

Face a black wall if possible; don’t let distractions

creep to break your concentration. After all, this is

where you do your work.

Good lighting and ventilation are primary that

will eliminate glare and uneven lighting. Open the

window a crack, even in chilly weather, to fend off

stuffiness and the yawns that quickly follow.

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Find a working surface that is large enough for

your needs, and clear it of any clutter. Be sure to

provide room for the supplies you need-perhaps just a

shoe box on the floor beside your working area.

Note, too, that your eyes will see more easily and

become less tired if you prop your book up at a thirty-

degree angle, rather than leave it flat on the desktop.

You can hold your book at an other text as a support,

or build a book rest.

You will concentrate better if you have only

before you at a time; too many tasks may overwhelm you.

Always complete one task before beginning another.

Avoid the urge to get something to eat to call a

friend. Instead, use these well-known stalling

techniques as rewards for your self when you have

completed a task. With a definite plan of attack, you

will finish all your assignments sooner. Learning to

concentrate is hard work, but the payoff is better

grades. Good students have mastered this skill. You can

too!

2. Tracking Your Time

To help you point what you really do with your

time, on separate sheet of paper make a chart like the

45

one that follows and complete it according to your

schedule for one typical day in your school week.

Start with time you generally wake up, and

continue to identify how you spend your time throughout

the day, right up until when you usually go to bed.

Include hours spent dressing, eating, traveling to and

from school, attending classes, visiting, working,

studying, watching TV, talking on the phone, sleeping,

and so on. Make sure your log represents a twenty-four-

hour period.

2.a Tips for Controlling Your Time

Controlling your time is somewhat like learning to

budget your money. At first, the money always runs out

before the month ends, but with practice and planning,

your money-management skills increase. The same is true

for budgeting your time. Improving your time-management

skills involves just a few simple steps.

If you want to be in control of your time, need a

plan. Your survival depends on having one. Figure out

your priorities; think about the things you must

accomplish and decide approximately how much time you

need to do them. Write these tasks down; they provide a

guide or budget for spending your hours and minutes.

46

Consider your prime time and downtime. Are you

most alert in the early, mid, or late morning; early,

mid, or late afternoon; or early, mid, or late evening?

You should plan your study time accordingly, because

you will accomplish far more if you study when

concentration abilities are sharp.

Plan for breaks to rest your mind and eyes. Some

research suggests taking breaks of approximately ten

minutes every hour and/or scheduling these breaks

between tasks if possible.

Professor Claude Olney of Arizona State University

developed a program called Where There’s a Will there’s an A. He

suggests studying in “short bursts”. To demonstrate

this technique in his video, he slowly reads off a

series of unrelated numbers to students and then ask

them to recall the first numbers, some subsequent

numbers, and the last number. Everyone can remember the

first and last numbers, but very few recall the middle

numbers. Studying, he says, is the same: You remember

well what you go over at the beginning of your study

session and also what you cover at the end, but you

lose a lot in the middle. The answer, he says, is to

shorten those study session so that you have lots of

firsts and lasts. Using Olney’s “short bursts”

47

techniques, substitute several short periods of time

for the “ten minutes every hour” mentioned earlier. You

will find, he says in the video, this usually results

in spending less time studying with better results.

Ten, fifteen, twenty, or even twenty-five, or even

thirty minutes study sessions can even be carried out

when you found yourself on the bus or waiting in line.

He calls this “studying smarter not harder.

Whichever method you use, either hourly breaks or

short bursts, you still need exact time frame. It will

make you feel very organized and self-disciplined. If,

on the other hand, you dislike rigid time limits, plan

your sequence without specific time allotments.

Either approach can be successful, but remember

that a time budget, like a budget of dollars and

cents, must be somewhat flexible. It is sometimes hard

to judge how long a task will take. If you can’t meet

the time requirement that you have allowed, revise your

schedule, Because unexpected things come up, try to

have some time in reserve, if possible.

If your out-of-school life is always in a state of

chaos, devote a few minutes daily to planning your

tasks. By having some plan, whether it be closely

structured or more closely organized, you will know the

48

satisfaction that comes from gaining more control of

your time.

Answer the following questions in your notes:

1. In order to plan your time, what do you need

write down?

2. What do you consider to be your prime time? Why

do you think this is your prime time?

3. What do you consider to be your downtime? Why

should you avoid studying then?

4. Which technique would work best for you: for

longer periods of time with short breaks in

between or studying for bursts with longer

breaks in between? Why would this technique be

better for you?

5. Think about your schedule. Will more loosely

arranged one be better? Why?

2.b Budgeting Your Time

Having completed Activities 2.6 and 2.7, can you

see any areas where you might be able to adjust your

present in order to use your time more efficiently?

List them on a separate sheet of paper. Then create

another chart like the one in Activity 2.6 for a

schedule in which you will plan a head. For the next

week you are to create a new budget for your time. Keep

49

in mind the best ways to use your time; your goal is to

be more efficient.

At the end of one week, evaluate your new

schedule. Did you succeed in using your time to your

advantage? If you found you were prepared and less

rushed, you will probably be eager to make your trial

schedule changes permanent.

2.c Sizing Up Your Instructor

“That instructor doesn’t like me”. “I can’t do

anything right in his class”. “I never know what to

expect in her class”. Do you recall making remarks? If

so, maybe you never ask yourself what your instructor

expects.

Instructors are as different from one another as

you are from your friends. Some are very relaxed in

their approach while others rely on lots of structure.

Some are very explicit in what they expect from

students and what kinds of tests they give. Others may

not be so direct.

If you want to learn as much as you can and have

the possible grades, it’s your job as a student to

understand the expectations of each of your

instructors. This process doesn't ’take long, and it's

50

not difficult either. Use your powers of observation,

and if you still aren’t sure, ask your instructor.

To Begin, in the first days of class, spend a few

minutes thinking about your instructor taking; his or

her method of grading and testing; and, finally, the

appropriate techniques you can use to study for that

instructor’s class. You will be amazed at the results!

Not only will you how to tailor your studying to each

class and each instructor’s expectations, you will also

learn better grades and waste less time.

Next, select the instructor or class that you find

most difficult. Remember that the purpose of this

exercise is to guide you through an evaluation of your

instructor’s expectations about you as a student. Once

you determine what those expectations are, you can

adjust your efforts accordingly and thereby minimize

your study time and improve your grade.

Instructor’s Expectations of My Behavior and

Participation:

1. At the beginning of the hour-----

2. During the hour--------

3. At the end of the hour----

4. In general---

Instructor’s Expectations in the Areas of:

51

1. Note taking---

2. Study techniques---

3. Test---

4. Grades---

3.The SQ3R Method

An important part of improving your study skills

is finding a dependable study technique. Some of you

may have already discovered a method that gives you

good results, but others may have no system at all…and

have grades that show it. If you haven’t had the

opportunity to develop a study technique yet, the SQ3R

method may be for you. Add notes on SQ3R to the section

on study skills in formation that you began in Activity

2.2.

SQ3R

As students, most of you know it is not enough simply

to read an assignment. The act of reading does not

ensure that you will remember what you have read.

Perhaps you daydream while you read, or maybe you are

surrounded by background noise, commotion, or

interruptions. In any case, you can’t recall a thing

52

about what you have just read. Does this scenario sound

familiar?

You need to be an active participant as you read

and study. You can do so by practicing a technique that

involves you in the learning process SQ3R. Many of you

already use part of the SQ3R technique if you preview

material. You carry it even further if, as you read,

you try to find answer to techniques is important step

in SQ3R, but there is more to it. See figure 2.1.

S=Survey. The S in SQ3R stands for survey, which means

previewing, a concept. They are as follow:

S Q 3R

U U

READ

R E

V S

E T

RECITE

Y I

O

N

REVIEW

1. Look at the title.

53

2. Read the first paragraph or introduction.

3. Read the first sentence of each of the other

paragraphs.

4. Read the last paragraph or conclusion.

The survey step in SQ3R helps you in four ways:

1. You get glimpse of the contents of the material

without having to read every word.

2. You get a feel for your familiarity with the

material.

3. You can estimate the amount of time you should

set aside for covering the material.

4. You may actually double your comprehension when

you do read the entire selection.

Surveying the material accomplishes these steps in

a matter of minutes!

Q=Question. In order to become actively involved

in the actual reading process, you need to read with a

purpose. That is, you need to read to answer questions.

Look to the following sources for questions you can

answer as you read:

1. questions listed at the end of the chapter;

2. questions provided by your instructor;

3. headings you turn into questions; and

4. questions on worksheet, quizzes, or tests.

54

Knowing the questions before you actually read the

selection helps you read with the purpose. You will be

an involved reader, and comprehension and retention of

the material will be greatly improved. Better yet,

after you finish reading the selection, you will find

you know the answer to the questions you had as you

were reading.

R=Read. Read the material as an active reader with

the goal of answering questions you go along. You’ll

feel good when your reading reveals answer.

R=Recite. The next step is to recite the answer to

your questions. Recite aloud to another person or

quietly to yourself what you have read. Studies show

that students tend to forget as much as 80 percent of

what they have learned from reading within two weeks

after studying. But when students recite immediately

after reading, they forget only 20 percent during the

same time period.

Recite what you have read and then write it down,

if necessary. This proves actively involved in the

reading process. You know you have read because you can

recite the answers to questions.

R=Review. After few hours, or even a couple of

days, review the answer to your questions. This step

55

will keep the material fresh in your mind and retain it

and recall it accurately for longer periods of time.

In addition, using the SQ3R method will save you

from test anxiety and late night or to all night crash

study session. SQ3R helps you learn and certain the

materials so that you can approach a test with

confidence.

56

57

(PRE-FINAL COVERAGE)

SELF-CONCEPT AND ITS DYNAMICS

SELF-CONCEPT: “ WHO AM I”

Of course you know who you are. You know your

first and last name. You know where and when you were

born, and you have no trouble identifying your ethnic

background.

What makes you unique and special are your

thoughts, your beliefs, your dreams. You have a unique

past history, and this set of experiences together with

your genetic make up- the combination of genes you

inherited from your parents-is unlike anyone else’s.

SELF CONCEPT AND ITS DYNAMIC

* What is Self-Concept?

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Self-Concept- refers to the consciousness and

unconsciousness of perception or felling about us with

regard to our worth as a person

.

* When can you say that a person has low, poor or

negative Self-Concept?

A person is said to have a low, poor or negative self-

concept when he sees little or no worth and feels

unhappy about him/her self.

*How can you know that a person has a high, good,

positive self-concept?

A person is said to have, good or positive self-concept

when he sees himself to have worth and feels good about

him/her self.

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*Self-Concept is essential to every individual’s life?

Do you know where this our self-concept originated?

WHERE DID THESE “PERCEPTIONS AND FEELINGS OF ONE'’

WORTH COME FROM?

*When does self-concept start?

1. Largely it begins during our early development;

how we were told about who we are and what worth

we have as individuals.

2. In the process, we acquire picture of ourselves

and we begin to qualify our experiences

according to this view that we have of our self.

3. We become SUBJECTIVE to our experiencing of

reality

*.Can you cite one example of Self-Confidence?

For example, If I have viewed myself in a negative

way, my experiences will be more of a reinforcement of

this view until I arrive at a set of negative thoughts

and fillings about myself. This pattern of thoughts and

fillings makes up our self-concept.

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THE THREE DIMENSIONS OF SELF-CONCEPT

There are basically three Dimension of self-

concept, These are the following;

SELF-IMAGE

What is Self-Image?

It refers to all our perceptions and feelings

about ourselves with regard to our physical and

social appearance including our genetic

inheritance, such as sex and race; our physical

attributes such as height, built, weight and

others. Our social appearance includes our name,

roles, status and titles.

SELF-CONFIDENCE

*What is Self-confidence?

It refers to perceptions and feelings about our

worth with regards to our capabilities. This

involves our ability to do things, to achieve

and to develop more competencies.

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SELF-ESTEEM

What does Self-Esteem mean?

Refers to our perceptions and feelings about our

worth with regards to our lovability. This refers

to our basic ability to love and be loved.

WHAT STEPS SHOULD YOU TAKE TOWARDS A HEALTHY SELF-

CONCEPT?

You must begin by assessing your present self-

concept level. Is your self-concept basically positive

or negative? Then explore which area in the different

dimensions you are weak.

How will you know if you have a healthy Self-concept

in these three Dimensions?

In the area of SELF-IMAGE, a person who feels he

suffers from some form of physical or social handicap

develops a low self-image.

How? What criteria can you cite to support it?

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For instance, just by saying the following to your

self;

~ I have too many pimples.

~ I feel ugly.

~ I’m too stout.

~ I’m too thin.

~ I’m cross-eyed.

~ I’m just a janitor.

These serve as hindrances for one to feel good

about his appearance. As a result a woman develops

hands-ups and some forms of neurotic behavior as

security blankets. For example, extreme redness,

putting too many make-up; insistence on being

addressed with titles such as “doctor” or “attorney”,

“sir” / “madam”, and even collecting Mercedes Benzes.

A person with positive self-image recognizes some

of this physical and social limitation but does not

allow these to deter him from feeling good about his

appearance. He learns how to acknowledge and accepts

his limitations and therefore, feels at home with

himself. Perhaps the key element to the ability to

transcend physical and social limitations is his

63

ability to see beyond “external and stress on inner

beauty”. Remember the famous quotation from the

Little Prince by Antoine de Saint Exupery: “It is

with the heart that one can see rightly, what is

essential is invisible to the eye “. His motto is-I

feel happy just being me.

WHAT ABOUT THE SELF-CONFIDENCE DIMENSION?

People who believe they are able and capable are

those said to have self-confidence. Self-confidence

paves the way to productivity because the person

believes in his potentials. He allows these potentials

to develop by trying. He is not afraid of making

mistakes. He does not fall into traps of “being

perfect”. The development of his abilities is measured

within his own standards and improvements.

In contrast, a person who lacks self-confidence

always says, “I can’t”. “Don’t count on me “. “I will

64

not foul it up”, “I’ll never make perfect”. Because he

doesn’t believe in himself, his potentials seldom

flourish and grow.

Common roots which affect a person’s confidence

level are: too much stress on achievements, perfection

as standards comparing oneself with others, fear of

making mistake, grade. These factors make the person

less courageous to try out potentials and abilities.

WHAT ABOUT SELF-ESTEEM?

A person with high self-esteem believes he is

lovable. He does not reject and put himself down when

other seem to reject him. He does not subject his

ability to conditions, such as believing he is lovable

only if he is good and looking or if he can achieve. He

believes in his lovable nature being a creature of a

loving GOD. If let the others happen to love him, he

celebrates it. But he does not let the love of others

can be a factor in determining his lovability. He

simply believes in his love-ablity. I am a loving

creature and therefore I can love. A person with a high

self-esteem can love freely and spontaneously.

65

A person with a low self-esteem does not love

himself. He may doubt the love of others or may feel he

has to work extra hard to earn people’s love. He is the

first to reject himself. Usually this is the result of

the upbringing that he is very conditional, I am

lovable if only I can get good grades, If I am

hardworking, etc. A person with low self-esteem finds

it harder to love others.

IT IS POSIBLE FOR ONE TO SUFFER FROM ALL THE THREE

DIMENSIONS?

YES, it is possible. It may to point at one

dimension, which directly affects the person. One

usually suffers from one dimension and the other two

are affected as a result. For instance, a person may

feel incapable and unlovable largely due to a physical

handicap, which belongs to the dimension of self-image.

Or a person who feels unlovable may attribute to his

looks and abilities. I am not lovable because I am

ugly. I am not lovable because I am not able. But in

actuality the root is in his feelings of unlovability,

not on his looks or abilities

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THREE ASPECTS OF SELF-CONCEPT

1. Physical Self

What is physical self?

It is both whom we are physically-the color of

our eyes or the curliness of our hair-and how we

feel about our physical form. We all have our

blemishes, protruding stomachs, long/flat

noses, or other physical quirks, but we don’t

feel the same about them.

2. Social Self

What is social self?

It is made up of the roles we play in our social

interactions with others. As you’re reading

these words, you’re not only a student; you’re

also a son or daughter, a friend, a citizen, and

possible an employee, a spouse, a lover and/ or

a parent. Each of these roles plays an

important part in defining your self-concept.

Each also helps to determine how you will behave

while acting in that particular role.

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3. Personal Self

What is a personal self?

It comprises our inner core, which is that

private part of ourselves that one knows about

except us. It consists of the innermost

thoughts and experiences that we may or may not

choose to share with others.

SELF-CONCEPT AND FULFILLING PROPHECIES

The way we view ourselves determines how we

interact with others, what challenges we feel ready to

take on, and our expectations for future success. If

you see yourself as a successful student, you are

likely to expect that, you’ll continue to be a

68

successful student, your chances for future success are

diminished.

In other words, your self-concept can act as a

self-fulfilling prophecy.

A self-fulfilling prophecy is the tendency to act in

accordance with our expectations and beliefs, thereby

increasing the likelihood, and that events or behaviors

consisted with those expectations and beliefs will

occur. In other words, believing that something will

happen can lead to actions that make it more likely

that it actually will happen.

For instance, a person who views herself as a poor

student may find herself thinking: “Why bother working

hard? I’m no good as a student; that’s just the way I

am”. It’s easy to see how such a view can lead to a

self-fulfilling prophecy: By not working hard, the

student guarantees that the prophecy of poor

performance comes true.

On the other hand, self-fulfilling prophecy can

have a positive effects. A person who sees herself as a

good student will probably be motivated to study and

complete assignments enthusiastically. His view of

himself can therefore bring about the expected

behavior-in this case, success.

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To get a clearer pictures of your own self-

concept; consider the following guidelines:

Examine the roles you play . To understand who we are, we

need to understand the different roles that we play in

life. Consider which of these are central to who you

are.-and who you want to be. Think about the time you

spend each day, and how much of it is devoted to each

of these roles. Consider how an outsider might look at

your actions, beliefs, and interest. How would that

person characterizes you?

Identify your strengths and weaknesses . Look at your self

with a clear and objective eye, and consider what you

do particularly well and what you don’t do

particularly well. If you’re honest, you’ll come up

with several areas in which you need to work on and

many other areas you’re already quite strong.

Pull your selves or sleeves . Try to form a coherent

view of your self-concept. Seek to understand how

the various parts of your self-concept-physical,

social, and personal- fit together.

Accept your entire self-concept . If you’re being honest

with your self, you’ll find that there are parts of

yourself that you like more than others. That’s OK.

Don’t disown the parts you don’t like; they are also

70

parts of where/who you are. Instead, accept that

some parts of yourself need work, while others are

the source of justifiable pride. On the other hand,

not everything we do belongs in our self-concept. If

you once shoplifted when you were a child, that

doesn’t mean you were a juvenile delinquent then or

are a criminal now. Failing a course in high school

doesn’t make you a failing student.

Self-Esteem: Building a Positive View of Yourself

When you think about yourself as a student, you

probably don’t stop there. Instead, you likely see

yourself as a “good” student, a “bad” student, or

maybe a “ just OK” student. Similarly, when you

consider yourself in the role of friend, you may view

yourself as a “royal-to –the-end” friend or maybe, in

the opposite case, a fair-weather” friend. In short,

when we look inward at whom we are, we don’t just stop

with a characterization of the different roles that we

play in the world. Instead, we place a value on them.

We see the various facets of our self-concept not in

neutral terms, but as either positive or negative.

SELF-ESTEEM- is the overall evaluation we give to

ourselves as individuals. It reflects the degree to

71

which we see ourselves as individuals of worth and

determines our general acceptance of ourselves. If we

have high self-esteem, we generally feel respect for

and acceptance of ourselves. On the other hand, if we

have low self-esteem, we generally lack respect for

ourselves, reject parts of who we are, and judge

ourselves negatively.

WHY SELF-ESTEEM MATTERS?

People with high self-esteem are generally happier

and better able to cope with adversity. High self-

esteem provides a sense of security, because they feel

they are able to deal with problems that may arise.

They also have a sense of efficacy, the expectation that

they are capable to achieving their goals in many

different kinds of situations. High self-esteem can

also give people a sense of purpose and the believe

that they are productive members of society.

In contrast, individuals lacking in self-esteem

are more insecure, and their belief in their ability to

reach their goals is weak. They feel less tied to

others, and their sense of purpose is not firm. And

72

when others are successful, people with low self-esteem

may feel jealousy and envy.

Low self-esteem can produce a cycle of failure in which

low self esteem leads to low expectations, reduced

effort, elevated anxiety, poor performance and,

finally, an affirmation of the low self-esteem that

began the cycle in the first place. Such a cycle can

be difficult to break. (see Figure 3.1)

If a student with low self-esteem begins studying

for test believing that he is likely to do badly, he

may put forth relatively little effort. After all, why

should he bother, when he sees himself as an

incompetent, inept student of little worth? Moreover,

because he is virtually sure he is going to do poorly

on the test, he may experience extremes of anxiety,

feeling that (another) failure is lurking just ahead.

Figure 3.1

The Cycle of Failure

73

Low self-esteem can lead to low performance

expectations. In turn, low performance expectations can

produce, or reduced effort and high anxiety, both of

which can lead to failure-and ultimately, reinforce the

low self-esteem that started the cycle.

74

Actual Failure

Low Self-esteem

Low performance expectation

High Anxiety

Reduced Effort

75

(FINAL COVERAGE)

JOHARI WINDOW

JOHARI WIDOW

(SELF-DISCOVERY)

1. The FREE area is known both to you and to others-

the area of mutual sharing and interaction.

2. The HIDDEN area is known to you but not shared

with others.

76

3. The BLIND area is known to others but unknown

to you.

4. The DARK area is that part of your self which is

unknown to others and also unknown to you- The

talents and abilities which you do not know you

have and others have never seen and also the

wounds and hurts buried deep in your memory.

5. FEEDBACK is one way by which others open up your

blind spot, letting you know in a responsible,

supportive way what they see in you which you do

not see in yourself.

6.DISCLOSURE is by which you share more of your

HIDDEN self with others. This would depend upon

your desire to do so. Others have no right to

force you to disclose the hidden of yourself.

7. REVELATION is when the DARK area of yourself is

opened. It comes spontaneously and cannot be

planned like the way in which a slip of the

tongue reveals something you and others do not

know.

KNOW YOUR SELF

77

The danger of not knowing one self has already

been discussed. Self-knowledge means understanding

one’s values, goals and those things, which gives

meaning to one’s life. Knowing oneself involves three

qualities: knowing what one cannot do, and knowing what

one ought to do. It should be noted that self-knowledge

does not come by merely pondering on events of the day.

Insights from one who has acquired most fully through

the observation of the in action, particularly in

relations with others, are important. It is then that

the self is called forth actually to be what he can

become. This could be better illustrated by the Johari

Window.

BE YOURSELF;

God reserved some of his harvest words to

hypocrites. Everyone likes a phony, one who wears a

mask or even several masks, and one who is not sincere.

“Sincere” comes from the Latin “sine sera” meaning

“without wax”. Actors during those times used waxen

masks during plays and dreams. Thus, an arrogant,

tough, poised air may be a mask to conceal an insecure

personality, an empty shell with no substance of its

own. Like an actor who plays a character totally

78

different from him, a person who is not himself strives

to fit a self-image which is not himself and suffers

the consequences of this false existence.

The mass media often present us with the

beguiling image of the perfect man and woman. We

should rather recognize the fictional and

unrealistic character of such ideal roles shown

and instead on inherent imperfections but always

striving to better ourselves with genuine self-

acceptance. The self-accepting person does need

fear what he discovers about herself. He can be

opened to his inner experiences without being

overcome by them.

BE YOUR BEST SELF

79

To become the self which is expressed in many

popular songs such as “I want to be free”, “I want to

be me”, “I did it my way”. We hear a great deal today

about the search for identity and the sense of

alienation while many are having the difficulty knowing

who really they are, others are questioning the meaning

of their lives. In both cases, we can see the

frustration of the natural tendencies in human beings

to become their best selves. This tendency is

concretized in the following way;

a) The desire to fulfill one’s personal capacities

and develop one’s potentials.

b) The need to do what one is best suited.

c) The yearning to grow and expand though

discovering the truth, creating beauty,

producing order and promoting justice.

A person whose tendency towards fulfilling his

blocked (refer to better “C”) may become a

neurotic. It might be of some assistance to

consider description of the neurotic and someone

who is in the way to become his best self.

A) The neurotic frequently avoids or escapes

anything, which involves pain; the mature person

80

confronts the requirements of his world and

attempts to respond to it.

B) The neurotic habitually expresses his

difficulties, but since repression is in the end

ineffective and even harmful, these difficulties

continue to trouble him. The mature person can

effectively sublimate his difficulties and

channel them towards creative ends.

C) The neurotic is characterized by many

personality splits. There is a continual

conflict between his goals and values. An

efficient perception of reality integration, and

unity of personality characterized the normal

person.

D) Self-description is another prominent trait of

the neurotic. The normal person has insight in

his motivation and behavior.

E) The neurotic is characterized by fixations in

his personality growth. His motives maybe

childish and his behavior regressive. The mature

person thinks, feels and acts in accordance with

his age.

F) The neurotic suffers from uncontrolled

impulsiveness. He behaves in unnatural ways.

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G) The normal person has a high frustration

tolerance. He can postpone gratification and

tolerates ambiguity to a high degree.

H) The neurotic’s involvement is quite narrow and

tied to the immediate situation. The mature

person has a wider range of interest and has a

unifying personality, which is not centered on

him, a wider frame of interests of which he

finds meaning and direction. Thus, the matureperson, the self-actualized person, the future

integrated and fully functioning person can look

to the future with confidence at the past

without regrets.

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.

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Carter, Carol et al.. “Keys to Study Skills opening

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