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Closing Questions

References

1. What is the Self-Worth Theory?

2. Who lead the study?

3. What are the two main factors in decision making / taking action?

4. How can you apply this to your thoughts and actions when you leave today?

The Self-Worth Theory of Achievement Motivation: Findings and Implications by Martin V. Covington

http://michaelhyatt.com/wp-content/uploads/2014/01/Bill-Gates-Success-is-a-lousy-teacher1-760x427.pnghttps://sites.google.com/site/motivationataglanceischool/self-worth-motivation-theory

http://principlesoflearning.wordpress.com/dissertation/chapter-3-literature-review-2/the-human-perspective/self-worth-theory-covington-1976/

http://crunchtimenews24.files.wordpress.com/2011/09/student-college-depressed.jpg

http://fc09.deviantart.net/fs71/f/2012/061/5/0/i__ve_lost_the_ability_to_can_by_suketchilt-d4rirzx.gif

http://www.youthsporttrust.org/media/ImageCache/687748b29f64450ee624e145cf0fb947.660x5555.normal.80.False.jpg

http://www.inovizion.co.za/wp-content/uploads/2010/08/Ladder.jpg

http://blog.flashnotes.com/wp-content/uploads/2013/03/excuses_nike.jpg

Covington's SELF-WORTH THEORY

Mr. Joshua Gabriel Joseph

10th Grade English II

Before We Begin...

In short...

THINK - PAIR - SHARE

  • Briefly describe what you define as ability, willingness, success, and failure.
  • Pair with one partner and compare your definitions.
  • Share how you are similar and/or different and explain why.

it can be difficult to predict whether someone will choose to learn/complete a challenging task or find a reason to fail that protects their self-image.

BELLRINGER

Four Main Elements of Self-Worth

SELF-WORTH THEORY

-One sentence analysis.

-One sentence application.

-One sentence Evaluation.

1. ability

2. effort

3. performance

4. self worth

- Developed in 1976 by Martin Covington and R.G. Berry

-Self-worth theory - a person's ability to achieve is directly linked to their perceptions of themselves.

"protect their sense of worth or self-value," even if it infringes on the ultimate outcome of their achievement (Covington, 1984, p. 4).

First Main Element of Self-Worth:

ABILITY

One's self-perception of ability; how one defines ability or the lack thereof.

or

Second Main Element of Self-Worth:

EFFORT

-Individuals often equate effort with success.

  • If one puts forth a lot of effort, despite success, they may still define themselves as having a high degree of self worth.

CONTINUE

Main Ideas in Self-Worth Theory

Why & How is this Applicable Today?

What does this Mean?

-This explains why students today often confuse ability with worth.

Why & How is this Applicable Today?

From a psychological perspective, school achievement, in the minds of most of today's youth, is primarily revolves around maintaining a positive self-image of one’s abilities.

Covington's Schematic Diagram of the Self-Worth Model

-Excuses Serve as Self-Protection by:

  • avoiding revealing their ignorance
  • account for lapses in responsibilty

(Covington, 2009, p.145)

Today, people increasingly equivocate what one is capable of accomplishing with their value.

Example:

I can't operate this Macbook Pro, but others can. I feel inadequate as a result of not being able to do something others can.

Especially when facing competitive failure.

Third Main Element of Self-Worth:

Performance

-Outcome/Result

How one performs a given task can also influence one's perception of his/her self worth.

  • For instance, if one believes he/she has performed well, than this evaluation can correlate with self-worth.

Second Main Element of Self-Worth:

EFFORT

Two Types of Self-Worth Perspectives

The converse can also be true. For instance,

if an individual puts forth little effort and still succeeds, he/she may devalue the outcome's worth and therefore his/her own self-worth.

Example 2

Two Types of Self-Worth Perspectives

-Success-oriented individuals:

  • appear especially adept at selecting achievement strategies to fit prevailing circumstances.

  • prefer to work on tasks for which the probability of success is approximately equal to the likelihood of failure.

  • This assures them of sufficient successes to sustain further effort and to maintain interest, yet without cheapening the rewards of success by too easy a victory.

Robert is a student who's mother is no longer present in his life, and his father works most of the time to pay the bills. Robert leaves school on time each day to pick up his younger sisters from Elementary school. Recently, Robert's Drama teacher has asked him to play the lead role in a play Robert has read and memorized independently, and the rehersals will be held after school.

Failure- avoiding persons:

  • often select achievement tasks that are either too easy or too difficult.

  • creating the very failures and poor records of achievement that they are attempting to avoid.

Example 1

SUPPORT

Willingness

ABILITY

1-2-3-4-5

Julie is currently an A+ student, however, her mother has told her that Julie can increase her chances of getting into the college she wants if she also participated in a sport. Julie's only physical interest has been biking and they don't offer that at her school.

Willingness

ABILITY

Application

SUPPORT

1-2-3-4-5

Directions: The following are a list of situations that you will be asked to identify.

Identify what is lacking (ability or willingness), and what you believe the student's level of self-worth is.

Create Example

Create your own scenario, and ask the partner you THINK-PAIR-SHARED with at the beginning of class to support, in the same way, his/her answers.

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