This document discusses negative affect and self-esteem, specifically in an educational context. It defines negative affect as experiencing negative emotions and poor self-concept, while self-esteem reflects a person's overall evaluation of their self-worth. The document then explores how negative affect, behavior, and cognition are present in education and impact students. It provides strategies for teachers, such as setting goals, tracking growth, and curbing catastrophic thinking, to help students with low self-esteem or negative affect.

1. Negative Affect/
Self-esteem
• A project by Ryan McQueen, Daniel Shelton, and Mason Grine

2. Definitions
• Negative affect: a personality variable that involves the experience of negative
emotions and poor self-concept.
• Self-Esteem: reflect a person's overall emotional evaluation of his or her own
worth. It is a judgment of oneself as well as an attitude toward the self.

3. Affect/Esteem and Education
• Affect, behavior, and cognitive factors.
• Are these three factors present in education?
• Does a teacher deal with any of these in a day?

4. Research
• Negative Affect Syndrome (NAS): a state of
psychological difficulty suffering
characterized by the preponderance of
negative moods and emotions that impair
adaptive functioning and well-being.
• ROSENBERG SELF-ESTEEM SCALE

5. Circumplex Model of Affect

6. Connection to Classroom Management
• Negative outlook, distress, anxiety, dissatisfaction.
• Negative affectivity subsumes a variety of negative emotions, including anger,
contempt, disgust, guilt, and fear.

7. Identifying Students
• Some traits of negative affect/ low self-esteem:
• Perfectionism
• Resignation to failure
• Defensive when asked for input
• Poor communication skills

8. • Verses amotivation
• Low self-esteem
Motivation
• Autonomy—Responsibility
• Relatedness—Relationships
• Competence—Belonging

9. Motivation Continued
• Optimally challenging
tasks
• Self-determination
• Meeting psychological
needs (autonomy,
relatedness, and
competence)

10. What can teachers do?
• Setting goals and
benchmarks
• Track growth that students
can see
• Curbing “catastrophic
thinking”
• Making positive phone calls
• Turning mistakes into
learning opportunities

11. More Strategies for Teachers
1. Identify triggers for negative affect and the responses and train the individual
to respond in the opposite manner. Thus, if a stimuli triggers anxiety, train them
in relaxation. If a situation triggers depressive shutdown, train them in
behavioral activation.
2. Address avoidance via exposure; the way new learning emerges is via contact
with the feared stimuli that produces a more adaptive and habituated response.
Thus, if an individual is afraid of a bridge, they need to experience being on a
bridge in a way that fosters mastery rather than panic. This is true of internal
stimuli as well, which bridges much behavioral and psychodynamic work.
3. Identify beliefs that over-exaggerate future threat.

12. Strategies for Teachers
pg. 224, Teaching Students

13. Collaboration
• Work together with the community! Is the
student involved in a club at school? Does
the student attend the Boys and Girls Club?
Does the student attend a local church? How
is the student’s home life?

14. BIBLIOGRAPHY
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Witter, M. (2013). I Can Climb the Mountain.
Educational Leadership, 71(1), 61-64.
McLeod, S. A. (2012). Low Self Esteem.
Retrieved from
http://www.simplypsychology.org/self-esteem.
html
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OR_SELF-ESTEEM_
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