Page 130 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 130
itself recognised as an important preventive factor for ESL (e. g.
Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
Since one’s academic self-concept primarily develops in the school
environment (or similar environments) relative to teachers’ feedback
to a student’s school achievements (Bean & Lipka, 1986; Milivojević,
2004) as well as the teacher-student relationship, it is important for
teachers to understand the development of (academic) self-concept
and their role as students’ significant others in it. In terms of com-
municating negative feedback, it is paramount that teachers recog-
nise the difference between criticism of behaviour and criticism of
the person (Milivojević, 2004). Negative feedback should only be di-
rected to the behaviour/achievement/result and never to the individ-
ual involved.
Key words: ESL, self-concept, academic self-concept, school achieve-
ments, motivation for school work
Introduction
School achievement and success such as high grades and school completion
do not take place in a vacuum. To achieve success at school, students must
not only value school but believe they are capable of achieving success. The
influence of psychological factors like self-concept, motivation, and readi-
ness to take on challenges are important factors that predict school success
or ESL (e.g. Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
Typically, children enter the middle-childhood years very optimistic
about their ability to master a wide array of tasks, including their school-
work (Eccles, Wigfield, & Schiefele, 1998; Parsons & Ruble, 1977; Stipek,
1984). When asked how good they are at reading, maths etc., most first
graders rank themselves near the top of the class, and there is essentially no
relationship between their ability self-ratings and actual performance lev-
els (Nicholls, 1979; Wigfield, 1997). By age 10, however, students are typical-
ly less optimistic, and there is a much stronger correlation between their
self-ratings and actual performance. Their academic self-concepts and ex-
pectations of success tend to decline during elementary school. This de-
cline in their academic self-concept and motivation for school continues
through adolescence, and may lead students to avoid certain school sub-
jects or drop out of school altogether.
This article explores various aspects of the relationship between
students’ academic self-concept and ESL risk factors. It explains the
130
Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
Since one’s academic self-concept primarily develops in the school
environment (or similar environments) relative to teachers’ feedback
to a student’s school achievements (Bean & Lipka, 1986; Milivojević,
2004) as well as the teacher-student relationship, it is important for
teachers to understand the development of (academic) self-concept
and their role as students’ significant others in it. In terms of com-
municating negative feedback, it is paramount that teachers recog-
nise the difference between criticism of behaviour and criticism of
the person (Milivojević, 2004). Negative feedback should only be di-
rected to the behaviour/achievement/result and never to the individ-
ual involved.
Key words: ESL, self-concept, academic self-concept, school achieve-
ments, motivation for school work
Introduction
School achievement and success such as high grades and school completion
do not take place in a vacuum. To achieve success at school, students must
not only value school but believe they are capable of achieving success. The
influence of psychological factors like self-concept, motivation, and readi-
ness to take on challenges are important factors that predict school success
or ESL (e.g. Battin-Pearson et al., 2000; Lan & Lanthier, 2003).
Typically, children enter the middle-childhood years very optimistic
about their ability to master a wide array of tasks, including their school-
work (Eccles, Wigfield, & Schiefele, 1998; Parsons & Ruble, 1977; Stipek,
1984). When asked how good they are at reading, maths etc., most first
graders rank themselves near the top of the class, and there is essentially no
relationship between their ability self-ratings and actual performance lev-
els (Nicholls, 1979; Wigfield, 1997). By age 10, however, students are typical-
ly less optimistic, and there is a much stronger correlation between their
self-ratings and actual performance. Their academic self-concepts and ex-
pectations of success tend to decline during elementary school. This de-
cline in their academic self-concept and motivation for school continues
through adolescence, and may lead students to avoid certain school sub-
jects or drop out of school altogether.
This article explores various aspects of the relationship between
students’ academic self-concept and ESL risk factors. It explains the
130
