This weeks post follows on from last weeks post and is taken from the wikipedia it outlines more inconsistencies in self esteem and a little how blind faith was used initially with promotion of self esteem enjoy. Craig
From the late 1970s to the early 1990s Americans assumed as a matter of course that students' self-esteem acted as a critical factor in the grades that they earn in school, in their relationships with their peers, and in their later success in life. Given this assumption, many American groups created programs to increase the self-esteem of students, assuming that grades would increase, conflicts would decrease, and that this would lead to a happier and more successful life. Until the 1990s little peer-reviewed and controlled research took place on this topic.
| “ | The concept of self-improvement has undergone dramatic change since 1911, when Ambrose Bierce mockingly defined self-esteem as "an erroneous appraisement." Good and bad character are now known as "personality differences". Rights have replaced responsibilities. The research on egocentrism and ethnocentrism that informed discussion of human growth and development in the mid-20th century is ignored; indeed, the terms themselves are considered politically incorrect. A revolution has taken place in the vocabulary of self. Words that imply responsibility or accountability — self-criticism, self-denial, self-discipline, self-control, self-effacement, self-mastery, self-reproach, and self-sacrifice — are no longer in fashion. The language most in favor is that which exalts the self — self-expression, self-assertion, self-indulgence, self-realization, self-approval, self-acceptance, self-love, and the ubiquitous self-esteem. | ” |
| —Ruggiero, 2000 | ||
Peer-reviewed research undertaken since then has not validated previous assumptions. Recent research indicates that inflating students' self-esteem in and of itself has no positive effect on grades. One study has shown that inflating self-esteem by itself can actually decrease grades.[7]
High self-esteem correlates highly with self-reported happiness. However, it is not clear which, if either, necessarily leads to the other.[8]
Some psychologists believe in a cause-and-effect relationship between high self-esteem and academic success[citation needed]. Ethnic identity may also play a role in the correlation between self-esteem and academic performance. The psychologist Jean S. Phinney, for example, has identified the development of ethnic identity among African-American adolescents as an integral stage in the development of their self-esteem.[citation needed] Psychologists have acknowledged the importance of ethnic identity, but have varying views of its relevance to academic success.[citation needed]
Some research evaluates the extremes of ethnic identity, with those who identify themselves as pro-black experiencing high self-esteem while those whose ethnic identity relates to anti-white behaviors display low self-esteem.[citation needed] Other researchers have built upon this idea and developed questions about the relevance of ethnic identity in the world of academia for African-American students. The field seems amenable to further study of larger numbers of African-American adolescents to accurately identify the role of ethnic identity in the development of self-esteem.
Article from Wikipedia
