Chapter 19. SELF-CONCEPT THEORY

After decades of neglect, self-concept is enjoying renewed attention from researcher. Scientists from many disciplines are discovering that self-concept gives consistency and predictability to the entire human personality.

One major figure who consistently kept sight of the importance of self-concept was Carl Rogers. In Rogers's view, the self-concept is the central ingredient in human personality and personal adjustment. Rogers described the self as a social product developing out of interpersonal relationships. He maintained that the self strives for consistency and proposed that there is a basic human need for positive regard both from others and from oneself. A major contribution of Roger was his vision that in every human being there is a tendency towards self-actualization so long as the environment allows it.

Helmke, in a study of children's self-concept of ability and mathematical achievement, found that students with high self-concepts had expectations of success, rather than a fear of failure. They persisted longer at a task, despite boredom, lack of interest in assigned work, and mistakes made. Students with low self-concepts were more likely during tests to have task-irrelevant cognition's that interfered with their ability to perform well. Clawson and Paterno reported that the connection between self-concept as learner and school achievement forms as early as first grade.

Self-concept may be defined as the totality of a complex and dynamic system of learned beliefs that each individual holds to be true about his or her personal existence. This belief system provides consistency in personality and predictability in behaviour. Self-concept has at least five characteristics: It is (1) organised, (2) dynamic, (3) consistent, (4) modifiable, and (5) learned.

Organised

Self-concept researchers agree that the self is characterised by internal harmony and orderliness. Anyone who has ever said, "Oh, I could never do that," can understand how each person strives to maintain an organisation of internal beliefs and external behaviour. Individual personality is far more than a hodgepodge of ideas; it is a road map for living. Without this internal organisation and direction, human personality would be difficult to imagine.

Dynamic

A second quality of self-concept is that it is dynamic. Combs and his associates maintained that the maintenance, protection, and enhancement of the perceived self (one's own personal existence as viewed by the perceiving individual) are the basic conditions behind all human behaviour. For example, suppose a student sees himself as incapable of learning algebra. Because of the dynamic nature of the self, the student creates the facts that make his or her perception come true. The student does not study because he or she believes one cannot learn algebra... and subsequently fails. Paradoxically, being right, even about being a poor student, has reward value: "See, I told you I was no good at algebra!"

Consistent

Individuals require a certain amount of internal consistency. Without this consistency, a stable personality would be difficult to imagine. From a lifetime of analysing one's own behaviours and the reactions of others to that behaviour, each person acquire expectations about what actions are appropriate. When an individual behaves in a manner that appears inconsistent with the self, a state of discomfort develops. This discomfort, according to Festinger, occurs when one behaves in a way that is not in keeping with one's self-concept. To avoid discomfort, students cling to their perceptions of themselves, no matter how detrimental these perceptions might be.

Modifiable

As noted earlier, the self-concept is more than the sum total of perceptions. It is an active and continuous flow of thoughts and feelings. In each reasonably healthy person, new ideas filter into the self-concept throughout the life span, while old ideas drift away. This constant flow allows for infinite modifiability of the perceived self and relatively boundless potential for the realisation of human potential.

It is useful here to pause and consider the nature of human motivation from and invitational teaching viewpoint. According to Combs and others, there is only a single kind of motivation. This is an internal and continuous drive that every individual has at all times, in all places, during any activity. It is a "given". Rather than thinking of ways to motivate students, teachers who employ invitational teaching spend their time thinking of ways to invite students to be able, valuable, and responsible and to behave accordingly. "Motivate" implies doing to. "Invite" implies doing with. The difference is the heart of invitational education. (Motivate; cause person to act in a particular way; stimulate interest of (person in studying); hence motivation).

Understanding human motivation from an invitational teaching perspective gives teachers a profound advantage. By assuming that motivation is a basic force that is already present and that comes from within, teachers can use their energies in seeking "doing with" rather than "doing to" activities. A "doing with" relationship sets the stage for co-operative spirit of mutual learning.

Learned

An overarching assumption of self-concept theory is that people become the ways they perceive themselves as being treated. If a person feels loved, it is because they perceive the love of others. If students feel neglected, it is because they perceive themselves as being neglected. If students feel able or unable in the classroom, it is because of perceived classroom experiences. Students develop confidence as learners when they perceive their efforts to be successful-whether it be answering a question correctly, or making a small step towards understanding some concept or idea, or working productively and co-operatively with others.

From an invitational teaching perspective, it is surprising that so many educational researchers have spent incredible amounts of time, energy, and money trying to improve education without recognising that teacher and student perceptions of themselves, others, and the world are significantly related to school achievement. These perceptions are also related to a host of other educational concerns, such as "at risk" student, the dropout, and the "discipline problem."

Use yourself as an instrument with Olympian Star Awards

The most important teaching instrument in any classroom is the classroom teacher. Use of the teacher's self is the process of combining knowledge, skills, and understanding into his or her own unique ways of functioning. The creative use of oneself supported by Olympian Stars, will promote healthy self-concepts and the perception that you in fact do care as much as you say you do, ensuring everyone's co-operation and mutual respect, is the best way to ensure an inviting classroom. (Invite; present inducements).