Module 13: Setting Goals for Success

Objectives
1. Define the "Bandura's Self-Efficacy"
2. Describe the Four Ways to Build Self-Efficacy
3. Explain Dweck's Mindset Theory
4. Enumerate the Importance of Goal for Ourselves
5. Explain Goal Setting Theory and Identify the Five Principles of Goal Setting

Teaching Learning Process

A. Topic
Bandura’s Self- Efficacy

Albert Bandura, one of the most renowned psychologist. He has made significant contributions
to all branches of psychology. Self-Efficacy Theory is part of his Social Cognitive Theory (or Social
Learning Theory) which is a fundamental to positive psychology.

Alber Bandura Biography

He was born on December 4, 1925 at Mundare, Canada. After graduating from high school in 1946,
Bandura pursued a bachelor’s degree at the University of British Columbia and in 1949 graduated with
the Bolocan Award in psychology, annually awarded to the outstanding student in psychology. He then
did graduate work at the University of Iowa, where he received a master’s degree in psychology (1951)
and a doctorate in clinical psychology (1952).

In 1953 Bandura accepted a one-year instructorship at Stanford University, where he quickly

secured a professorship. In 1974 he was named the David Starr Jordan. Professor of Social Science
in Psychology, and two years later he became chairman of the psychology department. He remained
at Stanford, becoming professor emeritus in 2010.

He died on July 26, 2021 in Stanford California, United States at the age of 95.

Self-Efficacy
Is commonly defined as the belief in one’s capabilities to achieve a goal or an outcome. It is
the ability to influence events that affect one’s life and control the way these events are
experienced (Bandura, 1994). Students with high self-efficacy may more likely to challenge
themselves with difficult tasks and be highly motivated to achieve the task. They put high degree
of effort and will do everything in their power to meet their commitments.

Self-efficacious students may more likely recover quickly from setbacks and ultimately are to
achieve their personal goal. However, student with low self-efficacy, believe that they cannot be
successful and will less likely to make extended effort and may consider challenging task to be
avoided. They have low aspirations and may result from poor academic performances.
Four Ways to Build Self-Efficacy:
1. Mastery Experience
Every experience is not always positive outcome. It may also bring failure. This experience’s
will help us build resilience thru treating failure as learning opportunity and chance to reach our
goal with different approach.
2. Social Modeling
Observing those who practice high self-efficacy in their lives and who have reached their goals
despite hardships can provide great motivation to a person. Bandura notes that it is necessary to
draw role-models from one’s own social surroundings. In this age, internet and social media can
be big source of employing role-models.
3. Social Persuasion
It is about finding the right mentor. Social Persuasion is about having other’s (role model)
directly influence one’s self-efficacy by providing opportunities to master experience. These social
persuasion may are mentors that are knowledgeable and practices what they preach.
4. States of Physiology
Our own emotions, moods and physical state can influence our interpretation of self-efficacy.
Having feeling of tension, anxiety and weariness can lower our self-efficacy. Positive emotion can
help build positive insight for high self-efficacy to a person.

Dweck’s Mindset Theory

Another learning theory that explains persons acquiring of intelligence and realizing his/her
goals is the Mindset Theory by Carol S. Dweck. She is a psychologist from Stanford University
that tries explain the way to understand the effects of learning and education to a person.

Carol Dweck Biography

She was born on October 17, 1946 in New York City.

After leaving high school, Dweck enrolled at Barnard College in New York City. In 1967, she
graduated from Barnard College and Columbia University with a bachelor’s degree in psychology.
Dweck then moved to Connecticut to study at Yale.

Mindset
Dweck proposed that people hold for the nature and the cause of intelligence have several
implications, specifically the way the person motivates himself to learn and practice. “Mindset” is
a term used by Dweck to explain the assumptions, methods, or notations held by one or more
people or group of people. It represents the cognitive processes activated in response to a given
task.
There are two kinds of mindset, the fixed and growth mindset. Fixed mindset (before termed
as entity mindset) is an innate or in-born personality of a person. It is basically “who you are”, how
God made you. And Growth Mindset (or the Incremental mindset), where people believe that
training and an effort to learn can change one’s qualities and traits. When a parent constantly
attributes the child’s success to inborn or innate ability, children will come to develop a fixed
mindset. (e.g. Pedro failed the math exam because he finds the math subject as his weakness)
Thus, praising his success to performance will be attributing the success to child’s intelligence.
However, when the child’s success in school was particularly attributed to the child’s effort to
review to pass the test, it can be then be that the child has developed a growth mindset. (e.g.
Pedro failed the math exam because he did not review for the test.)

It is then said that acquiring a Growth Mindset is much better kind of mindset because it
attributes success to learning and continuous practice. Thus, the individual is not afraid of failure,
it only directs the person to need to practice more, pay attention, invest on effort, and master new
learning. The person then be more confident to face challenges and believe in him/herself that he
will improve his performance.

Goal Setting Theory

Most people would probably agree that goal setting is one of the main ingredient for a person
to succeed. It is a powerful way of motivating people and motivating yourself. Dr. Edwin Locke
pioneers, a research in 1960s’ about setting goals. This theory was more known to work or
industrial setting, much from where the SMART goal originated. It was also then after several
years he collaborated with Dr. Gary Latham to a seminal work “A Theory of Goal Setting and
Task Performance

Refers to the effects of setting goals on subsequent performance. Where it is found that
individuals who set specific, difficult goals performed better than those who set general, easy
goals.
Five Principles of Goal Setting

Clarity – A clear, measurable goal is more achievable than one that is poorly defined. The
most effective goals have a specific timeline for completion.
Challenge –Goal must have a decent level of difficulty in order to motivate you to strive toward
the goal.

Commitment – Put deliberate effort into meeting this goal. Share your goal with someone else
in order to increase your accountability to meet that goal.
Feedback – Listen to feedback from people to provide opportunities to clarify expectations,
adjust goal difficulty and gain recognition.
 Task Complexity – The more complicated and demanding the role would give high level of
motivation to a person.

B. Activity
Instruction: Arrange the following Jumbled Letters, use the pictures below as clues.

1. OALGS

2. INMDETS

3. MITCOMENMT

4. NEGELLACH

5. FELS – CYCAFFIE
Assessment

General Direction: Read each direction written in every type of test.

ENUMERATION TEST
Directions: Enumerate the answer for the following questions.
1. Enumerate the two (2) types of mindsets

2. Enumerate the five (5) principles of goal setting.

3. Enumerate the four (4) ways to build self-efficacy.

FILL IN THE BLANK TEST

Directions: Fill each blank with the correct answer. Write your answer on the
blank provided.
1. Commonly defined as the belief in one’s capabilities to achieve a goal or
outcome.
2. Is a term used by Dweck to explain assumptions, methods, or notations held
by one or more people or group of people.
3. An innate or in-born personality of a person.
4. A type of mindset where people believe that training and an effort to learn can change
someone’s qualities and traits.
5. This refers to the effects of setting goals on subsequent performance.
6. He is one of the most renowned psychologists. Self-Efficacy Theory is part
of his Social Cognitive Theory.
7. A type of mindset where people believe that training and an effort to learn
can change someone’s qualities and traits.
8. This refers to the effects of setting goals on subsequent performance.
9. He is one of the most renowned psychologists. Self – Efficacy theory is part
of his Social Cognitive Theory.
TRUE OR FALSE TEST
Directions: Write T if the statement is TRUE, and write F if the statement is
FALSE.

10. Self – Efficacy represents the cognitive processes activated in response to

a given task.
11. Challenge is a clear, measurable goal is more achievable than one that is
poorly defined. The most effective goals have a specific timeline for completion.
12. Social modeling is about having other’s (role model) directly influence one’s
self-efficacy by providing opportunities to master experience.
13. The thought: “I’ am bad at mathematics because I was born bad at it and I
can’t do anything about it” is a Fixed mindset.
14. Self – Efficacy is not defined as the belief in one’s capabilities to achieve a
goal or an outcome.
15. A mindset is where people believe that training and an effort to learn can
change one’s qualities and traits.

ANSWER KEYS:

ACTIVITY:

1. Goal
2. Mindset

3. Commitment
4. Challenge
5. Self – Efficacy

ASSESMENT:

ENUMERATION TEST

1. Fixed Mindset and Growth Mindset

2. Clarity, Challenge, Commitment,
Feedback and Task Complexity
3. Master Experience, Social Modeling,
Social Persuasion, State of
Physiology.
FILL IN THE BLANK TEST

4. Self – efficacy
5. Mindset
6. Fixed Mindset
7. Growth Mindset
8. Goal Setting Theory
9. Albert Bandura

TRUE OR FALSE TEST

10. False

11. False
12. False
13. True

14. False
15. False

"A goal without a plan is just a wish"

- Antone de Sant Exupery
Prepared by: Group 13 CS1A

CODERA, ALFREDO JR. S.

SANTIAGO, ORVILLE JAMES B. RANJO,

TERENCE GABRIEL M.

RUBIA, CARL KENNETH T.