Title
Self-esteem, Self-determination and Behavior Outcomes: Applications for the Secondary School Context
Date of Award
5-17-1997
Document Type
Thesis
Degree Name
Master of Arts in Liberal Studies (MALS)
Department
Liberal Studies
First Advisor
Holley Hodgins
Second Advisor
Ruth Andrea Levinson
Abstract
Self-esteem and self-concept theories are associated with psychological and social well-being as well as specific behavioral outcomes such as academic performance. The theories represent two ideas that are part of a multitude of empirical work stemming from "self-theories" in general. Furthermore, self-esteem and self-concept elements relate in myriad ways to the literature of motivation theory, particularly self-determination theory and perceived control. This paper will begin by examining the literature of self-esteem and self-concept in order to define the constructs and examine their relationships to age and sex differences. Then, a summary of self-determination theory will be necessary in order to understand causal relationships between self-theories, motivation, and academic performance.
In addition to literature research, the paper will include information from a small correlation study which was performed in order to determine the relationship between self-determination orientations and self-esteem scores. The results will be reported and analyzed and, then discussed in relationship to the literature with an interest in articulating theoretical and practical implications especially as they relate to adolescent girls in the secondary school environment.
Recommended Citation
Fish, Diane White, "Self-esteem, Self-determination and Behavior Outcomes: Applications for the Secondary School Context" (1997). MALS Final Projects, 1995-2019. 12.
https://creativematter.skidmore.edu/mals_stu_schol/12
Included in
Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons
Comments
Self-esteem and self-concept theories are associated with psychological and social well-being as well as specific behavioral outcomes such as academic performance. The theories represent two ideas that are part of a multitude of empirical work stemming from "self-theories" in general. Furthermore, self-esteem and self-concept elements relate in myriad ways to the literature of motivation theory, particularly selfdetermination theory and perceived control. This paper will begin by examining the literature of self-esteem and self-concept in order to define the constructs and examine their relationships to age and sex differences. Then, a summary of self-determination theory will be necessary in order to understand causal relationships between selftheories, motivation, and academic performance.
In addition to literature research, the paper will include information from a small correlation study which was performed in order to determine the relationship between self-determination orientations and self-esteem scores. The results will be reported and analyzed and, then discussed in relationship to the literature with an interest in articulating theoretical and practical implications especially as they relate to adolescent girls in the secondary school environment.