The ways of elevating of academic self-esteem - Essay Example

 Information Research - Problem Solving Essay Elevating My Academic Self-Esteem In designing a self-improvement project for myself, the first step was to do a self-evaluation to isolate a negative psychological trait that I possessed that I felt I could alter. I decided to focus on my unwarranted worry about my academic scores on tests, exams, and projects. After considerable examination I came to the conclusion that it was not stress, but was an anxiety based on my perception that I would not do well enough. The anxious worry came from the feeling that I would be inferior when compared to the other students or my own expectations. Because I am a good student, I knew this was an irrational feeling and was due to my own lack of confidence in my abilities. I feel that by raising my intellectual and academic self-esteem I could eliminate this feeling and improve my scores. Research A healthy self-esteem can be a positive trait while a low self-esteem can be self-destructive. According to Myers, people who have a high feeling of self worth are more persistent at accomplishing complex tasks (613). In addition, a low self-esteem can result in negative attitudes towards others or being excessively critical (Myers 613). This criticism may become self-directed and be a self-defeating mechanism. These distortions of our self-image come from a variety of sources. They may come from our unrealistic goals, irrational view of the world and people around us, or the unrealistic view that others are closely scrutinizing our actions known as the spotlight effect (Myers 612). They may originate with some underlying event that invades our self-worth and plays a tape in our mind that tells us we are inferior. Pepi, Faria, and Alesi have reported that self-esteem is improved by positive results and appreciation, and it is also a "predictor of academic success" (617). By improving our academic self-esteem we may be entering a self-perpetuating process as we begin to see positive results. It has been found that people with low self-esteem can be negatively influenced by unfavorable daily events (DeHart and Pelham 158). This theory could predict that if we find ourselves in an awkward or embarrassing situation before a test, we may do more poorly on it. Tice et al. report a phenomena known as ego-depletion. They suggest that self-control depletes our ego and makes it difficult to reassert control or accomplish difficult tasks until it is replenished (379). They reported that by inducing positive emotions, such as watching a favorable video or receiving a small gift, this effect could be overcome (383). Though this may not be directly linked to self-esteem, it may provide some insight for improving academic scores. Swann, Chang-Schneider, and McClarty have recently presented research that indicates it is possible to elevate our own self-esteem. Despite some criticism, they report that using a program to improve self-esteem can raise student standardized test scores (90). However, they also caution that there may not be a simple solution as has often been offered by fad therapies of the past (84). They contend that, "Instead of focusing exclusively on people’s momentary self-esteem, the effective programs emphasize procedures that are also designed to alter the raw materials that provide a basis for healthy, sustainable self-esteem" (90). They state that the program must cultivate behaviors that result in a self-view that is realistic and adaptive (90). Behavior can alter our self-image and our self-image can alter our behavior. Cognitive Behavioral Therapy (CBT) has been used successfully to elevate self-esteem with only mild intervention (Oestrich, Austin, and Lykke 3,5). CBT is a method of altering our behavior by changing the way we think about our negative and often irrational thoughts (Myers 680). Meichenbaum suggests using "stress inoculation training", which involves nothing more than saying positive things to yourself (Myers 680). By retraining our thoughts our behavior will naturally follow. Implementation After careful consideration of the research, I have found that improving my academic self-esteem will be a process that involves multiple steps. There is not a single act or magic bullet that will serve the purpose. However, the steps are easily accomplished and can be put into practice on a daily basis. First, I will eliminate the spotlight effect that Myers writes about (612). I will attempt to get a more realistic view of the opinions that others have of me. I will set realistic goals that are admirable and attainable. By attaining these goals and eliminating the irrational feeling that others are harshly judging me, my academic self-image should improve. Second, if I have a negative experience before class, such as a traffic jam or conflict, I will treat myself to a pleasant reward or listen to some of my favorite music. This will counteract the effects of ego-depletion and make it easier to perform on tests and exams. I will also do this before I study or pursue my other projects. Third, I will use "stress inoculation training" to overcome the anxiety I feel about taking a test. I will tell myself that I will do well and it will not be as difficult as I imagine. I will also apply this to my study habits and tell myself that I can understand the material and that I will enjoy the experience. As these actions produce results, my self-esteem should elevate and my behavior should become routine. The difficulty in implementing this plan will be in establishing the initial belief that the plan will be successful. Negative expectations would doom it to failure. It will also require a rigorous discipline to follow the plan on a regular basis. I will have to remain aware of ego-depletion and set aside time to overcome it. These difficulties should be abated by my plan to monitor my progress. I will begin to use these techniques and keep a journal of my feelings before and after exams to see if my anxiety and negative feelings subside over time. In the long term, I would expect to see a positive influence on my overall GPA. In conclusion, it may be every student's dream to be able to raise their GPA without studying, yet my research has shown that it may be possible simply by using a few psychological techniques. We may be able to alter our self-image and in doing so affect our behavior. More research would be required to test the limits of these methods. It may only be applicable to what we already have an aptitude to accomplish. Combined with good study habits, I believe this could have a substantial effect on overall scores. The steps are simple and require no outside intervention or medication. Works Cited DeHart, Tracy, and Brett Pelham. "Fluctuations in State Implicit Self-esteem in Response to Daily Negative Events." Journal of Experimental Social Psychology 43 (2007): 157-65. EBSCO. 11 Apr. 2007. Myers, David G. Psychology in Modules. 7th ed. New York: Worth Publishers, 2004. Oestrich, Irene, Stephen Austin, and Jorn Lykke. "The Feasibility of a Cognitive Behavioural Intervention for Low Self-Esteem within a Dual Diagnosis Inpatient Population." Behavioural and Cognitive Psychotherapy (2007): 1-6. EBSCO. 11 Apr. 2007. Pepi, Annamaria, Luisa Faria, and Marianna Alesi. "Personal Conceptions of Intelligence, Self-esteem, School Achievement in Italian and Portuguese Students." Adolescence 41.164 (2006): 615-31. EBSCO. 11 Apr. 2007. Swann, William B., Christine Chang-Schneider, and Larsen McClarty. "Do People’s Self-Views Matter?" American Psychologist 62.2 (2007): 84-94. EBSCO. 11 Apr. 2007. Tice, Dianne M. et al. "Restoring the Self: Positive Affect Helps Improve Self-regulation Following Ego Depletion." Journal of Experimental Social Psychology 43 (2007): 379-84. EBSCO. 11 Apr. 2007. Read More