Relationships Among Self Expectations Self Concept And Academic Achievement PDF Download

This publication reviews empirical research in an effort to: (1) help educators improve their understanding of self-concept development; and (2) identify effective strategies for developing positive student self-concepts. An introduction and a brief section on definitions is followed by a discussion of early (pre-school) self-concept development. The topic of schooling and self-concept development is then discussed in terms of the impact of school variables and self-concept enhancement strategies on student self-concept. A discussion of the teacher's role in self-concept enhancement follows, focused on diagnosis of student self-concept and the planning of intervention strategies. It is concluded that the impact of schools in general and teachers in particular on the self-images of youth can be negative, but that concerted efforts to bring about positive changes frequently succeed. In addition, future research should respond (1) to the need for more action research to identify effective change strategies and (2) to the need for a more comprehensive understanding of the construct of self-concept. Such an understanding would be particularly concerned with the way in which self-concept develops, what influences it, how it changes, and how the changes can be measured. Over 225 references are cited. (RH)