Creating the state where self-confidence blooms easily requires self-regulation. Self-regulation consists of the metacognitive processes, behavioural skills, and associated motivational beliefs that underlie the process of growing the state of positive belief which in consequence will lead to high self-confidence and personal resourcefulness in any ventures attempted. This program discusses role of the three construct self-peer-environment in the attainment of self-regulation in terms of four levels of learning-specific skills: observation, emulation, self-control, and self-regulation. According to this formulation, socialization processes, such as modelling and social support, can greatly enhance goals and actions to achieve them. The program also analyses the function of a cyclical model of self-regulation that links metacognitive processes, behavioural performance, and motivational beliefs in three successive phases: forethought, performance, and self-reflection.
Both in academic programs and in career fields that demand knowledge in the area of life’s chemistry, one finds that talented ones do not necessarily prosper. This is usually down to the inability to push oneself to work hard and thus disables the focus on working smart. The end of the cycle is almost always the great reduction of self-confidence and the building of the dreaded low self-esteem. Low self-esteem can be deeply rooted, with origins in negative experiences such as prolonged separation from important developmental figures, neglect, or emotional, physical, or sexual abuse. This possibility of downward spiral can and must be stopped.1:In this program, we employ the 1:7:2 calculation of knowledge-surrounding-prototyping steps that will enable participants to be in a positive state of wanting to have positive change and willing to undertake the action.
See the Goal and make the move will anything you can find.
By Adj. Prof Dr Saiful Amin Jalun
