ERIC Number: ED287205
Record Type: RIE
Publication Date: 1987-Oct
Reference Count: N/A
Student Self-Esteem and Academic Success.
Holly, William J.
OSSC Bulletin, v31 n2 Oct 1987
This bulletin is devoted to clarifying central issues in the self-esteem debate, with a view to pointing out implications for practice. The relevance of self-esteem to academic achievement is particularly emphasized. The first chapter reviews different meanings that self-esteem has acquired in the context of different theories. Chapter 2 critically examines how self-esteem affects academic achievement by reviewing evidence from educational research and discussing relevant theories. It is concluded that self-esteem is an effect rather than a cause of achievement. Teachers are advised that students need to be led to see for themselves the value of their studies, and the best way to raise students' confidence in their academic ability is to focus directly on developing academic abilities that will justify a sense of confidence. Chapter 3 briefly reviews methods currently being used to raise student self-esteem in two Pennsylvania high schools and three Oregon schools. At these schools, students are clearly given the message that actual self-improvement is the surest route to feeling better about themselves. Chapter 4 details how an Oregon teacher has successfully incorporated self-esteem into a middle school study-skills program. Appended are 14 references and the names of the four persons interiewed in connection with the cited programs. (MLF)
Descriptors: Academic Achievement, Educational Theories, Elementary Secondary Education, Middle Schools, Self Esteem, Self Evaluation (Individuals), Student Attitudes, Study Skills
Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($5.00 prepaid; quantity discounts; add $1.50 for shipping and handling on billed orders).
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: Oregon School Study Council, Eugene.