Do Not Just

Dream, Make
It Happen
A Group 7 Report

Group Members:
1. Kennedy Bautista
2. Meliesa Dugayo
3. Jonalyn Atienza
4. May Ann Cordero
5. Martin Montemayor
LESSON OBJECTIVES:

1. To let the hearers understand the content of the report through explanation of every points in the
simplest possible manner and through several examples
2. To understand Dr. Bandura’s Self-Efficacy Theory for Self-Assessment
3. To understand Dr. Dweck’s Fixed and Growth Mindset
4. To understand Dr Locke’s Goal Setting Theory
5. To possibly help the hearers achieve their dreams through applying at least one of the theories
that will be discussed and through personal testimonies that will be presented.

INTRODUCTORY ACTIVITY:

1. What do you dream of becoming in 5, 10, and/or 20 years?

2. What are the steps that you’re taking to achieve that/those dream/s?

INTRODUCTION:

Most of the people, if not all, have their own dreams – dreams that were forged for themselves,
for someone they love such as their special someone, their family, or anyone they care for. The activity
earlier proves that we have, at least, a dream or even dreams for ourselves whether they are considered
something good or something bad.

In today’s report, we will tackle 3 different theories presented by 3 different psychologists. They
are the Self-Efficacy Theory, the Fixed and Growth Mindset, and the Goal Setting Theory.

SELF – EFFICACY THEORY

1. The concept of this theory was introduced by Dr. Albert E. Bandura in an article entitled “Self-
efficacy: Toward a Unifying Theory of Behavioral Change” published in Psychological Review in
1977.
2. It is based on the assumption that psychological procedures serve as a means of creating and
strengthening expectations of personal efficacy.
3. It distinguishes between expectations of efficacy and response-outcome expectancies
a. Outcome expectancy is a person’s estimate that a given behavior will lead to certain
outcomes.
b. Efficacy expectation is the conviction that one can successfully execute the behavior
required to produce the outcomes

Note: The outcomes of these two may be affected if the person entertains serious doubts about
their ability in certain things.

4. Weibell (2011) concluded that Dr. Bandura’s Self-Efficacy Theory is defined as “people’s beliefs
about their capabilities to produce designated levels of performance that exercise influence over
events that affect their lives.”
a. People with high assurance in their capabilities tend to:
- approach difficult tasks as challenges to be mastered
- set challenging goals and maintain strong commitment to them
- heighten or sustain efforts in the face of failures or setbacks
- attribute failure to insufficient effort or deficient knowledge and skills which are acquirable
- approach threatening situations with assurance that they can exercise control over them
 b. People who doubt their capabilities
- shy away from tasks they view as personal threats
- have low aspirations and weak commitment to goals they choose to pursue
- dwell on personal deficiencies, obstacles they will encounter, and all kinds of adverse
outcomes, rather than concentrating on how to perform successfully
- slacken their efforts and give up quickly in the face of difficulties
- are slow to recover their sense of efficacy following failure or setbacks
- fall easy victim to stress and depression
5. Dr. Bandura described four main sources of influences by which a person’s self-efficacy is
developed and maintained. These are:
a. performance accomplishments or mastery experiments
b. vicarious experiences
c. verbal or social persuasion
d. physiological (somatic and emotional) states

Note: 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. On the other hand, it is not the intensity of the emotional or physical reaction that is
important, but rather, how it is perceived and interpreted

TO PUT IT SIMPLY: The Self-efficacy Theory implies that a person’s performance depends on how a
person thinks about himself and how he interprets whatever is thrown at him (feedback, experiences,
etc.). In application, how fast we achieve our dreams depends on what we think our capabilities are, how
we absorb whatever people are telling us, and how we use our experience to our advantage.

FIXED AND GROWTH MINDSET THEORY

1. This theory was presented by Dr. Carol S. Dweck in her book, “Mindset: The New Psychology of
Success” in 2006.
2. Dr. Dweck described people with two types of mindset.
a. Fixed Mindset – people who believe that success is based on their innate abilities
b. Growth Mindset – people who believe that success is based on hardwork, learning, training,
and perseverance.

Note: People may not necessarily be aware of their own mindset, but their mindset can still be
discerned based on their behavior.

3. What the mindset of a person is can be determined easily as it very evident in their reaction to
failure. Fixed-mindset individuals dread failure because it is a negative statement on their basic
abilities while growth-mindset individuals do not mind or fear failure as much because they realize
that their performance can be improved and learning comes from failure.
4. Dr. Dweck argues that the growth-mindset individuals are less stressed and more successful in
life.

TO PUT IT SIMPLY: The Fixed and Growth Mindset Theory implies that these two mindsets play an
important role in all aspects of a person’s life. In application, achieving our dreams is possible through
either of those two mindsets. However, fixed-mindset individuals may find themselves giving up if they
end up thinking that their fixed abilities are not enough to reach their dreams while growth-mindset
individuals will persist to improve every single day, if possible, to finally find themselves capable of
achieving their dream.
GOAL SETTING THEORY

1. The goal setting theory was first studied by Dr. Edwin A. Locke in the middle of 1960s.
2. The basic contents of goal setting theory are summarized in terms of 14 categories of findings.
a. The more difficult the goal, the greater the achievement.
b. The more specific or explicit the goal, the more precisely performance is regulated.
c. Goals that are both specific and difficult lead to the highest performance.
d. Commitment to goals is most critical when goals are specific and difficult.
e. High commitment to goals is attained when
- the individual is convinced that the goal is important
- the individual is convinced that the goal is attainable (or that, at least, progress can be
made toward it)

Note: Financial incentives may facilitate commitment to the goal and performance to achieve it,
except when rewards are offered for attaining impossible goals. Here, performance actually
drops. Aside from this, an individual’s commitment into doing something can be affected by these
factors:

- participation by subordinates in setting goals (i.e., joint goal setting by a supervisor and
his subordinates
- providing a convincing rationale for an assigned goal
- setting self-goals/milestones
- effective leadership
- support (moral, financial, etc.) of other people (family, friends, etc.)
- feedback/coaching
f. In addition to having a direct effect on performance, self-efficacy influences:
- the difficulty level of the goal chosen or accepted
- commitment to goals
- the response to negative feedback or failure
- the choice of task strategies

Note: People with high self-efficacy are more likely to set higher goals or to accept difficult,
assigned goals, to commit themselves to difficult goals, to respond with renewed efforts to
setbacks, and to discover successful task strategies.

g. Goal setting is most effective when there is feedback that shows progress in relation to the
goal.
h. Goal setting (along with self-efficacy) mediates the effect of knowledge of past performance
on subsequent performance.
i. Goals affect performance by affecting the direction of the action, the degree of effort exerted,
and the persistence of action over time
j. Goals stimulate planning in general. Often, the planning quality is higher than that which
occurs without goals. When people possess task or goal-relevant plans as a result of
experience or training, they activate them automatically when confronted with a performance
goal. Newly learned plans or strategies are most likely to be utilized under the stimulus of a
specific, difficult goal.
k. When people strive for goals on complex tasks, they are least effective in discovering suitable
task strategies if:
- they have no prior experience or training on the task
- there is high pressure to perform well
- there is high time pressure (to perform well immediately)
l. Goals (including goal commitment), in combination with self-efficacy, mediate or partially
mediate the effects of several personality traits and incentives on performance.
 m. Goal-setting and goal-related mechanisms can be trained and/or adopted in the absence of
training for the purpose of self-regulation.
n. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also be used to
enhance task interest, reduce boredom, and promote goal clarity. When used to punish or
intimidate people, however, goals increase stress and anxiety.

Note: There are obvious benefits and penalties of trying for too little in life as well as for trying for
too much. Obviously, the key principle here is personal context. Life goals must be based on what
you really want out of life, not on what other people want for you, and on your true capabilities.
The pursuit of challenging goals does not have to be attaining them all at once. They can be
pursued over an extended time period. Baby steps – one step at a time.

TO PUT IT SIMPLY: The Goal Setting Theory implies that goal setting, if done correctly, can be a great
benefit to an individual in attaining something. This can be applied to achieving our dreams as our dreams
can actually be considered one of our main goals in life. Setting small goals/milestones that are needed to
be achieved within a considerable amount of time brings us closer to our main goals.

ENDING QUOTE: In the end, it boils down to two simple choices. Either you do or you don't. You'd think
with all the problems in this world, there'd be more answers. It's not fair... but that's the way things are.
The choice is yours. – Zidane Tribal, Final Fantasy IX

VIDEO PRESENTATION: Professionals sharing what their dreams are, what steps they are taking to
achieve them, what obstacles they are facing, and encouragements for us to be inspired in continuing the
pursuit of our dreams.

SCREENSHOTS OF THE PRESENTATION:

DIVISION OF THE REPORT CONTENT

1. Lesson Objectives – May Ann Cordero

2. Introductory Activity – Marts Montemayor
3. Introduction – Marts Montemayor
4. Summary of Self-efficacy Theory (Dr. Albert
E. Bandura) – Isay Dugayo
5. Fixed and Growth Mindset Theory (Dr. Carol
S. Dweck) – Jona Atienza
6. Goal Setting Theory (Dr. Edwin A. Locke) –
Marts Montemayor/May Ann Cordero/KD
Bautista
7. Video Presentation – Marts Montemayor
 8. Ending Quote – Marts Montemayor

REFERENCE/SOURCE: “Understanding the Self” Book

“PANGARAP NATIN”

Performed by: May Ann Cordero and Martin Montemayor

Words and Music by: Martin Montemayor

VERSE 1 Pangarap natin, pangarap natin

Aabutin
Sa isang simpleng imahinasyon
Nagsimula ang mga ‘yon VERSE 2
Mga pangarap nating naghihintay
Naghihintay ng tugon Sa isang biglaang pagbagsak
Tila nawala na ang galak
Itong ating mga panaginip Ngunit magpapatuloy sa pagtakbo
Mukha tayong naiinip Kahit daan man ay malabo
Sa paghihintay ay napapa-idlip
Ang pag-asa ba’y sumisilp? Biglang dumilim man ang langit
Tadhana tayo’y ginigipit
REFRAIN Para sa pangarap ay magsisikap
Kahit na tayo’y naghihirap
Sa tuwi-tuwina’y nag-aasam
Sa tuwi-tuwina’y nag-aabang
Kailan kaya mga ito’y matutupad?

CHORUS 1

Magbibilang ng mga tala

Maghihintay ng may sigla
Mga panaginip at pangarap REPEAT REFRAIN
Na ating inaasam REPEAT CHORUS 1

Bumagsak man ay babangon BRIDGE

Hinding-hindi mababaon
Titingala, mangangarap
Magsisikap, mag-aasam
Babangon at lalaban
Kahit na pangarap ma’y suntok sa buwan

CHORUS 2

Magbibilang ng mga tala

Maghihintay ng may sigla
Mga panaginip at pangarap
Na ating inaasam

Bumagsak man ay babangon

Hinding-hindi mababaon
Pangarap natin, pangarap natin

Mapuno man tayo ng pighati

Hinding-hindi magagapi
Pangarap natin, pangarap natin
Pangarap natin, tutuparin