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  • Self-worth theory assumes that achievement behavior is in some way an attempt to maintain feelings of competence and self-worth. Self-worth theory stresses that although people have drives to achieve and succeed, they also have a powerful need to remain competent and to avoid anything that might imply low ability or incompetence. According to Covington, what appears to be a lack of motivation on the part of some able students is actually a high degree of motivation. However, this motivation is aimed at protecting their self-worth by avoiding achievement activity. There is no motivation to demonstrate competence and mastery through achievement.Tan, Parsons, Hinson, Sardo-Brown, p. 339For Jeremy, he has low self-worth which is derived from the lack of affection from his parents. He perceives that regardless of his achievements in academics, he will not receive recognition from his parents. Hence, he does not have the drive to “achieve and succeed”.
  • Self-concept is the way in which an individual perceives or thinks about him- or herself. As Jeremy grows older, he will begin to seek self-worth from his peers rather than from his parents and teacher. As such, it is important for the teacher is bring Jeremy and peers closer together so that Jeremy can develop a healthy sense of self-worth.
  • Jeremy

    1. 1. Analysis of Scenario 2<br />Juvena, Ambrose, Shahmir, Shafaa, Sufiana& Stephanie<br />
    2. 2. Problems identified<br />
    3. 3. Problem Statement<br />As teachers, we need to know how to motivate our students and create a conducive learning environment. We also need to know how to effectively cooperate with parents to help students learn.<br />
    4. 4. Analysis: Maslow’s Hierarchy of Needs<br />
    5. 5. Analysis: Bronfenbrenner’s Ecological Theory<br />Understand the different factors that work together in forming a child’s self esteem and efficacy.<br />Each layer affects a child’s development<br />Conflict within any layer ripples throughout other layers<br />
    6. 6. Based on Bronfenbrenner, U. 1979. The Ecology of Human Development. Cambridge: Harvard University Press.<br />
    7. 7. Microsystem<br />Direct interaction with social agents<br />Parents – POOR.<br />Peers – POOR.<br />Teachers – POOR. <br />
    8. 8. Mesosystem<br />Connection between family and school experience<br />Poor, almost non existent<br />Teachers cannot reach parents<br />Parents blame teachers for poor performance of their child<br />Connections between family and peers experience<br />Parents do not allow him to have free time for social interactions<br />Jeremy has poor relationships with family at home, may cause him to have poor peer relationships too<br />
    9. 9. Exosystem<br />Jeremy’s mother: VP of listed company<br />Jeremy’s father: CEO of MNC<br />Parents have huge responsibilities at work<br />Little or no time spent with Jeremy<br />Parents have huge income<br />Splurge on tuition and enrichment classes<br />
    10. 10. Macrosystem<br />Cultural context<br />High socioeconomic status<br />Parents highly educated<br />Expect Jeremy to achieve academically<br />
    11. 11. Analysis: Skinner’s Behavioral Theory<br />Human behaviour is conditioned by learning and reinforcement.<br />Effects of repercussions of behaviour can influence learning (change future behaviour).<br />Behaviour that is reinforced (positively or negatively) would be repeated; behaviour that is punished would not be.<br />
    12. 12. Examples of negative reinforcement<br />When Jeremy offers an answer and gets it wrong, his group-mates call him stupid.<br />Effects???<br />Later, when Mishatries to persuade Jeremy to contribute, he chooses to keep silent.<br />
    13. 13. Analysis: Motivation<br />Overall, school is not a pleasant experience for Jeremy, due to his peers and his teachers. Jeremy is ostracized in class. He feels alone. The classroom environment is not welcoming. <br />
    14. 14. Analysis: Motivation<br />His teacher (Ms Low) also makes matters worse by saying he does not know his responsibilities as a student and comparing him with other classmates. This could make him enjoy class less too.<br />
    15. 15. Analysis: Motivation<br />Jeremy’s parents overload him with extra classes/tuition but do not reward him. Because of this, he could be less motivated to put in effort in school and in tuition.<br />
    16. 16. Relation to ZPD?<br />
    17. 17. Analysis: Self-worth theory<br />Low self-worth derived from lack of attention and affection from parents<br />Perception that regardless of academic achievements, he will not receive recognition he deserves<br />Remember! “Achievement behaviour to maintain self-worth” – Without much self-worth to start with, Jeremy is less inclined to achieve. <br />
    18. 18. Analysis: Parenting Styles<br />
    19. 19. Authoritarian Parenting<br />High demand, low involvement<br />Lack of interaction between Jeremy and his parents<br />Busy parents<br />Sees his maid more<br />Constantly at enrichment classes<br />Has a strict schedule <br />No time for social activities<br />Feelings of alienation<br />
    20. 20. Authoritarian Parenting<br />Negativity Expressivity<br />When Jeremy does not do well, he is scolded and put down rather than given encouragement<br />“What’s wrong with you? We spend so much money on you every month, sending you for tuition classes and all and this is what you get?”<br />Jeremy EXPECTS to be scolded<br />Detrimental as this affects the development of coping strategies<br />
    21. 21. Authoritarian Parenting<br />Parents are not involved in his school matters<br />Seen in the first scene where the teacher is repeatedly unsuccessful in contacting his parents <br />Distractions during the parent-teacher dialogue<br />Strong correlation between parent involvement in school and child’s performance<br />Greater parental involvement, higher academic achievement and greater interaction with peers.<br />
    22. 22. Solutions<br />Parents<br />Enhance communication with school teachers<br />Spend more quality time with Jeremy<br />Provide positive reinforcement<br />Teachers<br />Make an effort to understand Jeremy’s troubles<br />Encourage classroom cohesiveness<br />Enable him to get along better with his peers too (Berk, L; Child Development 3rd Edition; 1994)<br />Set good example for students to follow<br />
    23. 23. THANK YOU!<br />