This review underscores the scarcity of research on the relationship between school well-being and self-concept/self- esteem

The gap

Evidence profile

Sourced from the future work and recommendations of the source papers, classified as general, drawn from work published between 1980 and 2026, spanning 3 journals. Those papers have been cited 6 times in total.

Supporting evidence — 4 representative gaps

• School well-being and self-concept or self-esteem in secondary education students: a systematic review (2026) · Frontiers in Education · doi

  This review underscores the scarcity of research on the relationship between school well-being and self-concept/self- esteem, despite theoretical recognition of its importance. Future studies should examine how the different components and dimensions of both variables interact while also considering the influence of personal, developmental, geographic, cultural, and educational factors on this relationship. Longitudinal designs are also needed to provide a more comprehensive understanding of how these associations evolve over time. Such advances would contribute not only to theory but also to evidence-informed school practice. In Secondary education, academic achievement and grades continue to be the primarily indicators of school and future success, despite growing evidence that students’ school well-being and positive self-concept/self-esteem play a critical role in their academic and life trajectories. Diagnosing students’ school well-being and self-concept/self-esteem, as well as identifying profiles based on these variables, represents a key step toward developing targeted and contextually responsive educational interventions.

  generalfuture work
  Keywords: self school well concept esteem relationship despite future variables educational evidence academic students review underscores
• College Student Identities and Behaviors (1980) · Sociological Focus · cited 2× · doi

  identity social situation. Using modifying Clark and Trow's dimensions were created and related to the three performance variables of educational participation dimensions are related to at least one performance variable and that the direction of the that identity may help individuals supports with self meanings. to the self as an object the measurement in social activities, and academic performance. Results show that each of the select behaviors and plans of college student (1966) discussion (19771 procedure the explanation subculture, seven for identity behaviors. in a role or and identity expectations, identity relationships consistent of identity W hile it has long been proposed that self concept serves as an intervening variable between social structure and individual behavior (Mead, 1934; Rose, 1962), the investigation of self in the college student role has for the most part been limited to the study of self-esteem reliance on self-esteem, an individual's evaluative assessment of self, may lead to both a misrepresentation of self as unidimensional and to an underestimation of the relationships between self concept and college student behaviors or plans. (Rosenberg, 1976). Exclusive Recently there has been increased interest in exploring identity as a middle level self conception (Erikson, 1968; Alexander and Epstein, 1969; Sarbin and Allen, 1968). Identity refers to cognitive and affective meanings attributed to the self as an object in a social or role context (Stryker, 1968; Burke and Tully, 1977). Since the initial formulation of identity within a symbolic interaction perspective (Foote, 1951), there has been progress in developing its theoretical foundation (McCall and Simmons, 1966; Stryker, 1968) and in establishing procedures for its measurement (Gordon, 1968; Burke and Tully, 1977). The next step is the accumulation of research which applies the formulation and measurement of identity in particular roles. Data collected from undergraduates at a large Midwestern university are used to the develop a multidimensional college student identity measure and to explore relationships between three outcome variables of educational expectations, participation in social activities, and academic performance. While this study is exploratory, findings contribute to a better understanding of identity and to broaden the investigation of the relationship between identity and behaviors/plans. identity dimensions and the Downloaded by [New York University] at 15:25 18 May 2015 114 SOCIOLOGICAL FOCUS CONCEPTS AND HYPOTHESES IDENTITY An identity perspective has been actively pursue

  generalfuture work
  Keywords: identity self social performance behaviors college student dimensions measurement plans role relationships related three variables
• College Student Identities and Behaviors (1980) · Sociological Focus · cited 2× · doi

  in more comprehensive investigations of behaviors and plans. identity variables be included that DISCUSSION AND CONCLUSION The key issue raised by the findings is not that identity dimensions are the only or even the most important variables related to behavior and plans, but rather that they represent an empirically neglected, although theoretically valid, application of self concepts which needs to be more fully investigated. The next step is to integrate college student identity measures within a more comprehensive model of behaviors and plans.4 The inclusion of measures of identity with social background, past performances, significant other, and self esteem variables would directly explore the independent relationship between identity and behaviors/plans. Further, a finding that both identity and self-esteem influence behaviors would confirm the current suspicion Downloaded by [New York University] at 15:25 18 May 2015 122 SOCIOLOGICAL FOCUS that the influence of self processes has been underestimated when self-esteem is the only measure of self. The investigation of the college student identity may aid in the application of an identity perspective to other roles. A contribution of the present research is the identification of multiple identity dimensions. By applying the Burke-TuUy procedure to sets of roles found both in the social situation and temporally linked in a role career, identity dimensions can be located which distinguish the meanings of a role from its set of counter-roles. For example, measures of the husband or wife identity may be obtained by comparing the meanings of the role with the meanings of the adolescent, single adult, or the separated/divorced counter-roles. The set of adjective items and the identity dimensions emerging from the discriminant analysis would be different, but the procedure would still locate identity dimensions which distinguish a role from its set of counter-roles. Similarly, the set of college student identity dimensions based on previous discussions of college student subcultures may be replaced the investigation of marital roles either by applying past research on alternative normative orientations in marital roles or obtained directly by open-ended interviews. The marital identity dimensions, while different from the college student identity dimensions, would still locate dimensions which distinguish self meanings among role occupants. in The measurement of college student identity and the findings of significant relationships between identity dimensions and behaviors/plans argue for the inclusion of identity in further research. Both a theoretical foundation and measurement procedures are now available to investigate empirically identity

  generalrecommendations
  Keywords: identity dimensions self roles college student behaviors plans role meanings variables measures esteem distinguish counter
• Jobs, gender, and self‐efficacy in multiple contexts (1984) · Sociological Spectrum · cited 2× · doi

  Gecas (1982) concluded that self-esteem has most often been conceptualized as an individual's overall self-evaluation that recently various -aspects of the concept have been but identified. Most work in this area distinguishes between self- esteem based on a sense of competence, or efficacy, and self- esteem based on virtue or moral worth. Much of the sociological research on the development of the self has focused on self- worth as it develops through reflected appraisals. Gecas and Schwalbe (1983) argue that this overemphasis on self-worth, to the neglect of self-efficacy, has contributed to an overly passive and over-socialized view of self-concept formation. They suggest that by paying greater attention to feelings of self-efficacy, Downloaded by [Monash University Library] at 10:40 12 April 2015 298 C. L. SHEHAN AND E.J. WALSH the relationship between social structural conditions and self- evaluations becomes clearer. Efficacy-based self-esteem is largely dependent on the nature of the social contexts in which individuals act. One important characteristic of the context of action identified by Rosenberg (1965) is the degree of subgroup differentiation and visibility. Rosenberg demonstrated the effects of this aspect of social con- texts on feelings of self-efficacy in a study of the interaction between majority and minority students in a classroom. His concept "contextual dissonance" describes the negative effects of minority status (in terms of race, social class, competence, and values) on self-esteem. that It is argued in this paper that the individual who is in an occupation is sex-typed against her/him, like the black student in a predominantly white classroom, is part of a minority that is forced to interact with members of the majority—in this case, the dominant sex. Thus, cross-sex incumbency operates as a specific type of contextual dissonance which may result in unfavorable comparisons in terms of self-efficacy.

  generalfuture work
  Keywords: self efficacy esteem social concept based worth minority gecas individual identified competence feelings rosenberg effects

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