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. 1429
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10. 04. 2005; 10. 05. 2005.
Nikoleta Milošević and Slavica Ševkušić
STUDENT SELF-ESTEEM AND ACADEMIC ACHIEVEMENT
Abstract
There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsucces-sful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious, cognitive-affective expression of self-evalu-ation which is one of the most immediate indicators of self-concept integrself-evalu-ation deg-ree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other expe-riences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first – self-esteem or academic achievement – is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential seg-ments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning meth-ods. Findings demonstrate that cooperative learning either sustain or increase stu-dent self-esteem, whereas traditional teaching methods, in general, lead to its decli-ne. Cooperative relations improve student self-image in respect of academic abili-ties and social interactions. Positive feedback, peer support, more frequent experi-ence of learning achievement leads mainly to general increase in self-esteem and feeling of competence.
Key words: self-esteem, academic achievement, teacher, student, teaching methods.
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