Classroom Management Main Page - EDEL
414 - EDSE
415
A Three Factor Operational
Definition of SELF-ESTEEM
Self-Esteem could be defined as: What our unconscious believes
to be true about how worthy, lovable, valuable and capable we are.
Our self-esteem is very dependent on factors within our
environment. It is formed as a result
of our years of experiences (especially the early ones). It could be said that one’s eyes and ears
record the messages they receive from others, especially those most important
to them. Because one’s unconscious
accepts all words and emotions as facts no matter how legitimate or based in
reality, one’s self-esteem is being continuously constructed and reconstructed
by what is encountered in the mirror of others verbal and non-verbal messages
Research into the nature
of self-esteem produces three factors that strongly correlate with
self-esteem. Each of the factors/components
outlined below is separate but interrelated.
In the attempt to better understand and/or promote self-esteem in
oneself and others, addressing these three components can help clarify our
efforts.
INTERNAL
LOCUS OF CONTROL: This factor is defined by one’s sense of internal
causality and orientation toward personal responsibility. The more internal our LOC, the more we feel
like our destiny is in our own hands. It could be contrasted to seeing life as
a series of accidents or “things that happen to us.”
It
comes from: recognizing that our actions result in consequences, seeing cause
and effect relationships related to success and failure, being given power and
control with an expectation of using them responsibly.
SENSE OF
BELONGING AND ACCEPTANCE: This factor reflects how much one feels wanted and
a part of the group, and how much one likes and accepts themselves as they
are. The more one feels accepted and
acceptable, the more they are able to express themselves, act authentically and
be fully present to others. Self-
acceptance could be contrasted to self-aggrandizement or a compulsion to
please.
It
comes from: accepting messages from VIPs (including self-talk), practicing a
positive approach and attitude, experiencing emotional safety, and the ability
to separate our performance from who we are.
SENSE OF
COMPETENCE: This factor relates to one’s self-efficacy or how “good at
things” one thinks they are. Our
unconscious is getting continuous data related to our relative level of competence. If we interpret our experience as progress
and/or success we become more confident and more inclined to take risks in the
future. Success breeds success. This sense of competence could be contrasted
to a defeatist attitude or the need to brag/show off.
It
comes from: achievement, taking risks that pay off, having special talents,
recognition of those talents from others, and others’ constructive feedback.
Classroom Management Main Page - EDEL
414 - EDSE
415