Let the Caged Bird Sing: Using Literature to Teach Developmental Psychology

1992 ◽  
Vol 19 (4) ◽  
pp. 221-222 ◽  
Author(s):  
Chris J. Boyatzis
Keyword(s):  
Identity Formation ◽  
Parenting Styles ◽  
Developmental Psychology ◽  
Real Life ◽  
Self Esteem ◽  
Self Concept ◽  
Ego Resilience ◽  
Friendship Relations ◽  
Psychology Courses ◽  
Research Narrative

Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. Students react very positively to the book and to a paper in which they analyze Angelou's development using theory and research from the course.

scholarly journals Adolescents’ Identity Formation as Learners in Sukma Bangsa School Pidie, Aceh, Indonesia

2017 ◽  
Vol 1 (2) ◽  
pp. 249-280
Author(s):  
Nurhayati Nurhayati ◽  
Ratna Sari Dewi ◽  
Eero Ropo ◽  
Pekka Räihä
Keyword(s):  
Identity Formation ◽  
Adult Attachment ◽  
School Environment ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Average Level ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study aimed to explore how adolescents performed towards their identity as learners in Sukma Bangsa School Pidie (SBP) through a phenomenographic approach. More specifically, the research had purpose to understand the way adolescents construct their learning identity in a school environment. The findings suggested that there were variations in the way adolescents experienced their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In this study, students exhibited a high level of self-efficacy and self-development, an average level of self-esteem and autonomy, and close to an average level of self-concept and motivation in constructing their identity as learners. The students also revealed that the highest accomplishment of their experiences was in showing their confidence towards learning attitude, whereas the lowest one was in adult attachment. Adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception.[Penelitian ini bertujuan untuk mengeksplorasi pembentukan identitas remaja sebagai peserta didik di Sekolah Sukma Bangsa Pidie (SBP) melalui pendekatan fenomenografi. Lebih khusus lagi, penelitian ini bertujuan untuk memahami bagaimana remaja membangun identitas pembelajaran mereka di lingkungan sekolah. Temuan menunjukkan adanya variasi cara remaja membentuk identitas mereka, yang mendorong mereka mencapai tingkat motivasi, persepsi diri (self-efficacy, self-concept, dan self esteem), otonomi, dan pengembangan diri yang berbeda. Dalam penelitian ini, siswa menunjukkan tingkat self-efficacy dan self-development yang tinggi, tingkat self-esteem dan otonomi yang rata-rata serta konsep diri dan motivasi mendekati tingkat rata-rata. Pengalaman siswa yang paling tinggi menunjukkan kepercayaan diri terhadap sikap belajar, sedangkan yang terendah menunjukkan keterikatan pada orang dewasa. Oleh karena itu, keterikatan pada orang dewasa sangat penting bagi siswa yang memiliki kesediaan untuk belajar atau konsepsi diri rendah.]

scholarly journals Adolescents’ Identity Formation as Learners in Sukma Bangsa School Pidie, Aceh, Indonesia

2017 ◽  
Vol 1 (2) ◽  
pp. 249-280
Author(s):  
Nurhayati Nurhayati ◽  
Ratna Sari Dewi ◽  
Eero Ropo ◽  
Pekka Räihä
Keyword(s):  
Identity Formation ◽  
Adult Attachment ◽  
School Environment ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Average Level ◽  
Self Development ◽  
Learning Identity ◽  
The Way

This study aimed to explore how adolescents performed towards their identity as learners in Sukma Bangsa School Pidie (SBP) through a phenomenographic approach. More specifically, the research had purpose to understand the way adolescents construct their learning identity in a school environment. The findings suggested that there were variations in the way adolescents experienced their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In this study, students exhibited a high level of self-efficacy and self-development, an average level of self-esteem and autonomy, and close to an average level of self-concept and motivation in constructing their identity as learners. The students also revealed that the highest accomplishment of their experiences was in showing their confidence towards learning attitude, whereas the lowest one was in adult attachment. Adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception.[Penelitian ini bertujuan untuk mengeksplorasi pembentukan identitas remaja sebagai peserta didik di Sekolah Sukma Bangsa Pidie (SBP) melalui pendekatan fenomenografi. Lebih khusus lagi, penelitian ini bertujuan untuk memahami bagaimana remaja membangun identitas pembelajaran mereka di lingkungan sekolah. Temuan menunjukkan adanya variasi cara remaja membentuk identitas mereka, yang mendorong mereka mencapai tingkat motivasi, persepsi diri (self-efficacy, self-concept, dan self esteem), otonomi, dan pengembangan diri yang berbeda. Dalam penelitian ini, siswa menunjukkan tingkat self-efficacy dan self-development yang tinggi, tingkat self-esteem dan otonomi yang rata-rata serta konsep diri dan motivasi mendekati tingkat rata-rata. Pengalaman siswa yang paling tinggi menunjukkan kepercayaan diri terhadap sikap belajar, sedangkan yang terendah menunjukkan keterikatan pada orang dewasa. Oleh karena itu, keterikatan pada orang dewasa sangat penting bagi siswa yang memiliki kesediaan untuk belajar atau konsepsi diri rendah.]

scholarly journals Role of Parenting Styles in Determining Self-Esteem and Loneliness among Undergraduate Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Garima Nayak ◽  
Arshiya Kochar
Keyword(s):  
Identity Formation ◽  
Personality Traits ◽  
Undergraduate Students ◽  
Parenting Style ◽  
Parenting Styles ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Negative Relationship ◽  
Self Esteem

A child’s personality and behaviour has always been a reflection of his/her upbringing and the values that the parents have given him or her. Each parent has their own way to deal with their children. Parenting style has often seem to affect a child’s personality traits like persistence, trust, forgiveness, or attributes like self-efficacy, identity formation, or behaviour like aggressiveness, etc. To further explore the role of parenting style, this study aims to see its role in determining self-esteem and loneliness. To fulfill this purpose, a sample of 100 undergraduate students was drawn from Delhi University, and parenting style, self-esteem and loneliness were measured. The findings revealed a positive relationship between parenting styles and loneliness and a negative relationship between parenting styles and self-esteem.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Analysis of Self-Concept in Older Adults in Different Contexts

2004 ◽  
Vol 20 (4) ◽  
pp. 262-274 ◽  
Author(s):  
Manuel de Gracia Blanco ◽  
Josep Garre Olmo ◽  
María Marcó Arbonès ◽  
Pilar Monreal Bosch
Keyword(s):  
Older Adults ◽  
Nursing Home ◽  
Depressive Symptoms ◽  
External Validity ◽  
Aging Process ◽  
Well Being ◽  
Self Esteem ◽  
Self Concept ◽  
Self Perceptions ◽  
Discriminatory Capacity

Summary: Self-concept is a construct consisting of a group of specific self-perceptions that are hierarchically organized. Age-associated changes of self-concept are related to the individual's perception of the changes occurring throughout the aging process. The authors examined external validity and internal consistency of an instrument that has been developed to assess self-concept in older adults and examined self-concept's characteristics in two different contexts. Results confirm the multidimensionality of the scale and show a satisfactory external validity, indicating good discriminatory capacity. Findings support the hypothesis that older people who live in a nursing home have a poor self-esteem, self-concept, and psychological well-being and have a greater presence of depressive symptoms than people who live in their own home.

"Does what we think of ourselves matter? Self-concept and self-esteem in everyday life"

2006 ◽  
Author(s):  
William B. Swann ◽  
Christine Chang-Schneider ◽  
Katie Larsen McClarty
Keyword(s):  
Everyday Life ◽  
Self Esteem ◽  
Self Concept
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