Examines two theories of self-esteem in education.
Written in 2002; 1,350 words; 6 sources; $ 47.95
Paper Summary:
Examines two theories of self-esteem in education. The view that students who esteem themselves highly will do better academically, and the view that students will achieve self-esteem only if they have earned it by performing well academically. Alignment to juvenile delinquency. Discusses the self-esteem/academic performance relationship of various programs.
From the Paper:
"Introduction
According to Edelstein (2001), there are current two basic views of self-esteem in education, which is said to be commonly defined as holding a high opinion of oneself. One current theoretical position is that self-esteem is good for students in general, and that if is important for them to think well of themselves regardless of how well or badly they have actually performed in school. This view holds, that if students esteem themselves highly, they will automatically do better--and even if they don't do better, they will feel happier about themselves. In other words, this theory holds, at least in part, that improvements in self-esteem are associated with improvements in academic performance.
The second view of self-esteem is more libertarian. This approach, according to ..."
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