Self Esteem in the Educational Experience

The purpose of this research is to examine how selfesteem is positively enhanced in a curriculum of social studies and/or science. The plan of the research will be to set forth the general context in which such research has occurred since 1980, and then to discuss specific areas in which the research has taken place.

Increased attention by social scientists and educational theorists to questions associated with selfconcept and selfesteem has arisen from a desire to explore ways in which the educational experience can be enhanced on one hand and made more productive on the other. Accordingly, one decisive requirement is the determination of an appropriate definition of selfesteem. Such definitional work is undertaken by Allen and Stevens, who cite six aspects of a favorable selfconcept and the selfactualization that teachers and socialscience practitioners ought to attempt to elicit from elementary school students: affection, a sense of belongingness, evidence of task or thought competence, uniqueness visavis the group, usefulness to others, and influence over others (Allen, 1985, pp. 34). Related to the definition of selfesteem is the process of facilitating a sense of accomplishment or fulfilling psychological needs. In this connection, Bridle and Frandsen found that the ability to gratify emotional needs is an important index of reinforcing an individual's sense of worth on one hand, and motivation toward higher educational achievement

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ricular introduction of the child to a sense of a specific place in the wider society is to show the child a connection between the facts of history and civics, and the skills that an individual can (or ought to) achieve for the purpose of reaching behavioral or (longterm!) career objectives. The course includes an awareness of other cultures besides the mainstream, an emphasis on conflict resolution, democratic values, listening skills, map skills [for awareness of the wider world], and of course the selfesteem associated with development of social, civic, and cognitive skills and training in utilization of the senses. Selfesteem has been related to the educational environment as a whole, with the implication that an awareness of the facts of the educational environment can lead to an awareness of the facts of the environment of the culture. Psillos, et al. (1984), for example, found that the selfesteem of scienceeducation (physics) majors who had dropped out of their teachereducation courses was much lower than those who either had not dropped out or had not at all enrolled in such courses. This implies that to drop out of a course designed to teach the teacher how to teach (i.e., provide a specific program for car

Category: Psychology - S