Page 138 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 138
In this way, we criticise the inappropriate behaviour but also commu-
nicate to the student that they can produce more appropriate behaviour be-
cause they are capable of doing that. The message the girl receives for her
self-concept is ‘I am capable of a polite response, I just made a mistake and
this mistake does not define me or my relational competencies’.
Since different studies show that a negative academic self-concept has
an important impact on ESL (e.g. PPMI, 2014; Rumberger & Rotermund,
2012), we believe that understanding these principles of giving negative
feedback and applying them in the everyday routine will help teachers bet-
ter support their students, especially adolescent lower achievers who have
been shown to be most at risk for ESL (e.g. Battin-Pearson et al., 2000; Lan
& Lanthier, 2003). Low achievers are students who every day receive the
most negative feedback from teachers. When they enter adolescence, they
already have a negative academic self-concept. By establishing appropri-
ate communication and a good relationship with teachers, the teachers can
help them change their negative academic self-concept into a more realis-
tic and functional one. This change may be crucial to their decision to stay
at or leave school.
Conclusions
Self-concept develops through our life experiences in relationship with the
environment, specifically in our relationship with significant others in our
environment (Nalavany & Carawan, 2012). It includes the set of character-
istics, abilities, attitudes and values an individual believes defines them. It
contains an individual’s perception in a variety of areas (Shavelson, Hubner,
& Stanton, 1976). Academic self-concept forms part of one’s self-concept
that covers the area of academic education. It encompasses one’s character-
istics, abilities, attitudes and values that refer to the academic context one
finds oneself in.
Academic self-concept is developed in the academic/school environ-
ment in which the teacher represents a significant other for the students.
Therefore, teachers have an important role to play in developing their stu-
dents’ academic self-concept. Their reactions to their students’ school-relat-
ed behaviour and achievements, and their verbal and non-verbal feedback
on the students’ work provide basic information on which the students can
build their academic self-concept (Milivojević, 2004; Rutar Leban, 2011).
This explains why it is important for teachers to understand how they
can give appropriate feedback about school work to students so as to support
138
nicate to the student that they can produce more appropriate behaviour be-
cause they are capable of doing that. The message the girl receives for her
self-concept is ‘I am capable of a polite response, I just made a mistake and
this mistake does not define me or my relational competencies’.
Since different studies show that a negative academic self-concept has
an important impact on ESL (e.g. PPMI, 2014; Rumberger & Rotermund,
2012), we believe that understanding these principles of giving negative
feedback and applying them in the everyday routine will help teachers bet-
ter support their students, especially adolescent lower achievers who have
been shown to be most at risk for ESL (e.g. Battin-Pearson et al., 2000; Lan
& Lanthier, 2003). Low achievers are students who every day receive the
most negative feedback from teachers. When they enter adolescence, they
already have a negative academic self-concept. By establishing appropri-
ate communication and a good relationship with teachers, the teachers can
help them change their negative academic self-concept into a more realis-
tic and functional one. This change may be crucial to their decision to stay
at or leave school.
Conclusions
Self-concept develops through our life experiences in relationship with the
environment, specifically in our relationship with significant others in our
environment (Nalavany & Carawan, 2012). It includes the set of character-
istics, abilities, attitudes and values an individual believes defines them. It
contains an individual’s perception in a variety of areas (Shavelson, Hubner,
& Stanton, 1976). Academic self-concept forms part of one’s self-concept
that covers the area of academic education. It encompasses one’s character-
istics, abilities, attitudes and values that refer to the academic context one
finds oneself in.
Academic self-concept is developed in the academic/school environ-
ment in which the teacher represents a significant other for the students.
Therefore, teachers have an important role to play in developing their stu-
dents’ academic self-concept. Their reactions to their students’ school-relat-
ed behaviour and achievements, and their verbal and non-verbal feedback
on the students’ work provide basic information on which the students can
build their academic self-concept (Milivojević, 2004; Rutar Leban, 2011).
This explains why it is important for teachers to understand how they
can give appropriate feedback about school work to students so as to support
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