What is Self-Esteem?
Self-esteem and self-concept are often used interchangeably, even though they have distinct meanings.
Self-esteem is a screen self, a crust form around one’s real self in order to survive (Blocher, 1966). it is an affective reaction: an evaluation of who we are. People with high self-esteem are very close to the full expression of their unique present and worth. They work out mostly from their immutable self-concept and hence, are loving, capable fo receiving love, spontaneous, unique individual, adventurous, creative and fearless. Self-esteem arises in response to threats to the true expression of self, and it is a defense by those children and adults whose self-concepts are threatened.
According to Blocher (1966), there are two dimensions to self-esteem: the feeling of being lovable and the feeling of being capable. Shy, timid, overly reserved, extremely quiet, attention seeking and clinging or aggressive and bullying are signs that a child doubts his/her lovability. When the child shows resistant to new challenges, and is fearful of failure, easily upset by mistakes, nervous of school tests, perfectionist, overly diligent about his/her school works or evasive of school work, he/she is doubtful about his/her ability. In other words, self-esteem is the child’s evaluation and feeling about himself/herself. It appears that children with higher self-esteem are somewhat more likely to be successful in school.
Chidlren with high self-esteem will retain their natural curiosity for learning and are enthusiastic when presented with new challenges. They are also confident in social situation and in tackling academic challenges.
In addition, high self-esteem is related to more favorable attitudes towards school, more positive behavior in the classroom, and greater popularity with peers. Children’s self-esteem depends greatly on their satisfaction of school, their sense that classes are interesting and that teachers cared. Children who are being placed in a low-ability group or being held back in school may have a negative impact on their self-esteem. Those who believe an activity is important and who feel capable in that area have higher self-esteem than children who think activity is important, but question their competence. To them, they must attribute their success to their own actions, not to luck or to special assistance, in order to build self-esteem.
Humiliation through criticism will definitely affect children’s self-esteem and will lead to two possible reactions in children:
1. Apathy and avoidance: Children tend to withdraw from kaing academic and other efforts because to attempt is to risk humiliation and rejection.
2. Compensation: Children who react with compensation are intense, perfectionists. They spend too many hours over schoolwork and are easily upset by any prospect of failure.
The children’s level of self-esteem will determine not only their educational progress but also emotional, social, intellectual, sexual, career and spiritual development. Therefore, teacher’s feedback, evaluations, and communciations of caring for children under his/her charge are critical and can make a difference in how children feel about their abilities.
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