Self Concept

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JUST THE STATS MAM

• Studies show that more students leave their
  college or university without completing a degree
  program than will stay to graduate.
• According to the American College Testing Program
  (ACT) data files, institutional attrition across
  the nation has remained relatively stable since
  1983.
• This and other reports indicate that, of the
  nearly 2.8 million students who enter higher
  education for the first time, over 1.6 million
  leave their first institution prior to
  graduation.
• Of these "leavers", approximately 1.2 million
  will leave higher education without ever earning
  their degree.
• In general, only 44 of 4-year higher education
  institution students complete their degree
  program (Tinto, 1993 Youn, 1992).
• Since 75 of students who drop out of college do
  so within the first two years and the greatest
  proportion of these drop out after the first year
  (Tinto, 1993), it is critically important to
  understand the complex forces that influence
  successful academic adjustment during the first
  year.

Source Self-concept as a predictor of college
freshman academic adjustment, College Student
Journal,  June, 2002  by Lyn T.
Boulter http//findarticles.com/p/articles/mi_m0FC
R/is_2_36/ai_89809974/pg_1
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Self-Concept

• our concept of who we are and how we fit into the
  world

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Schools of Thought on Self-Concept

• Pragmatic View of Self - self is a complex
  process of gaining self awareness and we develop
  a concept of who we are through our interactions
  with others
• Dramatism and Self-Presentation - we construct
  roles that we perform in the everyday drama of
  life and shape the image we choose to convey to
  others
• The Humanistic View of Self  - view of self
  emphasizes individual growth toward
  self-actualization
• Postmodern Self - our sense of self is a
  relational view that is defined and negotiated in
  relational communities 
• Source Terrence A. Doyle, 2005 Self Concept
• http//novaonline.nvcc.edu/eli/spd110td/interper/s
  elf/self.html

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Carl Rogers Notion of Self-Concept

• the self is the central ingredient in human
  personality and personal adjustment
• self as a social product, develops out of
  interpersonal relationships and striving for
  consistency
• a basic human need for positive regard both from
  others and from oneself
• there is a tendency towards self-actualization
  and development so long as this is permitted and
  encouraged by an inviting environment

Source Purkey, W. (1988). An Overview of
Self-Concept Theory for Counselors.
http//chiron.valdosta.edu/whuitt/files/selfconc.
html
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Components of Self-Concept

• Physical Self-Concept relates to that which is
  concrete what we look like, our sex, height,
  weight, etc. what kind of clothes we wear what
  kind of car we drive what kind of home we live
  in
• Academic Self-Concept (1) a general academic
  self-concept of how good we are overall (2) a set
  of specific content-related self-concepts that
  describe how good we are in math, science,
  language arts, social science, etc.
• Social Self-Concept describes how we relate to
  other people
• Transpersonal Self-Concept describes how we
  relate to the supernatural or unknowns
• Source Huitt, W. (2004). Self-concept and
  self-esteem. Educational Psychology Interactive.
  http//chiron.valdosta.edu/whuitt/col/regsys/self.
  html

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Components of Self-Concept
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FIRST, Self-Concept is Learned

• self concept emerges in the early months of life
• constructed by the individual through interaction
  with the environment and reflecting on that
  interaction
• self concept is shaped and reshaped through
  repeated perceived experiences, particularly with
  significant others
• we develop and maintain our self-concept through
  the process of taking action and then reflecting
  on what we have done
• we also reflect upon what others tell us about
  what we have done
• NOT innate

Reference Purkey, W. (1988). An Overview of
Self-Concept Theory for Counselors http//chiron.v
aldosta.edu/whuitt/files/selfconc.html
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FIRST, Self-Concept is Learned

• social product developed through experience
• possesses relatively boundless potential for
  development and actualization
• previous experiences AND present perceptions
• we may perceive ourselves in ways different from
  the ways others perceive us
• we may perceive different aspects of ourselves at
  different times with varying degrees of clarity

Reference Purkey, W. (1988). An Overview of
Self-Concept Theory for Counselors http//chiron.v
aldosta.edu/whuitt/files/selfconc.html
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SECOND, Self-Concept is Organized

• self-concept requires consistency and tends to
  resist change
• if self-concept changed readily, the individual
  would lack a consistent and dependable
  personality
• the more central to a particular belief is to
  one's self-concept then the more resistant one is
  to changing that belief
• the various "me's social club, wife, teacher,
  friend
• reflects on past events, analyzes present
  perceptions, and shapes future experiences
• basic perceptions of oneself are stable change
  takes time
• perceived success and failure impact self-concept
  (self fulfilling prophecy)
• failure in a highly regarded area lowers
  evaluations in all other areas

Reference Purkey, W. (1988). An Overview of
Self-Concept Theory for Counselors http//chiron.v
aldosta.edu/whuitt/files/selfconc.html
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THIRD, Self-Concept is Dynamic

• the world and the things in it are not just
  perceived they are perceived in relation to
  one's self-concept
• self-concept development is a continuous process
  (there is constant assimilation of new ideas and
  expulsion of old ideas throughout life)
• individuals strive to behave in ways that are in
  keeping with their self-concepts (no matter how
  helpful or hurtful to oneself or others)
• self-concept usually takes precedence over the
  physical body (Individuals will often sacrifice
  physical comfort and safety for emotional
  satisfaction)

Reference Purkey, W. (1988). An Overview of
Self-Concept Theory for Counselors http//chiron.v
aldosta.edu/whuitt/files/selfconc.html
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Paradigm . . . not 20 cents . . .

• a paradigm is a pattern or model of how something
  is structured (the parts and their
  interrelationships)
• how the parts function
• behavior within a specific context

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Paradigm . . . not 20 cents . . .
Kuhn (1962) in The Structure of Scientific
Revolutions defines scientific paradigms as
"accepted examples of actual scientific practice
Kuhn wrote The Structure of Scientific
Revolutions while a graduate student in
theoretical physics at Harvard
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Whose paradigm is right?
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Paradigm . . . not 20 cents . . .

• Building on Kuhn's definition, Harmon (1970)
  defines a paradigm as "the basic way of
  perceiving, thinking, valuing, and doing
  associated with a particular vision of
  reality..." (p. 5)
• Baker (1992) in "Paradigms The Business of
  Discovering the Future" defines a paradigm as "a
  set of rules and regulations (written or
  unwritten) that does two things (1) it
  establishes or defines boundaries and (2) it
  tells you how to behave inside those boundaries
  in order to be successful.
• Finally, Capra (1996) defines paradigm as "a
  constellation of concepts, values, perceptions
  and practices shared by a community, which forms
  a particular vision of reality that is the basis
  of the way a community organizes itself" (p. 6).

Source Huitt, W. (2001). Paradigms. Educational
Psychology Interactive. http//chiron.valdosta.ed
u/whuitt/col/intro/paradigm.html