ERIC Number: ED033742
Record Type: RIE
Publication Date: 1969-Feb-6
Reference Count: 0
Implications of Studies on Self-Esteem for Educational Research and Practice.
The research of this author indicates that the development of high self-esteem (defined as the good-bad dimension of self-concept) is associated with (1) acceptance, (2) clearly defined limits and moderately high goals, and (3) respectful treatment. Such factors as status, income, and education are only related to high self-esteem if they are a part of an individual's personal definition of success. Since high self-esteem is correlated with need-achievement, which proves to be a self-fulfilling prophecy for success, and low self-esteem is correlated with fear of failure, which proves to be a self-fulfilling prophecy for failure, it is clear that our educational techniques should foster high self-esteem. Further, it has been shown that (1) self-motivation derives from seeing oneself develop competency (through internal feedback, not social approval), (2), stringent but reasonable early challenges facilitate development, and (3) the school situation can either hurt a student's self-esteem or equip him with the mechanisms to maintain it at a high level. Our present educational system hinges on the anxiety-provoking, self-esteem lowering reliance of the student on the teacher's approval, grades, and attention. A preferable alternative would shift emphasis to self-motivation, based on high self-esteem. [Not available in hard copy due to marginal legibility of original document.] (MH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Univ., Davis.
Note: Paper presented at the meetings of the American Educational Research Association, Los Angeles, California, February 6, 1969