Competent to cope, worthy of happiness?: How the duality of self-esteem can inform a resilience-based classroom environment

David Miller; Brigid Daniel

doi:10.1177/0143034307085661

Competent to cope, worthy of happiness? How the duality of self-esteem can inform a resilience-based classroom environment

David Miller, Brigid Daniel

Research output: Contribution to journal › Article › peer-review

22 Citations (Scopus)

Abstract

This article considers links between self-esteem and resilience, and suggests implications for teachers and schools. A two-dimensional model of self-esteem is employed as a theoretical framework to revisit a range of factors frequently associated with internal resilience. It is argued that because of the way in which self-referent characteristics have been conceptualized in the past, the links between self-esteem and resilience may have been underestimated. Following discussion of the theoretical issues, suggestions are made about to how this model of self-esteem can provide schools with a conceptual framework to help inform resilience-based approaches to support vulnerable children. © 2007 SAGE Publications.

Original language	English
Pages (from-to)	605-622
Number of pages	18
Journal	School Psychology International
Volume	28
Issue number	5
DOIs	https://doi.org/10.1177/0143034307085661
Publication status	Published - 1 Dec 2007

Keywords

Childhood resilience
Efficacy
Self competence
Self esteem
Self worth

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10.1177/0143034307085661

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AU - Daniel, Brigid

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KW - Self competence

KW - Self esteem

KW - Self worth

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Competent to cope, worthy of happiness? How the duality of self-esteem can inform a resilience-based classroom environment

Abstract

Keywords

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