In the article "Oscars Made of Tin," by Harold W. Stevenson (1994), a number of points are made against the self-esteem movement in schools which are still relevant today. He describes this movement as "the practice of supplying positive feedback regardless of the quality of performance." It has been fifteen years since Stevenson pointed this out, but the Self-Esteem movement is still going strong. It pervades are schools, in many areas, such as grade inflation.
Self-Esteem Debate
Stevenson makes one particular strong point: "Self-esteem theorists have it backward. Meaningful self-evaluation and positive self-esteem are usually results, not antecedents, of accomplishments." This is a valid point, as well as, a reliable point.
In a study done by Holly (1987) that compiled a summary of all the self-esteem studies, indicated that most of the studies supported the idea that self-esteem was more likely the result than the cause of academic achievement. However, he acknowledged that a certain level of self-esteem is required in order for a student to achieve academic success, and that self-esteem and achievement go hand in hand. In other words, they feed each other.
If this study is correct, then teachers should focus more on school programs that foster real academic achievement. Why should schools just pass students along without them having to learn anything? As John Powers (1993) said, “Once upon a time. . . you passed or you failed. You made the team or you didn't. If you fell short, if your ego was bruised by getting a D or by seeing your name on the cut list, then you buckled down and you made it next time and felt good about yourself. . . .Failure can be a terrific motivator.”
Self-Efficacy in the Schools
Given the above information, it is clear that the term self-efficacy is more useful than the term self-esteem. Self-efficacy relates directly to school achievement. It focuses on the student’s self-concept of academic ability versus their sense of self-worth. Instead of giving false-praise in order to build self-esteem, teachers should point out student’s mistakes as well as help them master a skill. In this way, their self-efficacy will be improved.
Hopefully, this will lead to true academic achievement, and thus self-esteem. As Stevenson says, "Feeling good is fine; it is even better when we have something to feel good about." Moreover, as Roy F. Baumeister and others (2003) said, “indiscriminate praise might just as easily promote narcissism….”
Praise and Rewards in the Schools
Self-efficacy addresses one's abilities. A student trained in the self-efficacy perspective will truly know how good they are at producing a desired result. They will focus on learning the required skill sets and will not be satisfied with unearned awards. Praise and rewards should be given appropriately. To teach self-efficacy is to teach real skills.
In summary: When one develops real skills, then true self-esteem can be established. Self-esteem that is taught with false-praise, just so a student can feel good about themselves, is dangerous. If praise is given, it should be for trying hard and working hard. Self-efficacy addresses the need to actually learn a skill and to earn true praise for accomplishments. If an award is given, it should not be made out of tin, but of real gold. Improving one's self-efficacy is the avenue students should take and teachers should promote.
References:
Holly, W. "Self-Esteem: Does It Contribute to Students' Academic Success?" Eugene, OR: Oregon School Study Council, Univ. of Oregon. 1987.
Stevenson, Harold W. "Oscars Made of Tin." New York Times. October 11, 1994.
Powers, John."Feeling Good (for Nothing)." Boston Globe Magazine, 24 January 1993, pp. 7-8.
Baumeister, Roy F., Campbell, Jennifer D., Krueger, Joachim I., D. Vohs Kathleen. “Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?” Wiley InterScience Journal. 2003.
