Methodology in Language Learning: Ideal Self

 

We may state that self-esteem is probably the most pervasive aspect of any human behavior, and in educational psychology the concept is well established, this importance is not reflected in the amount of L2 research that has specifically targeted the variable. This is partly due to the fact that self-esteem is closely related to the notion of self-confidence, which has a vigorous research tradition in applied linguistics and which, therefore, may have diverted scholars from the study of self-esteem. Indeed, both self-esteem and self-confidence (and also self-efficacy) share a common emphasis on the individual’s beliefs.

Like so many of the ID variables, self-esteem has been conceptualized both in a global (trait-like), and in a situational (state-like) manner. As, self-esteem is the evaluative quality of the self-image or self-concept, therefore global self-esteem refers to “individuals’ overall evaluation or appraisal of themselves, whether they approve or disapprove of themselves, like or dislike themselves” . Of course, if we differentiate between different types of selves  the notion of self-esteem can become rather complex because it may vary depending on which self-functions act as the reference point for evaluation.

For example, feeling worthless in relation to an ought self-guide may not result in a general low self-esteem if, say, a person tends to activate his or her ideal self instead (e.g., someone ignores the criticism about what he has not done and focuses single-mindedly on achieving a personal goal). Thus, the same individual can have high, low, and moderate levels of different kinds of self-esteem at the same time. In any case, there is no question that the way people think about themselves is a crucial aspect of their general conduct.

In ‘self-worth’ theory of motivation we establish that the “search for self-acceptance is the highest human priority” and therefore people are highly motivated to maintain a fundamental sense of personal value and worth, especially in the face of competition, failure, and negative feedback. The human tendency to see ourselves through ‘rose-tinted glasses,’ thereby producing a widely favorable self-image. This shows, that self-esteem is also closely associated with social identity: By identifying with a prestigious group, the group’s high status attaches to one’s self-concept.

Is self-esteem an ID variable? After all, one could argue that it is merely a reflection of one’s performance—if you are an Olympic champion, your self-esteem will be understandably more positive than if you came in second. While this is partly true, we often find that some people hold themselves in a low regard despite their obvious qualities, whereas others seem to have a staggeringly positive impression of themselves, a sort of ‘inflated ego.’ It appears that these differences are related to an underlying deep-seated, trait-like disposition

High self-esteem is generally associated with greater persistence in the face of failure, whereas people with low self-esteem are more vulnerable to the psychological impact of everyday events (e.g., experience wider mood swings) and are also more malleable and therefore more strongly affected by persuasion and influence. Although they want success and approval, they are often skeptical about their chances of achieving it.

Self-esteem has traditionally been seen as having important educational implications although empirical research has typically produced only moderate correlations at best between self-beliefs (broadly defined) and student achievement, it might partially explain that students with high self-esteem are more likely to succeed in learning because they have a clearer sense of direction regarding their priorities and goals. Another argument is that students with positive views of themselves may strive to ‘live up to’ their self-image and thus be more likely to achieve highly in school on this basis, for example by applying various self-regulatory mechanisms and

 

Although the exact mechanisms whereby self-esteem promotes learning have been subject to discussion, it is broadly accepted by scholars that consciously designed intervention can raise people’s self-esteem, and self-esteem is also modifiable by means of the individual’s self-regulation.

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University of Oxford - post gradual studies 2009 'English Language Teaching'

 

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