Week 4: January 29 – February 4

  • Sunday, 2/1, 11:59 PM: (1) Base Group Check-in, (2) initial responses to discussion questions

  • Wednesday, 2/4, 11:59 PM: (3) Base Group Check-out, (4) TWO secondary responses to classmates’ initial responses to each discussion question (e.g., 4 questions x 2 secondary responses = 8 total secondary response).

Check-in Question: This week’s readings focus on self-concept and self-worth. For you, what are you good at that you truly value? What are you good at that you do not value very much?

You do not have permission to view this form.
  1. While the relationship between self-concept and academic achievement is well-documented, it remains unclear whether (a) achievement influences self-concept, (b) self-concept influences achievement, or (c) achievement and self-concept are mutually reinforcing. Evaluate these three models in light of this week’s readings. Do theory and research support one of these models more than the others? What type of research would strengthen our understanding of this issue?

  2. Building on the previous question, how stable is self-concept and why is the stability of self-concept important? Are some aspects of self-concept more stable than others? In answering this question, consider stability both in terms of how self-concept might vary over time, in different contexts, and as a function of development.

  3. This week’s readings (e.g., Covington, Harter, and Marsh, Bong & Skaalvik) offer slightly different views of self-concept and how it relates to self-worth. What are some similarities and differences in how these researchers define these constructs? Can one have high self-concept in a domain but low self-worth? Why or why not? What are the implications of these different perspectives for theory and practice?

  4. Bong and Skaalvik (2003) differentiate self-efficacy and self-concept along 10 dimensions (see Table 1). Given their distinctions, what do you see as the most important distinctions between these two constructs? Is it important to differentiate between these two types of “self” constructs in order to understand students’ motivation? Why or why not? Does the distinction matter in terms of the type of recommendations you’d make for educational practice?
You do not have permission to view this form.