Academic Achievement

The relationship of academic exploit and self-conceit has been seen in a number of studies. These studies guide become the basis of programs and strategies implemented by educators to promote healthy self-esteem in savants.Self-esteem and academic achievement have a reciprocal relationship (Marsh and OHara, 2008). both(prenominal) would say that self-esteem might be the cause of academic achievement and those who have a positive view of themselves are focused and motivated to learn. While those with busted self-esteem are afraid to take risks, and tends to avoid active familiarity in classroom and school activities.On the other hand, or so presupposes that academic achievement results to increased self-esteem and self-confidence. No wonder, some teachers invest so oftentimes of their time and trend to help build their students self esteem, while others take exception their students by raising their standards, with little regard of other circumstances poignant their stud ents carry throughance. In my opinion, it is not an get laid of which of the two strategies is better, but rather, it is more an issue of how a teacher can strike the right balance and measure in implementing the appropriate strategy in motivating his student.Most teachers mean advantageously if they put pressure on their students to perform well at school. moreover I believe that a teacher can best contend work from an above average or superior student who, for some reason, lacks the motivation, but is innately competitive. Expecting higher standards from these students is likely to lead to academic achievement, and in the end increase their self-esteem and self-confidence. plainly not all students belong to this category. An ordinary student has an ordinary view of himself. He is less(prenominal) driven and finds competition less appealing.He will tend to view academic pressure placed by a well-meaning teacher as an added source of anxiety. To an ordinary student who is exp eriencing school adjustment occupations for instance, or who happens to be having personal difficulties, the increased demands from a high-driven teacher is a good excuse for him to withdraw, and worse, to drop-out of school (Flook, 2008).Increasing the self-esteem of an under-motivated student and, working on the lack of confidence of a low winner are two different issues. The challenge for teachers is for them to give an individualized burn down in setting the standards for their students. It might be more appropriate to gear wheel the academic pressure to those who are capable of handling the challenge. Meanwhile, they may hatch to invest their time and effort in building the self-esteem of those who drive it most.Teachers play a significant role in nurturing the fragile egos of their students and change their self-concept. It is not only their role to cultivate the intellect, but to provide turned on(p) support and fosterment if the situation calls for it. This strategy is really a bit-by-bit process and the results are not immediately seen. But no effort is wasted for a conscientious teacher.He can see the complete mental image . He understands that a students poor self-concept and low motivation are results of several(prenominal) factors, such as family roles or relationship problems, individual traits and characteristics, among many others. Because self-perception is imputable to many variables, there is no single formula in addressing the problem of poor self-esteem and self-confidence.An effective teacher however, can see the parentage cause of the problem and act on it. If it is rooted in low competence, he knows which skills to cultivate. He does not set unrealistically high standards. remediate yet, he lets his students set their own standards, but he knows just how to encourage them when they fall short of meeting these standards.Sometimes teachers choose not to accept excuses when their students perform less better than they expect. I still think it depends on the situation. Some students will benefit with a little push, and they are good to go. But pushing the haywire student too hard and at the wrong time might make the situation worse. What if the situation calls for the teacher to go out of his way to address his students personal difficulties and circumstances? More classical than the grades and the homework are character, relationships and sense of self-worth. Are they not?ReferencesFlook, L. and Fuligni, AJ (2008). Family and School Spillover in Adolescents Daily Lives. Child Development Journal, 79 (3).Marsh, H. and OMara, A. (2008). Reciprocal set up Between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent historic period Unidimensional and Multidimensional Perspectives of Self-Concept. Personality and Social Psychology Bulletin, 34 (4), pp. 542-552.