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Journal Information The Journal of Experimental Education publishes basic and applied-research studies that use the range of quantitative and qualitative methodologies found in the behavioral, cognitive, and social sciences. The journal features articles that seek to improve knowledge of how learning and instructional, motivational, and social processes affect educational outcomes across all ages and education levels, including public and private education in the United States and abroad. The Journal of Experimental Education also reports methodological or statistical findings that enhance the interpretation of educational data. The journal – essential reading for researchers and practitioners interested in advancing educational research and its use to improve teaching, learning, and schooling – is divided into three distinct sections: Learning and Instruction; Motivation and Social Processes; and Measurement, Statistics, and Research Design. Publisher Information Building on two centuries' experience, Taylor & Francis has grown rapidlyover the last two decades to become a leading international academic publisher.The Group publishes over 800 journals and over 1,800 new books each year, coveringa wide variety of subject areas and incorporating the journal imprints of Routledge,Carfax, Spon Press, Psychology Press, Martin Dunitz, and Taylor & Francis.Taylor & Francis is fully committed to the publication and dissemination of scholarly information of the highest quality, and today this remains the primary goal. Rights & Usage This item is part of a JSTOR Collection. APA Mental Health Primers  This information is designed to help teachers respond to students who may need support. It is not intended to be used as a diagnostic tool or to replace the use of formal assessments employed by mental health professionals. Additionally, it is important to consider the context of the situation, individual differences, and cultural and linguistic considerations. Teachers are an important part of establishing and maintaining healthy environments for children to learn and grow. Teachers can help students who are not confident in themselves or who are afraid to make a mistake to build their feelings of confidence. Teachers can also play an important role in referring students experiencing low self-esteem to professionals in the building who can be of assistance. What is Self-esteem?Self-esteem is the degree to which students feel satisfied with themselves and feel valuable and worthy of respect. Perceived competence is a belief that one has skills in a particular area (e.g., math, spelling, peer relationships). Self-esteem and perceived competence are necessary for students to take risks in their learning and to bounce back after failure or adversity. Low self-esteem or lack of confidence leaves students doubting their ability to succeed, making them hesitant to engage in learning or take appropriate academic growth risks. Self-esteem is often built and buttressed through estimable acts and achievements—even small ones. How Might Low Self-esteem Be Expressed by Students in School?What Can Teachers Do?When to Act
Refer Students to Further Help if Needed
ResourcesRelated Mental Health PrimersEmpirical ResearchBeghetto, R. A. (2007). Factors associated with middle and secondary students' perceived science competence. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(6), 800-814. Guay, F., Boggiano, A.K., & Vallerand, R.J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650. Kamins, M. & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents’ and teachers’ beliefs in children’s self-concept development. Journal of Applied Developmental Psychology, 44, 63-71. Zentall, S. R., & Morris, B. J. (2010). "Good job, you're so smart": The effects of inconsistency of praise type on young children's motivation. Journal of Experimental Psychology, 107(2), 155-163. The Mental Health Primers are developed by the Coalition for Psychology in Schools and Education. This resource was updated in October 2021 with support from cooperative agreement NU87PS004366 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views or endorsement of the CDC or the Department of Health and Human Services. Last updated: April 2022Date created: January 2020 How can teachers help students build selfPraise and acknowledge accomplishments
Students who don't have a lot of confidence tend to focus on only the negative aspects of what they are doing. Make it a point to praise and acknowledge students when they do something correctly, both in private and in front of their peers.
Why is selfTeachers who are high in self-efficacy tend to believe that they can reach slow learners by using correct methods and by encouraging more work. Teachers who are low in self-efficacy tend to explain low grades in terms of low student ability. Self-efficacy is also relevant to solving problems in the classroom.
Which teacher is doing the most to foster the overall personal and social development of his students?Which teacher is doing the most to foster the overall personal and social development of his students? Mr. Poller conveys the message that he likes his students and wants them to succeed in the classroom.
Which one of the following appears earliest in the development of children sense of self?Which one of the following appears earliest in the development of children's sense of self? *At age two, children can recognize themselves in the mirror. *In late adolescence, young people become aware that they portray different personalities as they interact with different people.
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