Research in education has taken a step forward by recognizing the importance of self esteem within students in the school system. Over the last few years, many essay articles have focused on the question of whether schools should help students to feel better about them. The most recent surge (1994), “Nel Noddings has challenged the deadly notion that the schools’ first priority should be intellectual development.” She argues that “the main aim of education should be to produce competent, caring, loving, and lovable people” (p. 279). One of the most important factors that influence school success is self-esteem and this can be observed in students in what and how they go about doing things (Clemes & Bean, 1990). Self‐esteem is important traits for advancing both personal and career goals. Self‐esteem and other non‐cognitive traits developed through education are important factors for job satisfaction, job performance, and earning in the labor market (Bowles and Gintis 1974; Bowles, Gintis, and Osborne, 2001; Judge and Bono, 2001).
According to Maarit Johnson, PhD, builds on a dynamic view of self-esteem functioning. Trait level of self-esteem combined with different needs and strivings to maintain or increase self-esteem, is an important aspect to consider for a realistic understanding of mechanisms underlying behavior and wellbeing. Her research has focused on developing integrative models of vulnerability and resiliency. Self-esteem, that is contingent on success and competence, triggers fundamentally different habitual thought and behavior patterns than contingent self-esteem that involves seeking compensation from emotional support and acceptance. These behaviors and attitudes have in studies been linked to distinctive patterns of coping with social threats and differential health outcomes.
Statement of the Problem
How does Self-esteem affect the Academic Performance of 1st year and 2nd...
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