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Ccopersmith, StanleyImplications cf Studies on Self-Esteem forEducational Research and Practice.Califcrnia Univ., Davis.6 Feb 6925p.; Paper presented at the meetings ofthe American Educational ResearchAsscciation, Los Angeles, California,February 6, 1969

FDFS Price MF-$0.25 HC Not Available frcmEDRS.*Educational Strategies, LearningCharacteristics, Mctivaticn, PeerAcceptance, Psychological Characteristics,Psychological Needs, *PsychologicalStudies, Reinforcement, Self Ccncept,*Self Esteem, Self Reward, Stress Variables

AbstractThe research of this author indicates that

the development of high self-esteem (defined as thegood-bad dimension cf self-ccncept) is asscciated with (1)

acceptance, (2) clearly defined limits and moderately high

goals, and (3) respectful treatment.' Such factcts as

status, income, and education are only related to high

self-esteem if they are a part of an individual's personaldefinition of success. Since high self-esteem is correlated

with need-achievement, which proves to be a self-fulfillingprophecy fcr success, and lcw self-esteem is correlatedwith fear cf failure, which proves to be a self-fulfillingprophecy fcr failure, it is clear that our educationaltechniques should fester high self-esteem. Further, it has

been shown that (1) self-mctivaticn derives frcm seeing

oneself develcp competency (through internal feedback, notsocial apprcval), (2), stringent but reasonable earlychallenges facilitate develcpment, and (3) the schoolsituaticn can either hurt a student's self-esteem cr equiphim with the mechanisms tc maintain it at a high level. Ourpresent educational system hinges on the anxiety-provoking,self-esteem _lowering reliance of the student cn theteacher's approval, grades, and attention. A preferablealternative would shift emphasis tc self-mctivaticn, based

on high self-esteem. [Not available in hard ccpy due to

marginal legibility cf original document.] (MH)

I. DEPARTRENT Of HEALTH, EDUCATION II WIIFNRECIRCE Of EDUCATION

THIS' DOCUMENT HAS BEEN REPRODUCED EXACTLY PS RECEIVED F1,014 THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW ON TIMMSSTATED OCI NOT taaSTARLY REPROKNI OfFICIAL OFFICE OF EDUCATIONMin* OR .

ioiler pre4Jentod at Autricau Educbtional Research A6600iiti011

(ALFA) Convert on held in Los Angeleo Pobruary 6, 1969.

""elf 'Concert Ret,eeroha /es licetiova fog thicatione"rr ayatpc4uum141

CIIAA

Implications of Studies on Self Eateem

for Xducetional Resewmh sad Practice

Stanley Coopersmith

University of California, Davis

Gi "cn the limited times available I have Waded to

(1Lculsi$ a few 1;opios in some depth rancher than a multitude

ct u sv.porfloittl level. This w5.al permit me to elaborate on

invoortent ;opics related to chanding theories and praoticeb

i4 eduost;iort and i the same time tiugi7;ei3t taz the schools shcal6

conoorned bout fostering self odtoom sod how they should

vr.:hieve thvt erd. preseatetlon, lIke Oault i divided

iato throo parts. In the first I L5hall dice caso thu results

c. E' 4y 4tualou c EW ektee,a relevuut to education; in thv

.;,?,.c.;orld I hvIl (:.(Inuld.er how ekklIconcopta in genera sad, self

.:-tocm, in 1,art5,.:u1ar iniluence leurning and teach ng; in the

qtait -' rd I shill tn:amine acveral topics evaiging from studied

o. vori.onalit/ c:evelopmont that appear to havt considarablecin7.2114

12ApiLactime Future reaGurch and 'Ori40.

I:TIPODWTP:;n

Durrig. the pa.,t ten years I c ilonduetod a aeries

o) rr;;* Btudiea deeligled to clarify the nnidecedents, correlates

.24.1c1 oc,4,11ut.mcc of eft r:everal other invt,.tigt;tor

2

Lave been actively involved in studying self-eateem and the

monoc;rnpho by Rosenberg (I), Diggory (2), as well au my own (3)

t(,-ti477 to increasing awareness and knowledge of its signitl-

canoe. Lot me briefly summarize the major findings bearing

upon the fore ation of high aelt-esteem. As I define it aelf-

et.teem represents one dimension of the self-concept, that of

evaluation. The self is an abstract object about which the

individual holds certain attitudes. JUdgementa of self-eatuem

represent evaluative (positive-negative) attitudes about one's

abilities, characteristics and porformence This focus

upon one dimeneion of the self-concept is based on the siva-

ricanue of apraisala for personal satisfaotion and effeotive

performance ^a the advantages of studying single dimensions

of the self-eonoept over those of examining several dimensions

or the entire concept as a unity.

The avudies reveal that there are three Eifirstjui oonditiona

aaaociatod, with the development of high self-esteem. 'These

are Eastal, expreaaed by warmth, intereat and conoern

for the individualns vell-being by persona significant to

him; 101:qY 12114214.1114112AMills

and exnectatillerformence; and EstellatILAriatatal

and intitude of individual for persona who abide by the

eetablished llmits. tn a very general way this type of environ-

ment may be omen ea one which provides clear cognitive guidunwe

as to what Is expected and =Ikea considerable dellands for

self-exertion and performance. To be specific the environment

that produces high self esteem is neither permiseive nor

democratic :l hough J4 we shall see these concepts tire too

idealized and ambiguous to afford much guidance is deitoribing

act el Uterpersonal relations in *mall groups*Ot equal

.

interest and importance were the negative findings whish

indicated that maAy conditions that presumablyeffected calf*,

esteem had little if any influence on selfiwappreissl* Thus

we find that the following were not ausociated with the

formation of high aelesteem status, income, education,

height, physics attreotivenesc, the amount of punishment

and the amount of time af4nt with parents* The findings

that these conditions were unrelated to whether persons

evaluated thoueelvea favorably or unfavorably raise certain

queations about the potency of external rewards as a means of

a:footing feelings of competency and significance* When

we find no difference in esteem between pereona (parents

and children) with income levels of under two thousand dollars

and. over on million dollars it is difficult 'to argue that

money is a generally salient basis for judging wortblneas

What do come through is the finding that success ia personally

defined and Interpreted in accord with personal values

expectations and defensee* That definition it based upon

experiences in the e 'o ae3. f a a of aref`+ rer ce rather than

vague sepiratione and fantasieb of what could be; they are

filtered through defense* which determine how one definite and

interprets the opinions of others and accepts them as entAxacing

or devaluating* Thus external rewords and punishments, threats

and incentives are effective in altering esteem to the extent

thLt are coniastent with the persona values and expectations

end are accepted, ht as indices of 61100046 and failure*

r:olf Ec,tecr Leorninq and Taochinir

While it seeme obvious that aa individuel's concept

of himself would have significant implications for his

so ions, that ideas het had little offset upon educational,

theory and practice. Many psychologists are quite intrigued

by the ohild'e coneopta of spaces numbers time and morality

beeause they believe suoh knowledge provides basic underLtlind

ing about the child's mode of thinking and 'adapting to the

environment. At the some time they are unoertain or skeptical

that the child's concept of himself is eignifiesat to teaching

and learning. Part of the diffirehoe between the attention

to concepts regarding self and other objects appears to stem

from the conviction that the educational prooess should focus

upon materials, end the content of subject matter and not

become involved in matters relating to personality, emotions

or the students peraonal interests and es:acorns. When the

term mental health is applied to the sohoolu it is done so

vaguely ea to he virtually meaningless and affords no basis

for establishing a (nine classroom practices' The question

perwistss in what way is self-ooncept in seller 1 and melt

esteem in particular relevent and hens 'i.cant or learning?

In reeeonse to this question let me first cite the

findiacja of several investigetores Self.oesteem has been

aseociated with analytiorl thinking (4) which permits the

individual to aeperate a problem into component parta with

creative ability (315); with the ability to psrtioipato in

discus4ions and express a point of view (1,3); with persistence

in performing tasks (2) and with the ability to maintain a

constant perceptual framework in the face of confounding

conditions (3). .Persons with nigh self-esteem are more

likely to be loaders in their social 6roups, more concerned.

about public affairs rather than personal problems,and

less sensitive and anxious (1,3). They are generally more

effective and in general achieve more at a given level of

intellignece than do persons who take e more negative view

of themselves* (3) In terms of affect, persons withhigh

self-esteem are generally more express