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Self-Concept Who am I?  How someone thinks about or perceives themselves or the collection of beliefs one has about themselves (ex) “I am funny…” (ex)

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Presentation on theme: "Self-Concept Who am I?  How someone thinks about or perceives themselves or the collection of beliefs one has about themselves (ex) “I am funny…” (ex)"— Presentation transcript:

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2 Self-Concept Who 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…”

3 Based on this definition, what do you view as your most important self-concepts?

4 Self-Concept as Psychological Development in Early Childhood

5 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

6 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

7 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

8 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.”

9 Self-Esteem  Evaluation of one’s own self-concept  The values that individuals place on their own abilities and behaviors

10 Help us out!  What do you value?  Do you view yourself as having high or low self- esteem?

11 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

12 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

13 Dumb and Dumber - Self-Efficacy

14 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

15 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

16 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

17 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

18 Risk Factors  Family poverty  Community violence  Psychological differences  Discrimination

19 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

20 4 Recommendations for Education

21 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

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23 References Byer, 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), 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.


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