Positive self-worth is not enough: some implications of a two-dimensional model of self-esteem for primary teaching

This article focuses on self-esteem in the primary classroom in the light of new understandings from the psychological literature. Recent theoretical and empirical work suggests our previous conception of self-esteem has been limited in some important respects. There is a growing awareness of the two-dimensional nature of self-esteem, and this indicates that the creation of a sense of self-worth has to be complemented by a similar emphasis on self-competence. Employing a two-dimensional model of self-esteem as a framework for analysis, and incorporating other recent research in this area, we consider implications for practice. We focus in particular on the messages we give children, the use of praise and the processes of formative assessment. It is argued that teachers and teacher educators now need to take more account of the competence dimension of self-esteem