Aji
Nur Hakim
Self-awareness,
self-esteem, self-confidence, and self-management of emotion are some of the
topic in psychology that mostly related to students especially in the
classroom. Those four “self” theories are has to be known by all of people, no
exception for teachers. Instead, teachers are the most recently person who
interact with students. That’s why, teacher must know what the students feel and act on.
What are actually self-awareness, self-esteem, self-confidence, and
self-management of emotions? What is the relation between those theories?
The first
discussion is about self-awareness. According to LeFrancois (in Baylor University’s
Community Mentoring for Adolescent Development, n.d.), self-awareness are
included self-esteem, self-concept, and self-actualization; which is the view
of individuals, the concept that individuals have, and the process of act as
individuals.
Self-awareness
itself usually related to human being or LeFrançois (in Baylor University’s Community Mentoring for
Adolescent Development, n.d.)
says emotional well-being; which has means ability to comfort self or control
self and relate others. The characteristics of emotional well-being according
to LeFrançois,
can be shown as follows:
1.
I feel
comfortable with myself.
2.
I am not
overwhelmed by my emotions.
3.
I can take
life’s disappointments.
4.
I can accept my
shortcomings.
5.
I have
self-respect. I can laugh at myself.
6.
I feel good
about the relationships I hold with other people.
7.
I am able to
give love and to consider the feelings of others.
8.
I respect the
differences I find in other people.
9.
I feel a sense
of responsibility to others.
10. I am able to meet the demands of my life.
11. I welcome new experiences and new ideas.
12. I set realistic goals for myself.
13. I am able to think for myself and make my own
decisions.
14. I put my best effort into everything that I do.
If someone has those kind of emotional well-being,
they will definitely have good awareness not only doing good on them selves,
but also can control the well-being of others. Self-awareness itself has
related to self-esteem, as LeFrançois mentioned before. According to LeFrançois
(1996), the component of self-esteem cover self-image (perspective of
ourselves), ideal-self (eagerness of ourselves want to), and Pygmalion-self (perspective
others to us).
Students’ self-esteem can clearly be seen in the
classroom of what they act on, such as when students active or curious about
something and makes variety of contacts, means students have high self-esteem;
but, if students passive, avoid new experience, and limited contact, they
include students who have low self-esteem. (LeFrançois, 1996).
Even self-esteem of one’s is low; there are ways to
increase it. As LeFrançois (1996) theory that says the three ways to increase
self-esteem are:
a.
Listen self-talk
Self-talk is one way to increase self-esteem. People
can start to talk something positive to their selves, so that they can motivate
to be better person.
b.
Recognize
accomplishment
Make the list of some accomplishment to build the
sense of self-worth.
c.
Be assertive
Communicate with others with respect and showing what
you want.
d.
Be tolerant
Don’t criticize other, don’t afraid to make a mistake,
do tolerant to others especially yourself.
e.
Build a support
system
Spending time to people who care about you is also a
way to increase self-esteem
The next “self” theory is self-management of emotions.
Actually, self-management comes from a core, which is emotional intelligence. “Emotional
intelligence (EQ) is the ability to identify, use, understand, and manage
emotions in positive ways to relieve stress, communicate effectively, empathize
with others, overcome challenges, and defuse conflict.” (Segal & Smith, 2014).
Emotional intelligence itself includes three kinds of
attribute: self-awareness, self-management, social awareness, and relationship
management. Self-management of emotion is an ability to control own feeling,
manage the emotion, and be mixed with others to adapt. If the emotion can not
be distributed, it will affect someone’s psychology. ”If you are
unable to understand and manage your emotions, you’ll also be open to mood
swings, while an inability to form strong relationships can leave you feeling
lonely and isolated.” (Segal & Smith, 2014)
It is important to teacher especially to care about
students, can start to learn about those “self” theories. All of the theory is
important, and between one to other is connected. Like self-awareness which is
also include self-esteem.
One way that can
challenge yourself to know your self-awareness is to answer this question:
1.
Did the people who know me is myself?
2.
Mention the 3 adjective of yourself!
3.
What do you like about yourself?
4.
What is the purpose of your life?
Of course the
answer of each people is different. For me, I have my own answer regarding to
that. First, people who know me is myself. Yes, absolutely. People who know me
must be myself. Who else that can know you beside yourself? Even people is know
you, the most know what you are, is yourself. Second, my three adjective of
myself are quite person, moody, and discipline. I kind of quite person, when I
get along with my friends or people I close with, I turn to a cherry person. People
who do not know me, might think that I am arrogant, whereas actually I will be
cherry person when people start to know me. I am kind of moody person. For
example, I can change my happy mood exactly to be bored in one minute. I am
kind of discipline person. I never do the assignment late than submission date.
I always do the task given to me. I never late to come to school or campus, and
I hate watching people who usually late to come.
Third, the most
I like about myself is I do not care what people judge about me, whenever they
say bad things about me, or critics me, I do not care. I think that people
doing unimportant thing by judging or gossiping me behind. Forth, my purpose of
living is to make people happy. I want people around me, especially my parents,
can proud of me and smile for me. I will do anything to make them proud. I want
since my present in this world, I can be useful person. That’s why I do not
care about people thinking. I will do what I want and like to do.
Self-esteem and
self-management of emotion actually can be built from now. Like the theory said
that there are ways to increase those. Some of fact in the society, self-esteem
exists since someone born. It might change, but the origin of the trait already
exists and will remain there as long as we live. It might change, but there is
some long-life process to build and become new person. When people have low self-esteem,
people can hurt their selves because they might not proud of their selves and
blaming their selves and (maybe) others. No wonder if teacher or anyone have to
learn many things include how to treat students who has low self-esteem.
No different
from self-esteem, emotion also can be managed from one’s individual. Emotion
itself not only includes sad, anger, or other bad temper; but also happiness,
cheerful, and other good temper. Even for good temper, it should be manage. Remember,
something exaggeration is not good, also if the temper uncontrolled, it will be
terrible for physical and spiritual.
As long as
people aware to their selves, proud of their selves, and manage the emotion
well; they are guaranteed to be better person. If people not yet achieve this
level, people should learn more how to control and increase the level.
Sources:
Baylor University’s Community Mentoring for Adolescent Development.
(n.d.). Concepts of self-awareness.
Retrieved from http://www.mentoring.org/donwolads/mentoring_435.pdf
Centre for
Clinical Interventions. (n.d.). Self-management. Retrieved from http://www.cci.health.wa.gov.au/docs/BB-9-Self-Management.pdf
Segal, J., &
Smith, M. (2014). Emotional intelligence (EQ). Retrieved from http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
Self-Awareness, Self-Esteem & Self-Confidence; and Self-Management of Emotion
(Intrinsic and Extrinsic
Motivation Orientation in the Classroom: Age Differences and Academic
Correlates)
Aji Nur Hakim
Every people in the world must have motivation,
whether they are kindergarten children or college students. Motivation itself
divided into two: intrinsic and extrinsic. Some people say that it is better to
have more intrinsic motivation rather than extrinsic motivation. It is the
right opinion? Then, what is the different between intrinsic motivation and
extrinsic motivation?
Lepper, Corpus, and Iyengar, had conduct a research
about intrinsic motivation and extrinsic motivation and the relation to age
different and academic correlated. There are four topics they want to get:
a.
The
relationship between intrinsic and extrinsic motivation
b.
Significant
age differences in intrinsic and extrinsic motivation when these two constructs
are measured independent of one another
c.
Motivational
orientations related to academic outcomes
d.
Significant
differences between European American and Asian American children
In this writing, writer wants to discuss about the
first third of the topic given by the research.
First topic is the relationship between intrinsic and
extrinsic motivation. “...children’s intrinsic and extrinsic motivation in
these classrooms can be viewed as two largely orthogonal constructs rather than
as opposite ends of a single dimension” (Lepper, Corpus & Iyengar, 2005).
What does it mean? According to Harter (in Lepper, Corpus &Iyengar, 2005), there
are three subscale that represent intrinsic motivation versus extrinsic
motivation. The first is two opposite
poles of single dimension that represent desire to challenge the work
increase and desire to do easy work decrease. The second is two potentially orthogonal motivations that represent
motivation based curiosity or interest versus motivation to pleased the teacher
to receive good grade. The last is potentially
orthogonal construct that represent independent versus dependent motivation
in solving a problem. So, the meaning of the result brings by Lepper, Corpus
& Iyenger (2005) is the last type subscale of motivation, which is
representing independent versus dependent motivation.
Independent and dependent motivation can be seen as
how students do their work. For example, the independent motivated students
tend to find the other problem beside the textbook given to challenge their
selves and learn more about the problem. Whether students who have dependent
motivation just depend on teacher and just do the teacher’s instruction and
task without additional challenge.
It reflects how students act in the classroom. Most of
students have dependent motivation. People might say that it is not good for
students and of course it is not. Students who have this motivation will not
successfully accept the challenge beyond their task usually given, because they
are not used to do it. Although sometimes depend on teacher is good, but if
students do not increase their learning by themselves by challenging to do some
problems, it will not bring students to be able to face the problems; not only
in the classroom, but also in their future.
Second topic is age different. The result of the study
shows that intrinsic motivation will decrease along with level of studies. Beside,
extrinsic motivation did not have significant changes during the level of
studies. This fact of course has an opposite view from the researcher idea.
Students, who increase their intrinsic motivation along the level of studies,
may have a good interest in their learning. However, students who increase
extrinsic motivation may have good extrinsic treatment such as reward from
teacher.
In fact, as we see in school, students have different
motivation depend on their interest, mood, and environment. Students come from
different background. They may have problem in home, may stress because of
bunch of homework, or have bad mood. That will cause the intrinsic motivation
to decrease. The other students may look diligent to do homework, because they want
reward from parents. That condition cause extrinsic motivation to increase.
But, does age different make students have better motivation? Intrinsic
motivation and extrinsic motivation needed to support learning. When students
steps on the next level of studies does not mean their intrinsic motivation will
be higher than extrinsic motivation. People may think it should be like that,
because students getting mature year by year. In elementary level, the purpose
of study may to get a good grade by study diligently. Moreover, parents give
present to celebrate that good grade. It is different when high school students
think like elementary students who study to just get the good grade. Good grade
is important, but actually the purpose of study is change. High school students
have to focus to their future, and believe that study makes a better life for
them, not just focusing to grade. Back to fact again, teenager especially have
different mood and interest rather children. They will do what they like and
they will not do what they do not want. This fact may be the reason why result
of study shows the intrinsic motivation decrease along the level of study.
Move to the next topic of relation between motivation
and academic outcomes. The GPA result of study makes positive significant
relation with intrinsic motivation. On the contrary, GPA did not show the
positive relation toward extrinsic motivation especially to math and language
arts. “The correlation between intrinsic motivation and GPA was
positive at
all six grade levels, and the
correlation between extrinsic motivation and GPA was
negative at five of the six grade levels, with third grade being
the exception.” (Lepper, Corpus & Iyenger, 2005).
That situation
can happened when students want to do the work to get the reward. Somehow,
reward being cruel supporter in learning. The end of it, when reward
continuously given to students, extrinsic motivation will always increase but
did not create good grade. It is proven that intrinsic motivation has more
power to make better relation with GPA. Teachers have a hope that students in
the classroom not only come to study and do the homework, but also to take the
lesson from every subject be taught. It does not matter if students do not have
any interest, at least students does not come to school for nothing.
The discussion of motivation in students’ learning
still happening until now, especially when teachers want to investigate what
exactly the reason behind students’ interest toward the lesson, or why students
did not engage in the learning. One of reason to answer those questions is
because they have intrinsic and extrinsic motivation; and it is different one
to another students. The study proves that both intrinsic and extrinsic
motivation has the part of students’ learning. In my opinion, we can not judge that
intrinsic motivation better than extrinsic motivation. Both the motivation is
needed to support out learning, but the portion of intrinsic motivation have to
higher than extrinsic motivation, so that we can start to do something from our
heart and we can do something because we want to do, not because we suppose to
do.
Source:
Lepper, M.R., Corpus, J.H., & Iyengar, S.S.
(2005). Intrinsic and extrinsic motivation orientations in the classroom: Age
differences and academic correlates. Journal
of Educational Psychology. 97, 184-196. doi: 10.1037/0022-0663.97.2.184.
A Review: Intrinsic and Extrinsic Motivation
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