Students’ Self-Concepts and the Quality of Learning in Public Schools and Universities

摘要: This chapter focuses on theory and research concerned with the role of self in learning. It is based assumption that self-concept most significant cognitive structure organizing an individual’s experience, while self-esteem influential affective evaluator this experience. The organizes all we think are, what can do, how best do it, extent to which are pleased by concept, or feel worthy (Hamachek, 1978; Wylie, 1974). Together, they comprise self-theory model experience helps us explain our past behavior predict future behavior. Like any theory, a be differentiated valid interpretation reality, vague, invalid one. Thus, it both facilitate bias information processing (Kuiper & Derry, 1980). also affect degree stylistic consistency present behavior, including preferences for certain learning strategies.