extent, the reflection of how others view us: the glass self” (Cooley, “looking 1902). It is, in effect, the: of our constructive efforts […which] refers to the cognitive “product aspects of the self-system and expresses subjective knowledge people have of themselves as psychological and physical beings. It is the answer to the question am I’?” (Schaffer, 2000: 159) ‘Who This self-concept, however, does not remain static, rather it changes dependent upon the introspection with we all indulge: watching the “the ‘I’ (Schaffer, 2000: 159) Perceived and can impact ‘me’.” ‘successes’ ‘failures’ on this self-concept, of how we view ourselves in the glass’, of how ‘looking great, or small, is the imagined gap between the and the ‘ideal’ ‘perceived real self’ (Schaffer, 2000). So, what else might impact on this perceived competence? What other questions might an individual ask of themselves in relation to their abilities and capabilities? What or who influences this – – of the ideal or perceived real self? ‘construct’ Self-concept can be regarded as that part of an individual’s self-schema comprises of perceptions as well as competency perceptions” “affective (Hughes et al. 2011: 278) and it is accompanied by value judgements about the self and one’s own In contrast, self-efficacy perceptions ask ‘self-worth’. questions based on in one’s capabilities to organize and execute the “beliefs courses of action required to produce given attainments” (Bandura, 1997a: 3) it will ask the I do…?’ questions, whereas self-concept perceptions ask – ‘Can the I good at…?’ questions. For these learner participants, self-efficacy ‘Am judgements may thus typically be tied to a specific domain or situation based on experiences (Bandura, 1997a). In contrast, self-concept ‘mastery’ judgements are general and less context dependent, and more likely to “more
extent, the reflection of how others view us: the “looking glass self” (Cooley, 1902). It is, in effect, the: “product of our constructive efforts […which] refers to the cognitive aspects of the self-system and expresses subjective knowledge people have of themselves as psychological and physical beings. It is the answer to the question ‘Who am I’?” (Schaffer, 2000: 159) This self-concept, however, does not remain static, rather it changes dependent upon the introspection with we all indulge: “the ‘I’ watching the ‘me’.” (Schaffer, 2000: 159) Perceived ‘successes’ and ‘failures’ can impact on this self-concept, of how we view ourselves in the ‘looking glass’, of how great, or small, is the imagined gap between the ‘ideal’ and the ‘perceived real self’ (Schaffer, 2000). So, what else might impact on this perceived competence? What other questions might an individual ask of themselves in relation to their abilities and capabilities? What – or who – influences this ‘construct’ of the ideal or perceived real self? Self-concept can be regarded as that part of an individual’s self-schema comprises of “affective perceptions as well as competency perceptions” (Hughes et al. 2011: 278) and it is accompanied by value judgements about the self and one’s own ‘self-worth’. In contrast, self-efficacy perceptions ask questions based on “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997a: 3) – it will ask the ‘Can I do…?’ questions, whereas self-concept perceptions ask the ‘Am I good at…?’ questions. For these learner participants, self-efficacy judgements may thus typically be tied to a specific domain or situation based on ‘mastery’ experiences (Bandura, 1997a). In contrast, self-concept judgements are “more general and less context dependent, and more likely to
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx