Understanding Self-Esteem in Education
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ScribdTranslationsUnderstanding Self-Esteem in Education
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ScribdTranslationsStatement of the problem
Self-esteem is defined as theperceptionself-evaluation of ourselves is
to say what we think of ourselves, this concept is defined by different
authors psychologists, like SigmundFreud1that used the German word
Self-feeling, emphasizing that it has two meanings:consciousnessof
onepersonregarding oneself (sense of self), and experience of the
ownvalueregarding asystemof ideals (feeling of self-esteem). This
"self-esteem" that Freud describes is Self-esteem.
In theschoolhumanist of psychology, since Rogers2, the concept of
Self-esteem can be summed up in the following axiom:
Every human being, without exception, by the mere fact of being one, is worthy.
of therespectunconditional to others and to oneself; deserves to be valued itself
same and that it is valued
Martin Ross3, in his/herlibro "The Map of Self-Esteem" develops its conception of
self-esteem, based on two elements: "the achievements" and "the anti-achievements."
Feats are those possessions, circumstances, merits, virtues that give
the opportunity for the person to feel proud of themselves, and that it
they provide social prestige. The way to detect an achievement in life
Everyday is to see if it provokes 'pride' or a desire to show off or to boast. If
Is there a situation, some part of your life, some virtue that makes you want to
to flaunt it, to showcase it, to show it to your friends, then it is undoubtedly a 'feat'.
The anti-feats, on the contrary, are those other situations that provoke
that theindividualhe feels ashamed, he self-despises, he feels less valuable, and that
they also take away their social prestige. Those defeats, situations,
circumstances, defects, that cause a person dishonor, diminish them
the ego, and they diminish the respect of their peers and their social honor, are 'anti-feats'.
Reasoner, cited by Raffini (1998)4self-esteem as the appreciation of
own value and importance, characterized by the ability to take responsibility for
oneself and to act responsibly towards others.
On the other hand, Rogers (1967)5establishes that self-esteem is the composition
experiential constituted by perceptions that refer to the self, to relationships
with others, with the environment and life in general, as well as the values that the
subject agrees to the same. It can be seen consequently that for this
the author the concept is purely subjective, where each individual will possess a
individual experience, deeply rooted in its referential framework.
Similarly, Coopersmith (1976)6it conceptualizes it as the evaluation that the
the individual makes of himself by expressing an attitude of approval or
disapproval and indicates the extent to which the individual believes they are capable,
significant and successful. In this case, self-esteem is equally subjective,
adding that the subject can approve or not, the result of said perception.
Méndez (2001)7It suggests that there are different levels of self-esteem, which is why
each person reacts to similar situations differently; having
unequal expectations for the future, varying reactions and disparate self-concepts.
which characterizes people with high, medium, and low self-esteem.
In this regard, people with high self-esteem are expressive,
assertive, with academic and social success, trust in their own perceptions and
they always expect success, they consider their work to be of high quality and maintain high standards
expectations regarding future jobs, they manage creativity, they
they respect themselves and feel proud of themselves, they walk towards realistic goals.
On their part, people with an average self-esteem are expressive individuals,
they depend on social acceptance, likewise they have a high number of affirmations
positive, being more moderate in their expectations and competencies than the
previous.
Lastly, people with low self-esteem are discouraged, depressed.
isolated, consider themselves to be unattractive, are unable to express themselves and
to defend themselves; they feel weak to overcome their deficiencies, they are afraid of
to provoke the anger of others, their attitude towards themselves is negative, they lack
of internal tools to tolerate situations and anxieties.
The transition from secondary education to university education can mean a
new life in another place, distancing from family and friends, attending classes and distributing
time and material resources efficiently. Between both levels of
teaching there is a great difference in demands: at the University appears
lack of controls to attend classes and keep the notes up to date, instead one
they present recreational, cultural, and leisure opportunities, especially for
income (holiday season, initiation rituals, camaraderie gatherings,
etc.). However, results from the study process are requested with a greater
degree of demand and with less personal teacher-student contact, which
it can affect self-esteem and motivation for studying, as it decreases
significantly when students are faced with a variety
overwhelming tasks, problems, meaningless exercises, evaluations without
option to improve and the possibility of making decisions independently and without support
suitable (Blumenfeld, 1992)8, Abello, Díaz, Pérez, Almeida, Lagos, González, and
Strickland, 20129The new situation demands the ability to act with greater
self-regulation and learning to balance academic demands of the
career with the new conditions of autonomy.
As can be observed, the educational institution has a significant influence.
about the image that students form of themselves. The years with which the
students remain in the educational institution affect their self-esteem, about
everything in academia. Everything you receive from others (evaluations, criticism,
Information leaves a mark on you. The role of the educational institution and the teacher.
are of utmost importance for the development of self-concept and self-esteem in
the student.
there are various correlational studies that have documented the relationship
self-esteem - academic performance with significant samples of adolescents
DuBois, Bull, Sherman & Roberts, 199810; Owens, 199411). Their results have
they are consistent with those recorded by others carried out in recent decades,
in which, when comparing students with high and low academic performance, it has been
found that the latter exhibit low self-esteem and criminal behavior and
rebellious, feelings of personal ineffectiveness and lack of expectations
professionals (Felner et al., 1995)12; Harter, 199313Hernández Guzmán &
Sánchez-Sosa, 199614).
Santrock (2006)15comments that low self-esteem may be present in
many psychological problems, as well as in academic performance or
professional, since the student's opinion of their performance
it will influence your self-evaluation and in turn your self-esteem. If you think you are not worth it
for nothing, that he is not qualified and cannot reach any goal, it is difficult for him to
strive and work to achieve it. Considering that low self-esteem can
affect the academic performance of the university student, there are many
authors, including Santín (1997)16who suggest a series of actions for
from the teacher, which have proven effective in increasing performance of
the students.
In Mexico, Gallegos and Alonso (2000)17research was conducted on subjects
university applicants and stated that nurses frequently
showed lower self-esteem and initiative than members of other groups
professions: often the nursing candidates came from those who obtained
lowest scores on the exams that qualify young people to take others
university studies.
González, Valdez, and Serrano (2003)18they conducted a self-esteem study in
first-time university students and prospective students:
high self-esteem was found in those who were first-time entrants (aged between
18 and 22 years old); when comparing them with those in more advanced semesters (ages
between 23 and 28 years old), their self-esteem was relatively lower.
About the relationship that can exist between self-esteem and performance
academic, Larrosa 2005)19explain that various factors are involved
university failure, among them personal ones, that refer to the student
possessor of a set of neurobiological and psychological characteristics, such as
personality, intelligence, lack of motivation and interest, self-esteem, disorders
emotional, affective, derived from biological development and derived from
cognitive development (in many cases, they are not in balance)
developments, which can influence their classroom performance and by
consequent in their school performance).
References
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dunken; 2013, available at[Link]
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higher education; {Thesis to obtain the Degree of Master
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(1967). One person to another: The problem of the human being: A new
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Contemporary. Scientific American Selections. Madrid. Blume.
7. Mendez, c. 2011. Methodology. Design and development of the process of
research. (3rd ed.). Bogotá: McGraw Hill.
8. Blumenfeld, P.C. (1992). “Classroom learning and motivation: Clarifying and
expanding goal theory.” Journal of Educational Psychology 84 (3): 272-281.
9. EREZ V, Ma Victoria et al. Learning difficulties in students
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Common questions
Powered by AISelf-esteem plays a critical role in academic performance, particularly during the transition from secondary to university education. During this transition, students face decreased personal teacher-student contact and increased freedom and responsibilities, posing challenges that can negatively affect self-esteem. High self-esteem students adapt better, managing autonomy and academic demands efficiently. Low self-esteem may lead to discouragement and depression, thereby impairing academic engagement and success. The educational environment significantly influences self-esteem and indirectly impacts academic performance by shaping students' self-image and motivation .
The educational environment significantly impacts a student's self-evaluation and future expectations by shaping their self-concept through interactions and feedback. Positive environments with supportive teacher-student relationships foster high self-esteem, leading to positive self-evaluations and higher future aspirations. Conversely, environments that focus on negative criticism or lack support can damage self-esteem, potentially resulting in diminished self-evaluation and lowered expectations. These effects underscore the role of the educational setting in either fostering resilience and motivation or contributing to academic and personal challenges .
According to Santrock, self-esteem significantly influences a student's motivation and perception of their academic abilities. Students with low self-esteem may harbor negative evaluations of their capabilities and worthiness, leading them to doubt their potential and goals. This lack of confidence can decrease their motivation to strive for academic success, creating a cycle of poor performance and further diminished self-esteem. Thus, the student's own belief in their ability directly impacts their academic efforts and outcomes .
The findings from DuBois, Bull, Sherman & Roberts (1998) suggest a significant correlation between self-esteem and academic performance among adolescents. The study indicates that lower academic performers often exhibit lower self-esteem, criminal behavior, rebellious attitudes, and a sense of personal inefficacy. This underscores the importance of self-esteem as both a contributing factor and a consequence of academic challenges, influencing behavioral choices and future professional expectations. The implications stress the need for interventions targeting self-esteem enhancement to potentially boost academic outcomes .
Freudian psychology views self-esteem as a dual concept encompassing both consciousness of oneself and an evaluative sense of one's worth related to ideals, thus integrating both internal awareness and external standards. In contrast, the humanistic perspective by Carl Rogers emphasizes the subjective experiences and inherent worth of individuals, focusing on self-perception and the unconditional respect deserved by everyone. Rogers highlights the intrinsic value without tying self-esteem to external accomplishments or societal ideals, differing substantially from Freud's integration of external dimensions .
Martin Ross identifies 'achievements' and 'anti-achievements' as the two primary components of self-esteem. Achievements are those aspects of life that elicit pride and social prestige, such as virtues or circumstances the person feels proud of and eager to showcase. In contrast, anti-achievements are events or attributes that induce feelings of shame and a sense of lesser value, diminishing social prestige and self-respect. These elements impact an individual's self-perception by influencing their sense of self-worth and the way they engage with society .
Carl Rogers' humanistic psychology perspective defines self-esteem as the experiential composition constituted by perceptions of the self, relationships with others, and life in general, combined with values accorded by the individual to themselves. This perspective emphasizes the subjectivity of self-esteem, indicating that it is deeply rooted in each individual's frame of reference and experiential background .
Santín suggests several educational strategies to enhance student self-esteem and academic performance. These include creating supportive and inclusive learning environments where students feel valued and respected, using positive reinforcement to build confidence, focusing on students' strengths, and providing opportunities for success through achievable goals. Encouraging students to express themselves and participate actively can also boost self-esteem, while offering constructive feedback helps them build resilience and motivation to improve academically .
People with high self-esteem are characterized by expressiveness, assertiveness, academic and social success, trust in their perceptions, high self-respect, and realistic goal-setting. They expect success and maintain high standards. Those with average self-esteem depend on social acceptance, are moderately positive, and have moderate competencies and expectations. Individuals with low self-esteem often feel discouraged, depressed, isolated, and unattractive. They struggle with self-expression, self-defense, fear others' anger, and lack the tools to handle anxiety. These differences highlight the varied psychological and behavioral adaptations linked to different self-esteem levels .
The document establishes a correlation between the years of education and self-esteem, highlighting their impact on academic self-concept. Prolonged educational experiences can influence self-esteem by shaping a student's self-image through interactions, evaluations, and feedback received from educational institutions. This exposure affects students' academic self-concept, often contributing to either improved confidence in their capabilities or, conversely, feelings of inadequacy if faced with negative experiences. As students advance in their education, their evolving self-concepts play pivotal roles in their academic performances .