Page 139 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 139
the student’s academic self-concept and its link with esl
the development of a healthy academic self-concept. It is vital for teachers
to recognise the difference between criticism of behaviour and criticism of
the person (Milivojević, 2004). Negative feedback should only be given vis-
à-vis the behaviour/achievement/result and never the person. Moreover,
while communicating feedback, teachers should help the students under-
stand the difference between them as persons and their behaviour/achieve-
ments/successes while also providing encouragement for their future pro-
gress/improvement. According to Milivojević (2004), this helps students
maintain a positive academic self-concept even when their achievements
are not as expected. This is important for their motivation. It is only if stu-
dents believe they are capable of achieving better results that they will be
motivated to put more effort into achieving improved results (Milivojević,
2004).
Further, possessing a lower academic self-concept is an important ESL
risk factor. Students who left school before completing it had lower self-es-
teem, a lower academic self-concept and a lower perception of self-efficien-
cy than other students (PPMI, 2014). This is why it is even more important
for teachers to support the development of a healthy, positive and realistic
academic self-concept among their students’ to help them establish a life-
long learning concept of living and assist them in staying at school until
they have accomplished their academic goals.
References
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and
intrinsic interest through proximal self-motivation. Journal of Personality
and Social Psychology, 41(3), 586.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996).
Multifaceted impact of self-efficacy beliefs on academic function-
ing. Child Development, 1206–1222.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568.
Bean, J. A., & Lipka, R. P. (1986). Self-concept, self-esteem, and the curriculum.
New York: Columbia University Press.
Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy
expectations to the selection of science-based college majors. Journal of
Vocational Behavior, 23(3), 329–345.
139
the development of a healthy academic self-concept. It is vital for teachers
to recognise the difference between criticism of behaviour and criticism of
the person (Milivojević, 2004). Negative feedback should only be given vis-
à-vis the behaviour/achievement/result and never the person. Moreover,
while communicating feedback, teachers should help the students under-
stand the difference between them as persons and their behaviour/achieve-
ments/successes while also providing encouragement for their future pro-
gress/improvement. According to Milivojević (2004), this helps students
maintain a positive academic self-concept even when their achievements
are not as expected. This is important for their motivation. It is only if stu-
dents believe they are capable of achieving better results that they will be
motivated to put more effort into achieving improved results (Milivojević,
2004).
Further, possessing a lower academic self-concept is an important ESL
risk factor. Students who left school before completing it had lower self-es-
teem, a lower academic self-concept and a lower perception of self-efficien-
cy than other students (PPMI, 2014). This is why it is even more important
for teachers to support the development of a healthy, positive and realistic
academic self-concept among their students’ to help them establish a life-
long learning concept of living and assist them in staying at school until
they have accomplished their academic goals.
References
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and
intrinsic interest through proximal self-motivation. Journal of Personality
and Social Psychology, 41(3), 586.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996).
Multifaceted impact of self-efficacy beliefs on academic function-
ing. Child Development, 1206–1222.
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F.,
& Hawkins, J. D. (2000). Predictors of early high school dropout: A test of
five theories. Journal of Educational Psychology, 92(3), 568.
Bean, J. A., & Lipka, R. P. (1986). Self-concept, self-esteem, and the curriculum.
New York: Columbia University Press.
Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy
expectations to the selection of science-based college majors. Journal of
Vocational Behavior, 23(3), 329–345.
139
