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.