Self Esteem Importance

Superior Essays
THE IMPORTANCE OF SELF-ESTEEM FOR ACADEMIC ACHIEVEMENT
As it has been seen in this project, self-esteem is mainly influenced by interpersonal relationships. Wylie (1979, p.9) argues that "the person throughout the life span attempts to maintain or enhance the level of his or her self-regard and that both the development of standards for self-evaluation and the current self-evaluations are a function of social interaction."
On the one hand, parents are the first persons with who a child starts to have contact and they are the models to follow by the child. The child also plays to take the role of being someone until he or she discovers who is in reality. As Roberts and Roberts (2002, p.12) say "In their play, children often adopt characters
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According to Purkey (1970), low self-esteem can provoke difficulties in basic academic skills. Students with low self-esteem will trust "their beliefs that they cannot read, write, handle numbers, or think accurately, rather than to basic differences in capacity." (p.2). Therefore, the problem of self-esteem presented in academic environments is bigger than if the student is intelligent or not. If the student does not achieve his/her academic expectations he or she will lose significantly in self-esteem. The success or failure in school have a great influence in the manner in which students view themselves. A student with low self-esteem sees himself as incapable of accomplishing his task or he sees the work as unimportant to his world (Purkey, 1970). "Many students do poorly in schools simply because what school is doing seems irrelevant to himself and his world" (Purkey, 1970, p.10). Students who consider that they have failed at school do not listen to any other person point of view although it is positive or helpful for them. This fact is due to the self rejects to change in order to preserve a consistent and organized world. The school is a place where self-esteem may be threatened by failure, rejection or limitations (Purkey, 1970). To avoid this, García (1982) suggests that teachers not only have to praise good results but also the methods, ideas or attitude. So, as she says, the teacher must be a "booster" instead of dedicating to just correct mistakes. Purkey (1970) underlines the importance of what the teacher believes about students and he supports that the self may change if teachers try to enhance self-esteem. This means that if the teacher thinks and transmits to the student that he can accomplish the task, the student will be successful, whereas if the teacher

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