Globalisation and Dominant Models of Motivation Theories in Education by Joseph Zajda

Author:Joseph Zajda
Language: eng
Format: epub, pdf
ISBN: 9783031428951
Publisher: Springer Nature Switzerland

Classroom Application of Students’ Self-Beliefs

Do students academic self-beliefs determine their academic achievement, or does academic achievement determine the self-beliefs? There are at least two types of motivation researchers, those who concentrate on the role of self-esteem in students’ engagement, motivation and academic achievement, and those who focus of skill-development. Self-enhancement researchers think that self-concept beliefs are a primary cause of student achievement (we do well because we feel good) and so fostering students’ self-esteem should be number one priority in the classroom. Whereas skill-development researchers think that self-concept beliefs are a consequence rather than a cause of academic achievement (we feel good because we do well) therefore focusing on academic competence is more useful than focusing on self-beliefs. It has been impossible so far to determine which is right, as experiments and research in this area is difficult. Some researchers, both for self-concept and self-efficacy, currently support the idea that both self-belief/efficacy and achievement have reciprocal influences on student motivation. One could argue that both self-concept and self-efficacy, like status and role, are the two sides of the coin.

Current research shows that if students have learning difficulties in schools, this is due to their low self-esteem (APA, 2020; Pandy, 2012). Such students believe that they are unable to perform successfully. What does this mean for teachers? Empower the students with confidence, positive thinking, and self-assurance

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