Page 129 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 129
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The Student’s Academic Self-concept
and its Link with ESL
Tina Rutar Leban
Synopsis
Supporting the development of a positive academic self-concept is an
important factor in preventing ESL. In order to support its develop-
ment, teachers should pay attention to how they provide feedback to
their students (i.e. negative feedback should only be directed to the
behaviour/achievement/result and never to the person).
Summary
Self-concept is defined as a person’s conception of themselves (Bong
& Skaalvik, 2003), which includes the set of characteristics, abilities,
attitudes and values an individual believes defines them. It is multi-
dimensional and contains an individual’s perception of a variety of
areas (Shavelson, Hubner, & Stanton, 1976). The academic self-con-
cept forms part of the self-concept that includes one’s characteris-
tics, abilities, attitudes and values that refer to the academic context
one finds oneself in (Bong & Skaalvik, 2003).
Empirical and theoretical evidence shows that academic self-con-
cept may be associated with ESL. For example, ESLers and undera-
chievers are identified as having lower self-esteem, a lower academic
self-concept and a lower perception of self-efficiency than other stu-
dents (PPMI, 2014). Other studies reveal the importance of a posi-
tive self-concept for achieving good results at school (Schunk, 2003),
129
The Student’s Academic Self-concept
and its Link with ESL
Tina Rutar Leban
Synopsis
Supporting the development of a positive academic self-concept is an
important factor in preventing ESL. In order to support its develop-
ment, teachers should pay attention to how they provide feedback to
their students (i.e. negative feedback should only be directed to the
behaviour/achievement/result and never to the person).
Summary
Self-concept is defined as a person’s conception of themselves (Bong
& Skaalvik, 2003), which includes the set of characteristics, abilities,
attitudes and values an individual believes defines them. It is multi-
dimensional and contains an individual’s perception of a variety of
areas (Shavelson, Hubner, & Stanton, 1976). The academic self-con-
cept forms part of the self-concept that includes one’s characteris-
tics, abilities, attitudes and values that refer to the academic context
one finds oneself in (Bong & Skaalvik, 2003).
Empirical and theoretical evidence shows that academic self-con-
cept may be associated with ESL. For example, ESLers and undera-
chievers are identified as having lower self-esteem, a lower academic
self-concept and a lower perception of self-efficiency than other stu-
dents (PPMI, 2014). Other studies reveal the importance of a posi-
tive self-concept for achieving good results at school (Schunk, 2003),
129
