The phenomenon of Cassie's academic performance and social interaction decline at her new prestigious school is multifaceted, involving her self-concept and various contributing factors. Self-concept refers to an individual’s perception of "self" which includes components such as intelligence and social role. This can be influenced by factors including socioeconomic background, interpersonal relationships, and societal expectations. In Cassie's case, it is likely signal significant changes in her self-perception and her interactions with peers and teachers.
Her changes in academic performance might be a result of self-concept, including the new environment and the level of competitiveness at her new school. A shift from being a big fish in a small pond to the inverse could have a profound impact on Cassie’s understanding of her capabilities and abilities, which in turn may impact her academic performance. When an individual's perceived self-efficacy, meaning their self-belief in their capabilities to execute tasks and achieve their goals, is challenged, there is potential for a drop in performance (Zimmerman, 2000). With her new school having higher standards, her peers outperforming her and expectations being higher could be contributing to lowered self-efficacy. Her peer-group interactions could also be negatively impacted due to feelings of inferiority or fear of rejection.
Cassie's self-perception and the influences from her teachers' and peers' perceptions could contribute to her lower academic and social performances. It can be argued that if Cassie believes the high-performing environment is beyond her capabilities, she might develop self-doubt, affecting her academic performance (Covington, 2000). Additionally, the perception of her peers and teachers on her abilities might also reinforce her self-doubt. Bandura's (1977) Social Learning Theory describes how people learn through observing others, suggesting that negative feedback from Cassie’s new peers or teachers could further decrease her self-confidence and academic performance.
Cassie's current situation may have severe implications for her relationships with her peers and teachers and her engagement in the school. Repeated failures or perceived recent failures in an academic-enriched environment can lead to academic disengagement, feelings of loneliness, and withdrawal from social activities (Pekrun, Goetz, Titz, & Perry, 2002). It can also lead to depletion of self-worth, further damaging Cassie's self-concept, and reducing relationships and interactions with peers and teachers.
Referring to the Cycle of Interaction, it could be helpful in supporting Cassie by encouraging her to view her new environment as an opportunity for growth rather than a space that signals her deficiencies. This cycle highlights that changes in behavior can lead to changes in environment and self-concept. Instead of labeling her academic performance as a failure due to the harsher competition, it is important to reframe it as a learning opportunity. Enhanced teacher support, a strong sense of belonging, and encouraging her to form healthy peer relationships can foster a positive school experience that can, in turn, positively affect her self-concept and academic performance (Skaalvik & Skaalvik, 2015).
In conclusion, Cassie's self-concept, perception of self and others' perception play a major role in her academic and social struggles at her new school. Applying the Cycle of Interaction can assist in reframing Cassie's negative perceptions and improve her overall school experience.
References:
Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
Covington, M. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual review of psychology, 51(1), 171-200.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the teaching profession—what do teachers say? International Education Studies, 8(3), 181-192.
Zimmerman, B.J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
Read through the following case study and answer the questions which follow through a
structured essay:
Cassie is a student of average ability. She moves from a school where she is
performing above the average. She is said to be a big fish in a little pond
academically because there is not a lot of competition for her at her school and
her grades are well above average. Her parents decide to place her in a school
perceived to have higher levels of expected standard. She is placed in a prestigious
school where she becomes a little fish in a big pond academically and socially.
When Cassie sits the first round of class tests, she finds that she is no longer near
the top of the class. She is suddenly confronted with the fact that she is no longer
one of the brightest students in the class.
Questions to inform the essay content:
2. Discuss the reasons why Cassie’s decline in academic achievement and social
interaction can be due to the following:
2.1 Her self-concept and the factors and agents that may be contributing to her
results and peer-group interaction.
2.2 Her perception of herself and her own ability, as well as how the
perceptions of other teachers and peers may be contributing to her
perception of herself.
3. What are the implications of the Cassie’s current situation on her relationships
and interactions with her peers and teachers and the primary factors that may
be contributing to her isolation.
4. By referring to the Cycle of Interaction, how can you assist Cassie to better
adjust to her new environment and in turn assist in adapting her self-concept to
align with her new school and to excel personally and enhance her perception
and expectations.
DO NOT FORGET TO INCLUDE REFERENCES
1 answer
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