.
Self-Efficacy, Self-Regulation and Stress Management
Study Course Description
Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:11.07.2024 11:11:16
| Study Course Information | |||||||||
| Course Code: | SUUK_287 | LQF level: | Level 6 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Lāsma Spundiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Sports and Nutrition | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 3 Cigorinu Street, spk rsu[pnkts]lv, +371 67611559 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 15 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 30 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 54 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 11 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 22 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 38 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | High school level knowledge in social studies. | ||||||||
| Objective: | Within the framework of the study course, to provide students with knowledge about the concepts of self-efficacy, self-regulation and stress, to develop self-efficacy, self-regulation and stress management skills, to promote well-being by analyzing the connection between behavior and the concepts of self-efficacy, self-regulation and stress. Develop competences in the use of these concepts both in personal life and in future professional activities. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to the study course. Self-efficacy and self-regulation. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Factors affecting human behavior and psychological well-being, mind bias. Practices for promotion of psychological well-being. | Lectures | 1.00 | auditorium | |||||
| 3 | Self-awareness and self-observation. Evaluation of life domains and values. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | The transtheoretical model of changes. Decision-making. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Motivation and its role in self-regulation. | Lectures | 1.00 | auditorium | |||||
| 6 | Basic principles of goal setting. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Seminar: The foal setting and development of the plan for problem solving. | Classes | 2.00 | auditorium | |||||
| 8 | Concept of stress. The relation between stress and health. The physiological process of stress. Positive and negative stress. | Lectures | 3.00 | auditorium | |||||
| 9 | Self-regulation and stress management. Stress management techniques. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 10 | Seminar: Stress management in the latest research. | Classes | 2.00 | auditorium | |||||
| 11 | The importance of emotions in the mechanism of stress. Emotion regulation. | Lectures | 1.00 | auditorium | |||||
| 12 | Professional burnout. | Lectures | 1.00 | auditorium | |||||
| 13 | Time management. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 14 | Seminar: Development and presentation of individual stress prevention program. | Classes | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to the study course. Self-efficacy and self-regulation. | Lectures | 1.00 | auditorium | |||||
| 2 | Factors affecting human behavior and psychological well-being, mind bias. Practices for promotion of psychological well-being. | Lectures | 1.00 | auditorium | |||||
| 3 | Self-awareness and self-observation. Evaluation of life domains and values. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | The transtheoretical model of changes. Decision-making. | Lectures | 1.00 | auditorium | |||||
| 5 | Motivation and its role in self-regulation. | Lectures | 1.00 | auditorium | |||||
| 6 | Basic principles of goal setting. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Seminar: The foal setting and development of the plan for problem solving. | Classes | 2.00 | auditorium | |||||
| 8 | Concept of stress. The relation between stress and health. The physiological process of stress. Positive and negative stress. | Lectures | 1.00 | auditorium | |||||
| 9 | Self-regulation and stress management. Stress management techniques. | Lectures | 1.00 | auditorium | |||||
| 10 | Seminar: Stress management in the latest research. | Classes | 2.00 | auditorium | |||||
| 11 | The importance of emotions in the mechanism of stress. Emotion regulation. | Lectures | 1.00 | auditorium | |||||
| 12 | Professional burnout. | Lectures | 1.00 | auditorium | |||||
| 13 | Time management. | Lectures | 1.00 | auditorium | |||||
| 14 | Seminar: Development and presentation of individual stress prevention program. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | As part of independent work, students study literature, participate in group work and discussions, individually learn and improve practical skills of self-regulation and stress management, and perform exercises. Learns video lecture material and completes self-tests on lecture topics. Develops an individual stress prevention program and presents it in a seminar class. | ||||||||
| Assessment Criteria: | 1. Studying video lectures, performing self-tests, active participation in practical classes - 20%. 2. Setting a goal and drawing up a plan for the solution of the problem, which is presented in the seminar class - 30%. 3. Analysis of scientific research on the latest findings in stress management, which is presented in the seminar class - 20% 4. Development of the individual stress management plan, which is presented in the seminar class - 30%. The final rating is posted on a 10-point scale. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Defines the concepts of self-efficacy, self-regulation and stress; describes factors affecting psychological well-being; understands the relationship between an individual's behavior/achievements and beliefs; recognize and describe stress reactions. | ||||||||
| Skills: | Describes the role of self-efficacy, self-regulation and stress management in individual functioning and psychological well-being; uses critical thinking skills when analyzing individual goals and self-regulation and self-efficacy development techniques. Is oriented in the concepts of self-efficacy and self-regulation, stress theories. Understands the causes of stress and its effects on physical and emotional health. Self-regulation and stress reduction techniques are used to improve physical and emotional health. | ||||||||
| Competencies: | Discusses the relationship between human behavior, self-regulation, and psychological well-being; based on the acquired knowledge, students formulate an individual goal and develop a plan to achieve it; uses healthy practices to improve psychological well-being and achievement; critically analyze their behavior and psychological well-being. Recognizes stress in oneself and performs the most appropriate stress management techniques, applies stress management techniques preventively to improve one's stress resilience, recognizes stress reactions in others. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Mārtinosne, K. (sast.). Pašpalīdzības un pašvadības iespēju arsenāls krīzes un transformāciju laikā: metodes ikvienam. RSU, 2021 | ||||||||
| 2 | Mārtinsone K., Sudraba V. Veselības psiholoģija: teorijas un prakses starpdisciplinārā perspektīvā. RSU, 2019 | ||||||||
| 3 | Rība A. Laika menedžments: veiksmīgai darbībai un savas dzīves kontrolei. Rīga: Zvaigzne ABC, 2020 | ||||||||
| 4 | Roja Ž. Stress un vardarbība darbā. Ko darīt? Rīga: Latvijas Ergonomikas biedrība, 2016 | ||||||||
| 5 | Mārtinsone K., Miltuze A. Psiholoģija 2. Personība, grupa, sabiedrība, kultūra. Zvaigzne ABC, 2015 | ||||||||
| 6 | Seljē H. Mana mūža stress. Jumava, 2012 | ||||||||
| Additional Reading | |||||||||
| 1 | Ābeltiņa M., Profesonālā izdegšana, Zvaigzne ABC, 2023 | ||||||||
| 2 | Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175–192. | ||||||||
| 3 | Azevedo, S., & Cavalcanti, L. Psychology of Stress: New Research. Hauppauge, N.Y.: Nova Science Publishers, Inc. 2013 | ||||||||
| 4 | Chatzi, V. Psychology of Self-regulation. Hauppauge, NY: Nova Science Publishers, Inc. 2012 | ||||||||
| 5 | Gavaina, Š. „Radošā vizualizācija”. Rīga: apgāds „Zvaigzne ABC”, 2011 | ||||||||
