Factors affecting academic performance of elementary pupils

State-approved teacher preparation programs at the graduate level are also available for individuals with non-teaching bachelor degrees interested in licensure at the Elementary, Middle, or Secondary school grade levels. Any changes resulting from these factors supersede the program requirements described in the catalog.

Factors affecting academic performance of elementary pupils

People with a healthy level of self-esteem: They learn from the past and plan for the future, but live in the present intensely.

They ask others for help when they need it. Defensive[ edit ] A person can have a high self-esteem and hold it confidently where they do not need reassurance from others to maintain their positive self view, whereas others with defensive, high self-esteem may still report positive self-evaluations on the Rosenberg Scale, as all high self-esteem individuals do; however, their positive self-views are fragile and vulnerable to criticism.

Defensive high self-esteem individuals internalize subconscious self-doubts and insecurities, causing them to react very negatively to any criticism they may receive.

There is a need for constant positive feedback from others for these individuals to maintain their feelings of self-worth.

Factors affecting academic performance of elementary pupils

It contrasts with explicit self-esteemwhich entails more conscious and reflective self-evaluation. Both explicit self-esteem and implicit self-esteem are subtypes of self-esteem proper.

It is characterized by an inflated view of self-worth. Some depend on the approval and praise of others when evaluating self-worth. Others may measure their likability in terms of successes: They may be overwhelmed by defeat, or shame, or see themselves as such, and they name their "anti-feat".

For example, if they consider that being over a certain age is an anti-feat, they define themselves with the name of their anti-feat, and say, "I am old". They express actions and feelings such as pity, insulting thenselves, and they may become paralyzed by their sadness.

However, their self-esteem is also vulnerable to the perceived risk of an imminent anti-feat such as defeat, embarrassment, shame, discreditconsequently they are often nervous and regularly use defense mechanisms.

Although such individuals may outwardly exhibit great self-confidence, the underlying reality may be just the opposite: They have less fear of failure. These individuals appear humble, cheerful, and this shows a certain strength not to boast about feats and not to be afraid of anti-feats.

They can acknowledge their own mistakes precisely because their self-image is strong, and this acknowledgment will not impair or affect their self-image.

Therefore, contingent self-esteem is marked by instability, unreliability, and vulnerability. Persons lacking a non-contingent self-esteem are "predisposed to an incessant pursuit of self-value. No one receives constant approval and disapproval often evokes depression. Furthermore, fear of disapproval inhibits activities in which failure is possible.

It is an acceptance given "in spite of our guilt, not because we have no guilt". Self-esteem allows people to face life with more confidence, benevolence and optimism, and thus easily reach their goals and self-actualize.

On the contrary, an attitude of love toward themselves will be found in all those who are capable of loving others. Self-esteem allows creativity at the workplace, and is a specially critical condition for teaching professions.

Bonet claims that this corresponds to Major depressive disorder. He has lost his self-respect".

Factors affecting academic performance of elementary pupils

Other than increased happiness, higher self-esteem is also known to be correlated with a better ability to cope with stress and a higher likeliness that the individual takes on difficult tasks relative to those with low self-esteem.

Under this assumption, some American groups created programs which aimed to increase the self-esteem of students. Until the s little peer-reviewed and controlled research took place on this topic.Self-esteem reflects an individual's overall subjective emotional evaluation of his or her own worth.

It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame.

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Administration of elementary and secondary schools. The board of education of each school district shall employ and assign to each school under its supervision a full-time principal holding the appropriate certification as required pursuant to section (b) of this Title.

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