1. Self-Concept, Self-Esteem, Self-Efficacy, and Resilience
Beccah Avraham, Matt Gold, and Jennie Hall

2. Self-Concept Who 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…”
Jennie

3. Based on this definition, what do you view as your most important self-concepts?
Jennie
Take a minute to think about how you define yourself, write down a few words that you’re comfortable sharing with the class
Do you value these? Start thinking about how they might affect your self-esteem

4. Self-Concept as Psychological Development in Early Childhood
Jennie
Now we’re going to see how a group of individuals at a different stage developmentally might answer the same question I asked you

5. 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
Jennie
Decrease due to reaction to overly positive self-perceptions characterized of childhood and the lack of cognitive maturity to evaluate their abilities critically
When you’re young your parents approval dictates your evaluation of your own skills… through development, peers gain influence but parents influence does not diminish
Students must feel competent in areas that they value… for instance, if academics and behavior is valued messages of incompetence in these areas result in low self-concept (poor grades, public punishments)
As a teacher, important to encourage focus on improvement, rather than comparison to peers (increase self-concept by reducing social comparison)

6. 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
Jennie
When you’re young, your parents’ values have a greater influence on your self-concept but this becomes dangerous/confusing when you’re introduced to peer judgment, *important for parents to maintain strong values because their influence never diminishes despite peers becoming a greater influence… think about young individual’s exposure to the media… what is the media valuing? Physical characteristics etc. values must be placed elsewhere in order for learners to develop healthy self-concepts

7. 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

8. 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.”
Jennie and Beccah
Unfortunatley This isn’t always the case… beccah will give you an example
Beccah talks about kid who’s made fun of in class – sees himself as ugly and acknowledges that it’s a bad thing, lets it affect his academic performance

9. Self-Esteem Evaluation of one’s own self-concept
The values that individuals place on their own abilities and behaviors
Beccah
Things that are not valued are not gonna affect our self-esteem
(ex) if you don’t value school, you won’t be motivated to succeed in that area of life

10. Help us out! What do you value?
Do you view yourself as having high or low self- esteem?
Beccah
matt, shoot him down
Talk about matt’s reactions (won’t respond to second question)
Jennie gives example from field experience

11. 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
Beccah case study

12. Case Study: Apollo Academy Improving Self-Esteem in the Classroom
The 4 A’s (based on Glasser’s Control Theory)
Attention
Acceptance
Appreciation
Affection
Matt – define glasser’s control theory
Give overview of creative solutions

13. Dumb and Dumber - Self-Efficacy
Jennie

14. 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
Jennie

15. 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
Matt

16. Goal Orientation
Motivational Patterns (Learning vs. Performance Goals)
“Helpless” response: challenging tasks avoided, performance diminished at onset of task difficulty
Evaluation of abilities in comparison to others
“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
Dear matt, make sure you lead into the discussion of resilience by mentioning how learners who have the “mastery” resopnse tend to be resilient… then say something like now beccah is going to go into more detail about resilience

17. 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
Beccah
Risk factors include family poverty
Josh’s presentation, gender presentation ell’s

18. Risk Factors Family poverty Community violence
Psychological differences
Discrimination
A lot of the presentations from over the past few weeks have touched on issues of race, gender, sexuality, and socio-economic status… all factors that significantly influence academic resilience in learners
DO NOT define learning outcomes in all cases: educational resilience

19. 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
What formal theories relate to these educational characteristics?

20. 4 Recommendations for Education

21. 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
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
Instructional Strategies
Cooperative learning projects and cross-age tutoring
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

23. References
Byer, 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),
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.