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STEM JOURNEY 2ND QUARTER > Q2 — Perdev > Flashcards

Q2 — Perdev Flashcards

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1
Q

Self Development/Personal Development

A

Process of Discovering oneself by realizing one’s potentials and capabilities.

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2
Q

Self Development/Personal Development

A

Taking steps to better yourself

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3
Q

Self Development / Personal Development

A

Efforts toward self - fulfillment

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4
Q

Is an old maxim or aphorism gained different meanings.

A

KNOW THYSELF

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5
Q

The encyclopedia of Greek knowledge

A

The Suda

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6
Q

He also discussed his own views about the maxim from which he used the phrase “read thyself”

A

Thomas Hobbes

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7
Q

Famous work of Thomas Hobbes

A

The Leviathan

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8
Q

Three aspect of Self Concept by Sincero

A

Learned, Organized, Dynamic

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9
Q

Three components of self by Sigmund Freud

A

ID, Ego, Super Ego

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10
Q

Man’s Personality is driven by pleasure principle

A

ID

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11
Q

Operates according to reality w/c make it possible for the ID to work in a more proper and satisfactory way

A

Ego

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12
Q

Component of Personality w/c holds our moral judgement or concept of right and wrong

A

Super Ego

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13
Q

The period WHEN A YOUNG INDIVIDUAL DEVELOPS FROM A CHILD INTO AN ADULT

A

Adolescent

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14
Q

No individual is born with self concept

A

Learned

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15
Q

Your perception towards yourself is firm

A

Organized

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16
Q

As you grow older, time changes your self concept

A

Dynamic

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17
Q

Evaluation or your own worth. It may be positive or negative.

A

Self - Esteem

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18
Q

According to them, there are many FACTORS TO IDENTIFY THE LEVEL OF SELF-ESTEEM OF AN INDIVIDUAL

A

Tafarodi & Swann (1995)

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19
Q

Major factors to identify the level of self-esteem

A

• own appearance
• how satisfied you are in a relationship; and
• how you view your performance

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20
Q

Is not considered as a trait, It is your self-belief to effectively achieve your most important goal.

A

Self - Efficacy

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21
Q

They explained the five (5) different ways that influenced self - efficacy beliefs from the ideas of Albert Badura

A

Maddux and Kielman (2000)

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22
Q

It you are good at achieving your specific goal, then you probably think that you will achieve it again. When the opposite happens. If you fail, you will often think that you will fail again.

A

Performance Experiences

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23
Q

If others achieve their goal or specific task, then you will come to believe that you will also achieve your goal.

A

Vicarious Performances

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24
Q

It is when people tell you whether they belleve or not on what you can do or cannot do. The effect or your self-efficasy will depend on now that person matters to you.

A

Verbal Persuation

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25
When you imagine yourself doing well, then it will happen.
Imaginal Perrormances
26
Your mood or emotion (eg.shame) and physical state (eg. shaking) come together, it will affect your self-efficacy.
The Affective States & Physical Sensations.
27
According to _______, a psychologist, " the self is what happens when I reflect upon me ".
William James
28
_______ described the self as a Reflective Project. How we see ourselves is geared toward improving ourselves depending on a lot of foctors.
Taylor (1989)
29
A psychologist, reiterated that even there are many ways on how we reflect to improve ourselves.
Dc McAdam
30
3 Categories by Dc McAdam
Self Actor, Self as Motivated Agent, Self as Autobiographical Author
31
Portraying different roles and behaviors for every type/set of people in front of us.
Self Actor
32
People act based on their purpose
Self as Motivated - Agent
33
Creator of his/her own life story
Self as Autobiographical Author
34
They suggested the six steps on How to make a Rational Decision
Bozerman and Moore (2013)
35
The PROCESS OF SELF - ACTUALIZATION
Holistic Development
36
It means the GROWTH OF AN INDIVIDUAL TOWARD FULFILLMENT OF THE HIGHEST NEEDS in life
Holistic Development
37
This pertains to the MATURING OF THE BODY AND ITS SYSTEMS ALONG WITH ITS FUNCTIONS.
Physical / Physiological Development
38
Body Changes
• Rapid body growth • Hair growth • Muscle modification • Body composition
39
This refers to the INTELLECTUAL CAPACITY OF AN INDIVIDUAL
MENTAL / COGNITIVE DEVELOPMENT
40
Changes in one's mental abilities, learning capacity, memory, reasoning, thinking process and language are evident.
Mental / Cognitive Development
41
Is is HOW WE FEEL ABOUT SOMETHING INTERNALLY
EMOTIONAL / PSYCHOLOGICAL DEVELOPHENT
42
The manner by which AN INDIVIDUAL INTERACTS WITH OTHER INDIVIDUALS OR GROUPS OF INDIVIDUALS.
SOCIAL DEVELOPMENT
43
The atribute of a person's conciousness and beliefs, including the values and virtues that guide and put meaning into a person's life.
SPIRITUAL DEVELOPMENT
44
The atribute of a person's conciousness and beliefs, including the values and virtues that guide and put meaning into a person's life.
SPIRITUAL DEVELOPMENT
45
"If you correct your mind, the rest of your life will all into place"
Lao Tzu
46
It is the collection of characteristics and behaviors that makes up a person's unique way of adjusting to life
Personality
47
What we think affects how we feel and act
Thoughts
48
How we feel affects how we act and think
Feelings
49
What we do affects how we think and feel
Behavior
50
This refers to a PHYCHOLOGICAL MODEL ENCOMPASSING THE INTERRELATIONSHIPS OF THOUGHTS, ACTIONS, AND FEELINGS SURROUNDING AN EVENT
THE COGNITIVE TRIANGLE
51
Is defined as the period between the normal onset of puberty and the beginning of adulthood.
Adolescence
52
Changes that occur due to the release or the sexual normones that affect EMOTIONS.
BIOLOGICAL CHALLENGES
53
Plaget, in his theory of Social Development believed that adolescence is the time when YOUNG PEOPLE DEVELOP COGNITIVELY FROM "CONCRETE OPERATIONS" TO " FORMAL OPERATIONS" so they are able to deal win ideas, concepts, and abstract theories.
COGNITIVE CHALLENGES
54
A new person is emerging, where rules will change, maybe more responsiblities will be placed on him / her so that a certain standard of behavior is now required to be maintained.
PSYCHOLOGICAL CHALLENGES
55
Types of Eating Disorders
• Anorexia Nervosa • Bulimia Nervosa
56
It’s a extreme measures to avoid eating and to control the quantity and quality of the foods they eat. They continue to strict diet even at very unhealthy weights.
Anorexia Nervosa
57
"binge and purge" by engaging in uncontrollable episodes of overeating followed by purging through vomiting.
Bulimia Nervosa
58
Types of Mental Health Disorders
Anxiety Disorder Mood Disorder Major Depressive Disorder (MDD) Bipolar Disorder Attention Defieit Hyperactivity Disorder (ADHD)
59
Group of mental disonder characterized by significant feelings of anxiety and fear.
Anxiety Disorder
60
The development or emotional or behavioral symptoms in response to identifiable stressors that our within 3 months of the onset of the stressors.
Mood Disorder
61
A period of a atleast 2 weeks during which there is either depressed mood or the loss of interest or pleasure in nearly all activities.
Major Depressive Disorder (MDD)
62
A period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistency increased activity or energy.
Bipolar Disorder
63
known as attention deficit / hyperactivity disorder (ADHD) differ, but severe problems with concentration or attention.
Attention Deficit Hyperactivity Disorder
64
It is also called school refusal, is defined as a persistent and irrational fear of going to school.
School Phobia
65
Social Issues
• Sexual Abuse • Substance Abuse • Influence of Mass Media and Impact of social Media
66
Development Through the Help of Significant people
• Parents • Friends • Siblings • Teachers • Community Leaders
67
Paying respect to elders would be on the most valuable things an adorescent can do in this critical stage that kids are trying to develop good manners.
SHOW YOUR RESPECT TO ELDERS
68
Giving a hand to your parents as you take their part in babysitting kids in the family is a means of showing respect to them.
TAKE CARE OF THE YOUNGER ONES
69
Studying hard is not your obligation to your family rather it is your personal responsibility.
STUDY WELL
70
Along with performing your other personal duties, you must also distance yourself from bad vices and practices.
AVOID ENGAGING TO BAD VICES
71
Living with good identity will help you see all your potentials and love yourself more.
ESTABLISH A GOOD IDENTITY
72
Gaining the trust of the people that surrounds you is fulfilling result of creating your own identity.
EARN THE TRUST OF THE PEOPLE AROUND
73
For you to achieve this kind of life as adolescent, it is vital for you to learn to distinguish good company from the bad ones.
DISTINGUISH GOOD COMPANY FROM BAD INFLUENCE
74
One of the greatest responsibilities or an adolescent like you is to become completely familiar with yourself.
KNOW YOURSELF BETTER
75
How to become capable and responsible person in preparation for Adult Life
• Know your priority • Have focus • Be decisive • work diligently • Don't count at all • stay humble • Love your Duty • Dedicate Time
76
A condition CHARACTERIZED BY SYMPTOMS OF PHYSICAL OR EMOTIONAL TENSION.
Stress
77
A DEMANDING OR THREATENING EVENT
Stressor
78
EVENTS OR CONDITIONS IN YOUR SURROUNDINGS THAT MAY TRIGGER STRESS RESPONSE.
Stressor
79
It is also known as the fight-or-flight response. It is your body’s immediate reaction to a perceived threat, challenge or scare.
Acute Stress
80
Stress resulting from repeated exposure to situations that lead to the release of stress hormones. It is more subtle than acute stress, but the effects may be long lasting and more problematic.
Chronic Stress
81
FOCUS ON THE SITUATIONS THAT CAUSE STRESS.
Stress as Stimulus
82
Example: A studious student who has studied very well in all subject for the first quarter would likely experience less stress during examination than would a less. ( Kind of stress )
Stress as Stimulus
83
FOCUSES ON THE PHYSIOLOGICAL CHANGES THAT OCCUR WHEN SOMEONE ENCOUNTERS AN EXCESSIVELY CHALLENGING SITUATION.
Stress as Response
84
For example: (Accelerated heart rate) Receiving unexpected good news or an unexpected academic award. ( Kind of Stress )
Stress as Response
85
STRESS AS PARTICULAR RELATIONSHIP BETWEEN THE PEOPLE AND THE SITUATIONS IN WHICH THEY FIND THEMSELVES.
Stress as Relational
86
A state of well-being in which an Individual reallzes his/her own abilities, can cope with the normal stresses or life, can work productively and is able to make a contribution to his/her community.
MENTAL HEALTH
87
Leaders, Brothers/Sisters
HOME
88
Parents, Family
COMMUNITY
89
Peers, Teachers
SCHOOL

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