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Self-Concept, Self-Esteem, Self-Efficacy,
and Resilience
Beccah Avraham, Matt Gold, and Jennie Hall
Self-ConceptWho am I?
How someone thinks about or perceives themselves or the collection of beliefs one has about themselves
(ex) “I am funny…”(ex) “I am bald…”(ex) “I’m a fast runner…”
Based on this definition, what do you view as your most important self-
concepts?
Self-Concept as Psychological Development in Early Childhood
Developmental Implications
Elementary – Middle School Individuals experience a decrease of self-concept
Middle School – High School Self-concept grows as a result of increased
freedom and opportunity to participate in activities competently
Peer influence comes into play Individuals become aware of how others view their
skills – begin to distinguish between effort and ability Begin to assess ability by comparing to others Parents influence does not diminish
Parents vs. Peers In academic contexts, self-
concept = personal belief in one’s academic abilities or skills
PARENTS value behavioral and scholastic competence
PEERS value social competence and physical appearance
Self-concept influences behaviors, cognitive and emotional outcomes, including academic achievement, happiness, anxiety, social integration, and self-esteem
Promoting Healthy Self-Concepts
Peer tutoring and cooperative learning
Appropriate and positive feedback
Reducing social comparison cues in the classroom
Encouraging focus on improvement rather than comparative learning
Fostering caring academic environments
Organizing school-wide interventions Eliminate bullying, promote healthy social values
and self discipline
According to Maureen Manning from the
National Association of School Psychologists,
“Schools are most likely to support positive self-
esteem by implementing strategies
to promote learners’ self-concept.”
Self-Esteem Evaluation of one’s own self-concept
The values that individuals place on their own abilities and behaviors
Help us out!
What do you value?
Do you view yourself as having high or low self-esteem?
Motivation and Self-Esteem
Positive self-esteem is related to more favorable attitudes toward school
Perceived low self- esteem regarding a subject or school related issue negatively influences behavior and academic performance
High self-esteem positively effects educational resilience and self-efficacy
Case Study: Apollo Academy
Improving Self-Esteem in the
Classroom
The 4 A’s (based on Glasser’s Control Theory)
1. Attention
2. Acceptance
3. Appreciation
4. Affection
Dumb and Dumber - Self-Efficacy
After watching this video and based on what you’ve learned about self-concept and self-esteem,
what is self-efficacy?
Discuss in groups of 3-4
Self-Concept + Self-Esteem = Self-
Efficacy Individual’s personal evaluation or
confidence in his or her performance capability on a specific task Low self-efficacy = avoidance of activities
they perceive beyond their capabilities Low self-efficacy = choice of easier tasks
where chances of success are greater High self-efficacy = greater effort,
persistence, and motivation, therefore improved achievement
Goal Orientation
Motivational Patterns (Learning vs. Performance Goals)
1. “Helpless” response: challenging tasks avoided, performance diminished at onset of task difficulty
Evaluation of abilities in comparison to others
2. “Mastery” response: challenging tasks are sought and effort increases in the face of difficulty
Interested in improving skills and attaining knowledge
Subject matter is intrinsically rewarding
Academic Resilience
Academic success despite personal vulnerabilities and adversities brought about by environmental conditions and experiences Difficult life environments can negatively
affect students’ lives and interfere with their learning
(ex) Previous presentations
Risk Factors
Family poverty
Community violence
Psychological differences
Discrimination
Fostering Resilience
High academic standards
Incentives and rewards
Feedback and praise
Teacher’s modeling behavior
Opportunities for students to be responsible and develop problem-solving and social skills
4 Recommendations for Education
1. Student-teacher Rapport Connections with teachers (building relationships that are caring and
have respect and trust) Maintain a “can-do” attitude and emphasize effort and success Use student strengths and promote high self-esteem
2. Class Climate Eliminate bullying and alienation Students need to feel a sense of belonging and responsibility Foster pride and accomplishment, identify and praise their achievements Give learners agency Encourage teamwork and safe interactions to reduce anxiety
3. Instructional Strategies Cooperative learning projects and cross-age tutoring
4. Student Skills Interactions in classroom provide opportunity to develop communication,
social, interpersonal and literacy skills Extracurricular activities develop social skills, avoid negative behaviors Life transferrable skills: communicating, coping with stress, managing
conflicts
ReferencesByer, J. L. (2002). The consistency correlation between student's perceptions of classroom involvement and academic self-concept in secondary social studies classes. Journal of Social Studies Research, 26(1), 3.
Downey, J. A. (2008). Recommendations for fostering educational resilience in the classroom. Preventing School Failure, 53(1), 56-64.
Manning, M.A.(2007) Self-concept and self-esteem in adolescents. Principle leadership (middle-school edition). 7(6F), 5.
Nichols, J. D., & Utesch, W. E. (1998). An alternative learning program: Effects on student motivation and self-esteem. The Journal of Educational Research, 91(5), 272.