Abstract
Since 1960 there have been numbers of investigators of the relationship between self-concept and what happens in the classroom. A review of the research literature of self-concept and what happens in the classroom reveals: (1) The self is a complex subjective system that the student brings to school. (2) There is a positive relationship between self-concept and academic performance and that parents and teachers have an important impact on the self-concept of the individual child. (3) Effective educators should accept and support the multidimensional model of self-concept. (4) Ability grouping has little significant effect on learning outcomes, self-concept, or attitudes toward school and subject matter. (5) Activities that develop self-concept: teacher-pupil planning, cooperative learning, peer tutoring, multi-age interaction, self-evaluation, out of school activities, and community service projects are also important to effective middle school educators.
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