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From the late 1970s to the early 1990s Americans assumed as a matter of course that students' self-esteem acted as a critical factor in the grades that they earn in school, in their relationships with their peers, and in their later success in life. Given this assumption, many American groups created programs which aimed to increase the self-esteem of students, assuming that grades would increase, conflicts would decrease, and that this would lead to happier and more successful lives. Until the 1990s little peer-reviewed and controlled research took place on this topic.
The concept of self-improvement has gone dramatic change since 1911, when Ambrose Bierce mockingly defined self-esteem as "an erroneous appraisement" Good and bad character are now known as "personality differences" Right have replaced responsibilities. Research on egocentrism and ethnocentrism that informed discussion of human growth and development in the mid-20th century is ignored; indeed the terms themselves are considered politically incorrect. A revolution has taken place in the vocabulary of self. Words that imply responsibility or accountability--self-criticism, self-denial, delf-discipline, self-control, self-effacement, self-mastery, self-reproach and self-sacrifice--are no longer in fashion. The language most in favor is that which exalts the self--self-expression, self-assertion, self-indulgence, self-realization, self-approval, self-acceptance and the ever-popular and ubiquitous self-esteem.
Peer-reviewed research undertaken since the early 1990's has NOT validated the previous assumptions regarding the intrinsic value of self-esteem, and in fact has indicated that inflating students' self-esteem in and of itself has no positive effect on grades and can indeed decrease grades as the students' focus shifts from productivity to perception.
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