ABSTRACT
The study of personality is probably one of the most interesting studies in which man has ever engaged. If a child is to achieve a fully rounded and integrated personality as an adult, he must receive consistent, meaningful recognition of his worth and talent. As the child grows older it is usually the peer group which acts as a major factor affecting the personality of the child. Most children are aware of the external aspect, since 'if the aims are fixed or the stimulus provided' 'the pupil will generally make an effort to reach the aims in question.' In the context of personality as it affects learning, the child's reactions to success, failure, praise and blame become crucial – crucial since they relate not only to the pupil's social and emotional behaviour in the classroom, but also to motivation. It would seem that the child's self-concept is of prime importance and interest to the teacher.
