Literaturnachweis - Detailanzeige
| Autor/inn/en | Alawiye, Osman; Alawiye, Catherine Zeimet |
|---|---|
| Titel | Self-Concept and Achievement: Theory and Practice. |
| Quelle | (1984), (18 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Theories; Individual Development; Self Concept; Self Esteem; Theory Practice Relationship |
| Abstract | Although the development of self-concept among children has been of great interest, understanding self-concept has remained elusive and confusing. There are two main theories of self-concept development. The first theory is the notion of "developmental self." Proponents include psychologists and psychiatrists. Self-concept develops in a manner similar to, and heavily influenced by, the individual's biological growth. The role of the environment is to help unfold the individual's self-concept. Interaction between the individual and the environment results in exhibition of the characteristics of the self. The second theory is the "social self" theory. Proponents include behaviorists and phenomenologists. Behaviorists view the development of self-concept as the interactional product of the individual and the environment. Phenomenologists view self-concept as a development that occurs through one's perceptions of how others respond to him/her. Teachers and schools have recognized the relationship between self-worth and academic performance; a student who feels good about himself is usually a high achiever. Applying self-concept theory in schools has been complicated. Two aspects of self-concept theory that pose problems for schools are: (1) the conceptualization of self-concept as a global construct (in contrast to a set of different and independent self-perceptions); and (2) the belief among educators that positiveness of self-concept enhances academic achievement--for on this issue, studies have provided conflicting and misleading results. Research studies done to investigate these phenomena have indicated that the area-specific construct may be most useful in the school setting. (A five-page bibliography is included.) (ABL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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