CHAPTER ONE
Introduction
1.1 Background to the Study
Many of the successes and failures that people experience in many areas of life are closely related to the way they have learned to view themselves and their relationships with others. Self-concept is learned, it is organized and it is dynamic. Self-concept is learned: No human being is born with a self-concept as far as we know. It gradually emerge in the early months of life and is shaped and reshaped through repeated perceived experiences, particularly with significant others. The fact that self-concept is learned, it has some important implications.
– Self-concept is not instinctive, rather it is a social product that takes its root through experience and possesses relatively boundless potential for development and actualization.
– Due to previous experiences and present perceptions, individuals may see themselves as different from the way others see them.
– Individuals perceive different aspects of themselves at different times with varying degree of clarity.
– Any experience which is inconsistent with one’s self-concept may be perceived as a threat. The more the experiences, the more rigidly self-concept is organized to maintain and protect itself. An emotional problem thus arises when a person is unable to get rid of perceived experiences.
– Faulty thinking patterns, create negative interpretations of oneself.
Self- Concept is organized
Most researchers are of the opinion that self- concept has a generally stable quality that is characterized by orderliness and harmony, individuals maintains countless perceptions regarding one’s personal existence and each perception is orchestrated with all the others. It is this generally stable and organized quality of self-concept that gives consistency to the personality. This organized quality of self-concept is explained as follows.
– Self concept requires consistency, stability and tends to resist change. If self-concept changed readily, the individual would lack a consistent and dependable personality.
– The more central a particular belief is to one’s self-concept, the more resistant one is to changing that belief.
– Rome, they say, was not built in a day, neither is self-concept. That is to say, basic perception of oneself is quite stable, so change takes time.
– Perceived success and failure impact on self-concept. Failure in a highly regarded area lowers evaluation in all other areas. In like manner, success in a prized area arises evaluations in other seemingly unrelated areas.
Self-concept is dynamic
To understand the active nature of self-concept, one has to imagine a gyrocompass: a continuously active system that dependably points to the “true north” of a person’s perceived existence. This guidance system does not only shape the way a person views oneself, others, and the entire world, but it also serves to direct actions and enables each person to take a consistent “stance” in life. Rather than view self-concept as the cause of behavior, it is better understood as the gyrocompass of human personality, providing consistency in personality and direction for behavior. The dynamic quality of self-concept argues that.
– The world and things in it are not just perceived, they are perceived in relation to one’s self-concept.
– Development of self-concept is a continuous process. In a healthy personality, there is constant assimilation of new ideas and expulsion of old ideas throughout life.
– Individuals strive to behave in a way that is in line with their self-concept no matter how helpful or hurtful to oneself or others.
– Self-concept usually takes precedence over the physical body. Individuals will often sacrifice physical comfort and safety for emotional satisfaction.
– Self-concept continuously guards itself against loss of self-esteem, for it is this loss that produce feelings of anxiety.
– Self-concept must constantly defend itself from assault, growth opportunities are limited.
In other words, self-concept is the totality of a complex, organized and dynamic system of learned beliefs, attitude and opinions that each person holds to be true about his or her personal existence.
Students frequently display a decline in self-concept during elementary school and transition to middle level. This decrease represents and adaptive reaction to the overly positive self-perceptions that are characteristics by childhood. As adolescents transit from middle level to high school, their self-concept gradually grows. As a result, the freedom they get allows them greater opportunities to participate in activities in which they are competent, and increased perspectives taking abilities enable them to gather more support from others by having in more socially acceptable ways.
According to (Harter, 1999), young children tend to over estimate their competence because they lack the cognitive maturity to critically evaluate their abilities and to integrate information from multiple sources. As adolescents develop, they better understand how other people view their skills and better distinguish between their efforts and abilities. As a result, their self-perception becomes increasingly accurate.
According to (Baumeister et al., 2003) self-concept is frequently positively correlated with educational and social adjustments, but it appears to be a consequence rather than a cause of high achievements. This is to suggest that ability of the adolescents to adjust educationally and socially is a more effective means of boosting their self-concepts.
1.2 Theoretical Background
Many theories have been propounded by well-meaning experts on self-concept.
They include.
1. Person centered theory by Carl Roger.
2. Individual psychology by Alfred Adler
Person centered Theory
: By Carl Rogers (1974). Carl Rogers’ theory by far is the most influential and eloquent voice in self-concept. He introduced an entire system of helping to build around the importance of the self. Rogers view self as the central ingredient in human personality and personal adjustment. He described the ‘self’ as a social product, developing out of interpersonal relationships and striving for consistency. He maintained that there is a basic human need for positive regard both from oneself and from others. He also believed that in every person there is a tendency toward self-actualization and development so long as this is permitted and encouraged by an inviting environment.
Research indicates that adolescents whose mothers and teachers had high expectations for their future educational attainment experienced more academic success than those whose adult influences had lower expectations.