ERIC Number: EJ769492
Record Type: Journal
Publication Date: 2007-Apr
Re-Framing How We See Student Self-Concept
Manning, Maureen A.
Education Digest: Essential Readings Condensed for Quick Review, v72 n8 p36-41 Apr 2007
In this article, the author discusses self-perceptions and the difference between self-esteem and self concept. Promoting high self-concept in students is important because it relates to academic and life success, but before investing significant time, money, and effort on packaged programs, it is important to understand why such endeavors have failed and what schools can do to effectively foster students' self-esteem and self-concept. Regarding self-concept and academic achievement, self-concept is frequently positively correlated with academic performance, but it appears to be a consequence rather than a cause of high achievement. This suggests that increasing students' academic skills is more effective means to boost their self-concept than vice-versa. Furthermore, research suggests that self-concept is not a major predictor or cause of almost anything. It is advised not to focus on self-concept in hopes of preventing or remediating children's academic or interpersonal problems, but rather to focus on building students' competencies and self-perceptions, which in turn will promote their self-concept and, ultimately, self-esteem. Thus, the challenge is to reframe the understanding of self-concept so that adults are focusing on the right strategies to foster students' sense of competence and self-worth. Some ideas for doing so are suggested.
Descriptors: High Achievement, Correlation, Self Concept, Self Esteem, Students, Competence, Academic Achievement, Mental Health, Intervention
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Publication Type: Guides - Non-Classroom; Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A