low self esteem college essay

Low Self Esteem: What Does it Mean to Lack Self-Esteem?

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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Self-esteem should be viewed as a continuum and can be high, medium, or low, and it is often quantified as a number in empirical research.

When considering self-esteem, it is important to note that both high and low levels can be emotionally and socially harmful to the individual. Indeed it is thought an optimum level of self-esteem lies in the middle of the continuum. Individuals operating within this range are thought to be more socially dominant within relationships.

Empirical Research

Research has shown key differences between individuals with high and low self-esteem. For example, people with high self-esteem focus on growth and improvement, whereas people with low self-esteem focus on not making mistakes in life.

Low self-esteem has been shown to be correlated with several negative outcomes, such as depression (Silverstone & Salsali, 2003).

Rosenberg and Owen (2001) offer the following description of low self-esteem people based on empirical research. People with low self-esteem are more troubled by failure and tend to exaggerate events as being negative.

For example, they often interpret non critical comments as critical. They are more likely to experience social anxiety and low levels of interpersonal confidence.

This in turn makes social interaction with others difficult as they feel awkward, shy, conspicuous, and unable to adequately express themselves when interacting with others (p. 409). Furthermore, low self-esteem individuals tend to be pessimistic towards people and groups within society.

Research has also shown that low self-esteem has to linked to an increased risk of teenage pregnancy.

Guindon (2002) asked school counsellors to list five characteristics that best describe students with low self-esteem. Over 1000 words were used and the most common are listed below:

• Withdrawn/shy/quiet
• Underachieving
• Negative (attitude)
• Socially inept
• Angry/hostile
• Unmotivated
• Dependent/follower
• Poor self-image
• Non-risk-taker
• Lacks self-confidence
• Poor communication

Low Self-Esteem in Children

It should be noted that, on average, self-esteem during childhood is found to be relatively high. However, there are individual differences, and some children are unfortunate to experience feelings of low self-esteem.

Low self-esteem in children tends to be related to physical punishment and the withholding of love and affection by parents. Carl Rogers would describe this as conditional positive regard, whereby individuals only receive positive attention from significant others (such as parents) when they act in a certain way. This reinforces to the child that they are only a person of value when they act a certain way (e.g., achieving A grades on a test).

Children with low self-esteem rely on coping strategies that are counterproductive such as bullying, quitting, cheating, avoiding, etc. Although all children will display some of these behaviors at times, low self-esteem is strongly indicated when these behaviors appear with regularity.

Socially children with low self-esteem can be withdrawn or shy and find it difficult to have fun. Although they may have a wide circle of friends, they are more likely to yield to group pressure and more vulnerable to bullying. At school, they avoid trying new things (for fear of failure) and will give up easily.

Low Self-Esteem in Teenagers

Self-esteem continues to decline during adolescence (particularly for girls). Researchers have explained this decline to body image and other problems associated with puberty.

Although boys and girls report similar levels of self-esteem during childhood, a gender gap emerges by adolescence in that adolescent boys have higher self-esteem than adolescent girls (Robins et al., 2002).

Girls with low self-esteem appear to be more vulnerable to perceptions of the ideal body image perpetuated in western media (through methods such as airbrushing models on magazine covers).

Abraham, T. (1988). Toward a Self-Evaluation Maintenance Model of Social behavior. In L. Berkowitz (Ed), Advances in Experimental Social Psychology (pp. 181–227).Academic Press.

Coopersmith, S. (1967). The Antecedents of Self-esteem . Freeman.

Harter, S. 1993. Causes and Consequences of Low Self-esteem in Children and Adolescents. In Baumeister, R.F. (Ed.) Self-Esteem: The Puzzle of Low Self-regard (pp. 87-116).

Mruk, C. (1995). Self-Esteem: Research, Theory, and Practice . Springer.

Guindon, M. H. (2002). Toward Accountability in the Use of the Self‐Esteem Construct. Journal of Counseling & Development, 80(2) , 204-214.

Robins, R.W., Trzesniewski, K.H., Tracy, J.L., Gosling, S.D., & Potter, J. (2002). Global self-esteem across the lifespan. Psychology and Aging , 17, 423-434.

Rosenberg, M. (1976). Beyond Self-Esteem: The Neglected Issues in Self-concept Research . Paper presented at the annual meetings of the ASA.

Rosenberg, M. (1979). Conceiving the Self . Basic Books.

Rosenberg, M., & Owens, T.J. (2001). Low self-esteem people: A collective portrait. In T.J. Owens. S. Stryker, & N. Goodmanm (Eds.), Extending self-esteem theory and research (pp. 400-436). New York: Cambridge University Press.

Silverstone, P. H., & Salsali, M. (2003). Low self-esteem and psychiatric patients: Part I–The relationship between low self-esteem and psychiatric diagnosis. Annals of General Psychiatry, 2(1) , 2.

Viktor, G. (1982). The Self-Concept. Annual Review of Sociology , 8:1–33.

Viktor, G., & Schwalbe, M.L. (1983). Beyond the Looking-glass Self: Social Structure and Efficacy-Based Self-Esteem. Social Psychology Quarterly , 46:77–88.

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Article Contents

Introduction, identity development and the sources of negative self-esteem, outcomes of poor self-esteem, mechanisms linking self-esteem and health behavior, examples of school health promotion programs that foster self-esteem, self-esteem in a broad-spectrum approach for mental health promotion.

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Michal (Michelle) Mann, Clemens M. H. Hosman, Herman P. Schaalma, Nanne K. de Vries, Self-esteem in a broad-spectrum approach for mental health promotion, Health Education Research , Volume 19, Issue 4, August 2004, Pages 357–372, https://doi.org/10.1093/her/cyg041

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Self-evaluation is crucial to mental and social well-being. It influences aspirations, personal goals and interaction with others. This paper stresses the importance of self-esteem as a protective factor and a non-specific risk factor in physical and mental health. Evidence is presented illustrating that self-esteem can lead to better health and social behavior, and that poor self-esteem is associated with a broad range of mental disorders and social problems, both internalizing problems (e.g. depression, suicidal tendencies, eating disorders and anxiety) and externalizing problems (e.g. violence and substance abuse). We discuss the dynamics of self-esteem in these relations. It is argued that an understanding of the development of self-esteem, its outcomes, and its active protection and promotion are critical to the improvement of both mental and physical health. The consequences for theory development, program development and health education research are addressed. Focusing on self-esteem is considered a core element of mental health promotion and a fruitful basis for a broad-spectrum approach.

The most basic task for one's mental, emotional and social health, which begins in infancy and continues until one dies, is the construction of his/her positive self-esteem. [( Macdonald, 1994 ), p. 19]

Self-concept is defined as the sum of an individual's beliefs and knowledge about his/her personal attributes and qualities. It is classed as a cognitive schema that organizes abstract and concrete views about the self, and controls the processing of self-relevant information ( Markus, 1977 ; Kihlstrom and Cantor, 1983 ). Other concepts, such as self-image and self-perception, are equivalents to self-concept. Self-esteem is the evaluative and affective dimension of the self-concept, and is considered as equivalent to self-regard, self-estimation and self-worth ( Harter, 1999 ). It refers to a person's global appraisal of his/her positive or negative value, based on the scores a person gives him/herself in different roles and domains of life ( Rogers, 1981 ; Markus and Nurius, 1986 ). Positive self-esteem is not only seen as a basic feature of mental health, but also as a protective factor that contributes to better health and positive social behavior through its role as a buffer against the impact of negative influences. It is seen to actively promote healthy functioning as reflected in life aspects such as achievements, success, satisfaction, and the ability to cope with diseases like cancer and heart disease. Conversely, an unstable self-concept and poor self-esteem can play a critical role in the development of an array of mental disorders and social problems, such as depression, anorexia nervosa, bulimia, anxiety, violence, substance abuse and high-risk behaviors. These conditions not only result in a high degree of personal suffering, but also impose a considerable burden on society. As will be shown, prospective studies have highlighted low self-esteem as a risk factor and positive self-esteem as a protective factor. To summarize, self-esteem is considered as an influential factor both in physical and mental health, and therefore should be an important focus in health promotion; in particular, mental health promotion.

Health promotion refers to the process of enabling people to increase control over and improve their own health ( WHO, 1986 ). Subjective control as well as subjective health, each aspects of the self, are considered as significant elements of the health concept. Recognizing the existence of different views on the concept of mental health promotion, Sartorius (Sartorius, 1998), the former WHO Director of Mental Health, preferred to define it as a means by which individuals, groups or large populations can enhance their competence, self-esteem and sense of well-being. This view is supported by Tudor (Tudor, 1996) in his monograph on mental health promotion, where he presents self-concept and self-esteem as two of the core elements of mental health, and therefore as an important focus of mental health promotion.

This article aims to clarify how self-esteem is related to physical and mental health, both empirically and theoretically, and to offer arguments for enhancing self-esteem and self-concept as a major aspect of health promotion, mental health promotion and a ‘Broad-Spectrum Approach’ (BSA) in prevention.

The first section presents a review of the empirical evidence on the consequences of high and low self-esteem in the domains of mental health, health and social outcomes. The section also addresses the bi-directional nature of the relationship between self-esteem and mental health. The second section discusses the role of self-esteem in health promotion from a theoretical perspective. How are differentiations within the self-concept related to self-esteem and mental health? How does self-esteem relate to the currently prevailing theories in the field of health promotion and prevention? What are the mechanisms that link self-esteem to health and social outcomes? Several theories used in health promotion or prevention offer insight into such mechanisms. We discuss the role of positive self-esteem as a protective factor in the context of stressors, the developmental role of negative self-esteem in mental and social problems, and the role of self-esteem in models of health behavior. Finally, implications for designing a health-promotion strategy that could generate broad-spectrum outcomes through addressing common risk factors such as self-esteem are discussed. In this context, schools are considered an ideal setting for such broad-spectrum interventions. Some examples are offered of school programs that have successfully contributed to the enhancement of self-esteem, and the prevention of mental and social problems.

Self-esteem and mental well-being

Empirical studies over the last 15 years indicate that self-esteem is an important psychological factor contributing to health and quality of life ( Evans, 1997 ). Recently, several studies have shown that subjective well-being significantly correlates with high self-esteem, and that self-esteem shares significant variance in both mental well-being and happiness ( Zimmerman, 2000 ). Self-esteem has been found to be the most dominant and powerful predictor of happiness ( Furnham and Cheng, 2000 ). Indeed, while low self-esteem leads to maladjustment, positive self-esteem, internal standards and aspirations actively seem to contribute to ‘well-being’ ( Garmezy, 1984 ; Glick and Zigler, 1992 ). According to Tudor (Tudor, 1996), self-concept, identity and self-esteem are among the key elements of mental health.

Self-esteem, academic achievements and job satisfaction

The relationship between self-esteem and academic achievement is reported in a large number of studies ( Marsh and Yeung, 1997 ; Filozof et al. , 1998 ; Hay et al. , 1998 ). In the critical childhood years, positive feelings of self-esteem have been shown to increase children's confidence and success at school ( Coopersmith, 1967 ), with positive self-esteem being a predicting factor for academic success, e.g. reading ability ( Markus and Nurius, 1986 ). Results of a longitudinal study among elementary school children indicate that children with high self-esteem have higher cognitive aptitudes ( Adams, 1996 ). Furthermore, research has revealed that core self-evaluations measured in childhood and in early adulthood are linked to job satisfaction in middle age ( Judge et al. , 2000 ).

Self-esteem and coping with stress in combination with coping with physical disease

The protective nature of self-esteem is particularly evident in studies examining stress and/or physical disease in which self-esteem is shown to safeguard the individual from fear and uncertainty. This is reflected in observations of chronically ill individuals. It has been found that a greater feeling of mastery, efficacy and high self-esteem, in combination with having a partner and many close relationships, all have direct protective effects on the development of depressive symptoms in the chronically ill ( Penninx et al. , 1998 ). Self-esteem has also been shown to enhance an individual's ability to cope with disease and post-operative survival. Research on pre-transplant psychological variables and survival after bone marrow transplantation ( Broers et al. , 1998 ) indicates that high self-esteem prior to surgery is related to longer survival. Chang and Mackenzie ( Chang and Mackenzie, 1998 ) found that the level of self-esteem was a consistent factor in the prediction of the functional outcome of a patient after a stroke.

To conclude, positive self-esteem is associated with mental well-being, adjustment, happiness, success and satisfaction. It is also associated with recovery after severe diseases.

The evolving nature of self-esteem was conceptualized by Erikson ( Erikson, 1968 ) in his theory on the stages of psychosocial development in children, adolescents and adults. According to Erikson, individuals are occupied with their self-esteem and self-concept as long as the process of crystallization of identity continues. If this process is not negotiated successfully, the individual remains confused, not knowing who (s)he really is. Identity problems, such as unclear identity, diffused identity and foreclosure (an identity status based on whether or not adolescents made firm commitments in life. Persons classified as ‘foreclosed’ have made future commitments without ever experiencing the ‘crises’ of deciding what really suits them best), together with low self-esteem, can be the cause and the core of many mental and social problems ( Marcia et al. , 1993 ).

The development of self-esteem during childhood and adolescence depends on a wide variety of intra-individual and social factors. Approval and support, especially from parents and peers, and self-perceived competence in domains of importance are the main determinants of self-esteem [for a review, see ( Harter, 1999 )]. Attachment and unconditional parental support are critical during the phases of self-development. This is a reciprocal process, as individuals with positive self-esteem can better internalize the positive view of significant others. For instance, in their prospective study among young adolescents, Garber and Flynn ( Garber and Flynn, 2001 ) found that negative self-worth develops as an outcome of low maternal acceptance, a maternal history of depression and exposure to negative interpersonal contexts, such as negative parenting practices, early history of child maltreatment, negative feedback from significant others on one's competence, and family discord and disruption.

Other sources of negative self-esteem are discrepancies between competing aspects of the self, such as between the ideal and the real self, especially in domains of importance. The larger the discrepancy between the value a child assigns to a certain competence area and the perceived self-competence in that area, the lower the feeling of self-esteem ( Harter, 1999 ). Furthermore, discrepancies can exist between the self as seen by oneself and the self as seen by significant others. As implied by Harter ( Harter, 1999 ), this could refer to contrasts that might exist between self-perceived competencies and the lack of approval or support by parents or peers.

Finally, negative and positive feelings of self-worth could be the result of a cognitive, inferential process, in which children observe and evaluate their own behaviors and competencies in specific domains (self-efficacy). The poorer they evaluate their competencies, especially in comparison to those of their peers or to the standards of significant others, the more negative their self-esteem. Such self-monitoring processes can be negatively or positively biased by a learned tendency to negative or positive thinking ( Seligman et al. , 1995 ).

The outcomes of negative self-esteem can be manifold. Poor self-esteem can result in a cascade of diminishing self-appreciation, creating self-defeating attitudes, psychiatric vulnerability, social problems or risk behaviors. The empirical literature highlights the negative outcomes of low self-esteem. However, in several studies there is a lack of clarity regarding causal relations between self-esteem and problems or disorders ( Flay and Ordway, 2001 ). This is an important observation, as there is reason to believe that self-esteem should be examined not only as a cause, but also as a consequence of problem behavior. For example, on the one hand, children could have a negative view about themselves and that might lead to depressive feelings. On the other hand, depression or lack of efficient functioning could lead to feeling bad, which might decrease self-esteem. Although the directionality can work both ways, this article concentrates on the evidence for self-esteem as a potential risk factor for mental and social outcomes. Three clusters of outcomes can be differentiated. The first are mental disorders with internalizing characteristics, such as depression, eating disorders and anxiety. The second are poor social outcomes with externalizing characteristics including aggressive behavior, violence and educational exclusion. The third is risky health behavior such as drug abuse and not using condoms.

Self-esteem and internalizing mental disorders

Self-esteem plays a significant role in the development of a variety of mental disorders. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM IV), negative or unstable self-perceptions are a key component in the diagnostic criteria of major depressive disorders, manic and hypomanic episodes, dysthymic disorders, dissociative disorders, anorexia nervosa, bulimia nervosa, and in personality disorders, such as borderline, narcissistic and avoidant behavior. Negative self-esteem is also found to be a risk factor, leading to maladjustment and even escapism. Lacking trust in themselves, individuals become unable to handle daily problems which, in turn, reduces the ability to achieve maximum potential. This could lead to an alarming deterioration in physical and mental well-being. A decline in mental health could result in internalizing problem behavior such as depression, anxiety and eating disorders. The outcomes of low self-esteem for these disorders are elaborated below.

Depressed moods, depression and suicidal tendencies

The clinical literature suggests that low self-esteem is related to depressed moods ( Patterson and Capaldi, 1992 ), depressive disorders ( Rice et al. , 1998 ; Dori and Overholser, 1999 ), hopelessness, suicidal tendencies and attempted suicide ( Overholser et al. , 1995 ). Correlational studies have consistently shown a significant negative relationship between self-esteem and depression ( Beck et al. , 1990 ; Patton, 1991 ). Campbell et al. ( Campbell et al. , 1991 ) found individual appraisal of events to be clearly related to their self-esteem. Low self-esteem subjects rated their daily events as less positive and negative life events as being more personally important than high self-esteem subjects. Individuals with high self-esteem made more stable and global internal attributions for positive events than for negative events, leading to the reinforcement of their positive self-image. Subjects low in self-esteem, however, were more likely to associate negative events to stable and global internal attributions, and positive events to external factors and luck ( Campbell et al. , 1991 ). There is a growing body of evidence that individuals with low self-esteem more often report a depressed state, and that there is a link between dimensions of attributional style, self-esteem and depression ( Abramson et al. , 1989 ; Hammen and Goodman-Brown, 1990 ).

Some indications of the causal role of self-esteem result from prospective studies. In longitudinal studies, low self-esteem during childhood ( Reinherz et al. , 1993 ), adolescence ( Teri, 1982 ) and early adulthood ( Wilhelm et al. , 1999 ) was identified as a crucial predictor of depression later in life. Shin ( Shin, 1993 ) found that when cumulative stress, social support and self-esteem were introduced subsequently in regression analysis, of the latter two, only self-esteem accounted for significant additional variance in depression. In addition, Brown et al. ( Brown et al. , 1990 ) showed that positive self-esteem, although closely associated with inadequate social support, plays a role as a buffer factor. There appears to be a pathway from not living up to personal standards, to low self-esteem and to being depressed ( Harter, 1986 , 1990 ; Higgins, 1987 , 1989 ; Baumeister, 1990 ). Alternatively, another study indicated that when examining the role of life events and difficulties, it was found that total level of stress interacted with low self-esteem in predicting depression, whereas self-esteem alone made no direct contribution ( Miller et al. , 1989 ). To conclude, results of cross-sectional and longitudinal studies have shown that low self-esteem is predictive of depression.

The potentially detrimental impact of low self-esteem in depressive disorders stresses the significance of Seligman's recent work on ‘positive psychology’. His research indicates that teaching children to challenge their pessimistic thoughts whilst increasing positive subjective thinking (and bolstering self-esteem) can reduce the risk of pathologies such as depression ( Seligman, 1995 ; Seligman et al. , 1995 ; Seligman and Csikszentmihalyi, 2000 ).

Other internalizing disorders

Although low self-esteem is most frequently associated with depression, a relationship has also been found with other internalizing disorders, such as anxiety and eating disorders. Research results indicate that self-esteem is inversely correlated with anxiety and other signs of psychological and physical distress ( Beck et al. , 2001 ). For example, Ginsburg et al. ( Ginsburg et al. , 1998 ) observed a low level of self-esteem in highly socially anxious children. Self-esteem was shown to serve the fundamental psychological function of buffering anxiety, with the pursuit of self-esteem as a defensive avoidance tool against basic human fears. This mechanism of defense has become evident in research with primary ( Ginsburg et al. , 1998 ) and secondary school children ( Fickova, 1999 ). In addition, empirical studies have shown that bolstering self-esteem in adults reduces anxiety ( Solomon et al. , 2000 ).

The critical role of self-esteem during school years is clearly reflected in studies on eating disorders. At this stage in life, weight, body shape and dieting behavior become intertwined with identity. Researchers have reported low self-esteem as a risk factor in the development of eating disorders in female school children and adolescents ( Fisher et al. , 1994 ; Smolak et al. , 1996 ; Shisslak et al. , 1998 ), as did prospective studies ( Vohs et al. , 2001 ). Low self-esteem also seems predictive of the poor outcome of treatment in such disorders, as has been found in a recent 4-year prospective follow-up study among adolescent in-patients with bulimic characteristics ( van der Ham et al. , 1998 ). The significant influence of self-esteem on body image has led to programs in which the promotion of self-esteem is used as a main preventive tool in eating disorders ( St Jeor, 1993 ; Vickers, 1993 ; Scarano et al. , 1994 ).

To sum up, there is a systematic relation between self-esteem and internalizing problem behavior. Moreover, there is enough prospective evidence to suggest that poor self-esteem might contribute to deterioration of internalizing problem behavior while improvement of self-esteem could prevent such deterioration.

Self-esteem, externalizing problems and other poor social outcomes

For more than two decades, scientists have studied the relationship between self-esteem and externalizing problem behaviors, such as aggression, violence, youth delinquency and dropping out of school. The outcomes of self-esteem for these disorders are described below.

Violence and aggressive behavior

While the causes of such behaviors are multiple and complex, many researchers have identified self-esteem as a critical factor in crime prevention, rehabilitation and behavioral change ( Kressly, 1994 ; Gilbert, 1995 ). In a recent longitudinal questionnaire study among high-school adolescents, low self-esteem was one of the key risk factors for problem behavior ( Jessor et al. , 1998 ).

Recent studies confirm that high self-esteem is significantly associated with less violence ( Fleming et al. , 1999 ; Horowitz, 1999 ), while a lack of self-esteem significantly increases the risk of violence and gang membership ( Schoen, 1999 ). Results of a nationwide study of bullying behavior in Ireland show that children who were involved in bullying as either bullies, victims or both had significantly lower self-esteem than other children ( Schoen, 1999 ). Adolescents with low self-esteem were found to be more vulnerable to delinquent behavior. Interestingly, delinquency was positively associated with inflated self-esteem among these adolescents after performing delinquent behavior ( Schoen, 1999 ). According to Kaplan's self-derogation theory of delinquency (Kaplan, 1975), involvement in delinquent behavior with delinquent peers can increase children's self-esteem and sense of belonging. It was also found that individuals with extremely high levels of self-esteem and narcissism show high tendencies to express anger and aggression ( Baumeister et al. , 2000 ). To conclude, positive self-esteem is associated with less aggressive behavior. Although most studies in the field of aggressive behavior, violence and delinquency are correlational, there is some prospective evidence that low self-esteem is a risk factor in the development of problem behavior. Interestingly, low self-esteem as well as high and inflated self-esteem are both associated with the development of aggressive symptoms.

School dropout

Dropping out from the educational system could also reflect rebellion or antisocial behavior resulting from identity diffusion (an identity status based on whether or not adolescents made firm commitments in life. Adolescents classified as ‘diffuse’ have not yet thought about identity issues or, having thought about them, have failed to make any firm future oriented commitments). For instance, Muha ( Muha, 1991 ) has shown that while self-image and self-esteem contribute to competent functioning in childhood and adolescence, low self-esteem can lead to problems in social functioning and school dropout. The social consequences of such problem behaviors may be considerable for both the individual and the wider community. Several prevention programs have reduced the dropout rate of students at risk ( Alice, 1993 ; Andrews, 1999 ). All these programs emphasize self-esteem as a crucial element in dropout prevention.

Self-esteem and risk behavior

The impact of self-esteem is also evident in risk behavior and physical health. In a longitudinal study, Rouse ( Rouse, 1998 ) observed that resilient adolescents had higher self-esteem than their non-resilient peers and that they were less likely to initiate a variety of risk behaviors. Positive self-esteem is considered as a protective factor against substance abuse. Adolescents with more positive self-concepts are less likely to use alcohol or drugs ( Carvajal et al. , 1998 ), while those suffering with low self-esteem are at a higher risk for drug and alcohol abuse, and tobacco use ( Crump et al. , 1997 ; Jones and Heaven, 1998 ). Carvajal et al. ( Carvajal et al. , 1998 ) showed that optimism, hope and positive self-esteem are determinants of avoiding substance abuse by adolescents, mediated by attitudes, perceived norms and perceived behavioral control. Although many studies support the finding that improving self-esteem is an important component of substance abuse prevention ( Devlin, 1995 ; Rodney et al. , 1996 ), some studies found no support for the association between self-esteem and heavy alcohol use ( Poikolainen et al. , 2001 ).

Empirical evidence suggests that positive self-esteem can also lead to behavior which is protective against contracting AIDS, while low self-esteem contributes to vulnerability to HIV/AIDS ( Rolf and Johnson, 1992 ; Somali et al. , 2001 ). The risk level increases in cases where subjects have low self-esteem and where their behavior reflects efforts to be accepted by others or to gain attention, either positively or negatively ( Reston, 1991 ). Lower self-esteem was also related to sexual risk-taking and needle sharing among homeless ethnic-minority women recovering from drug addiction ( Nyamathi, 1991 ). Abel ( Abel, 1998 ) observed that single females whose partners did not use condoms had lower self-esteem than single females whose partners did use condoms. In a study of gay and/or bisexual men, low self-esteem proved to be one of the factors that made it difficult to reduce sexual risk behavior ( Paul et al. , 1993 ).

To summarize, the literature reveals a number of studies showing beneficial outcomes of positive self-esteem, and conversely, negative outcomes of poor self-esteem, especially in adolescents. Prospective studies and intervention studies have shown that self-esteem can be a causal factor in depression, anxiety, eating disorders, delinquency, school dropout, risk behavior, social functioning, academic success and satisfaction. However, the cross-sectional character of many other studies does not exclude that low self-esteem can also be considered as an important consequence of such disorders and behavioral problems.

To assess the implications of these findings for mental health promotion and preventive interventions, more insight is needed into the antecedents of poor self-esteem, and the mechanisms that link self-esteem to mental, physical and social outcomes.

What are the mechanisms that link self-esteem to health and social outcomes? Several theories used in health promotion or prevention offer insight into such mechanisms. In this section we discuss the role of positive self-esteem as a protective factor in the context of stressors, the developmental role of negative self-esteem in mental and social problems, and the role of self-esteem in models of health behavior.

Positive thinking about oneself as a protective factor in the context of stressors

People have a need to think positively about themselves, to defend and to improve their positive self-esteem, and even to overestimate themselves. Self-esteem represents a motivational force that influences perceptions and coping behavior. In the context of negative messages and stressors, positive self-esteem can have various protective functions.

Research on optimism confirms that a somewhat exaggerated sense of self-worth facilitates mastery, leading to better mental health ( Seligman, 1995 ). Evidence suggests that positive self-evaluations, exaggerated perception of control or mastery and unrealistic optimism are all characteristic of normal human thought, and that certain delusions may contribute to mental health and well-being ( Taylor and Brown, 1988 ). The mentally healthy person appears to have the capacity to distort reality in a direction that protects and enhances self-esteem. Conversely, individuals who are moderately depressed or low in self-esteem consistently display an absence of such enhancing delusions. Self-esteem could thus be said to serve as a defense mechanism that promotes well-being by protecting internal balance. Jahoda ( Jahoda, 1958 ) also included the ‘adequate perception of reality’ as a basic element of mental health. The degree of such a defense, however, has its limitations. The beneficial effect witnessed in reasonably well-balanced individuals becomes invalid in cases of extreme self-esteem and significant distortions of the self-concept. Seligman ( Seligman, 1995 ) claimed that optimism should not be based on unrealistic or heavily biased perceptions.

Viewing yourself positively can also be regarded as a very important psychological resource for coping. We include in this category those general and specific beliefs that serve as a basis for hope and that sustain coping efforts in the face of the most adverse condition… Hope can exist only when such beliefs make a positive outcome seem possible, if not probable. [( Lazarus and Folkman, 1984 ), p. 159]

Incidence = organic causes and stressors/competence, coping skills, self-esteem and social support

Identity, self-esteem, and the development of externalizing and internalizing problems

Erikson's ( Erikson, 1965 , 1968 ) theory on the stages of psychosocial development in children, adolescents, and adults and Herbert's flow chart ( Herbert, 1987 ) focus on the vicissitudes of identity and the development of unhealthy mental and social problems. According to these theories, when a person is enduringly confused about his/her own identity, he/she may possess an inherent lack of self-reassurance which results in either a low level of self-esteem or in unstable self-esteem and feelings of insecurity. However, low self-esteem—likewise inflated self-esteem—can also lead to identity problems. Under circumstances of insecurity and low self-esteem, the individual evolves in one of two ways: he/she takes the active escape route or the passive avoidance route ( Herbert, 1987 ). The escape route is associated with externalizing behaviors: aggressive behavior, violence and school dropout, the seeking of reassurance in others through high-risk behavior, premature relationships, cults or gangs. Reassurance and security may also be sought through drugs, alcohol or food. The passive avoidance route is associated with internalizing factors: feelings of despair and depression. Extreme avoidance may even result in suicidal behavior.

Whether identity and self-esteem problems express themselves following the externalizing active escape route or the internalizing passive avoidance route is dependent on personality characteristics and circumstances, life events and social antecedents (e.g. gender and parental support) ( Hebert, 1987 ). Recent studies consistently show gender differences regarding externalizing and internalizing behaviors among others in a context of low self-esteem ( Block and Gjerde, 1986 ; Rolf et al. , 1990 ; Harter, 1999 ; Benjet and Hernandez-Guzman, 2001 ). Girls are more likely to have internalizing symptoms than boys; boys are more likely to have externalizing symptoms. Moreover, according to Harter ( Harter, 1999 ), in recent studies girls appear to be better than boys in positive self-evaluation in the domain of behavioral conduct. Self-perceived behavioral conduct is assessed as the individual view on how well behaved he/she is and how he/she views his/her behavior in accordance with social expectations ( Harter, 1999 ). Negative self-perceived behavioral conduct is also found to be an important factor in mediating externalizing problems ( Reda-Norton, 1995 ; Hoffman, 1999 ).

The internalization of parental approval or disapproval is critical during childhood and adolescence. Studies have identified parents' and peers' supportive reactions (e.g. involvement, positive reinforcement, and acceptance) as crucial determinants of children's self-esteem and adjustment ( Shadmon, 1998 ). In contrast to secure, harmonious parent–child relationships, poor family relationships are associated with internalizing problems and depression ( Kashubeck and Christensen, 1993 ; Oliver and Paull, 1995 ).

Self-esteem in health behavior models

Self-esteem also plays a role in current cognitive models of health behavior. Health education research based on the Theory of Planned Behavior ( Ajzen, 1991 ) has confirmed the role of self-efficacy as a behavioral determinant ( Godin and Kok, 1996 ). Self-efficacy refers to the subjective evaluation of control over a specific behavior. While self-concepts and their evaluations could be related to specific behavioral domains, self-esteem is usually defined as a more generic attitude towards the self. One can have high self-efficacy for a specific task or behavior, while one has a negative evaluation of self-worth and vice versa. Nevertheless, both concepts are frequently intertwined since people often try to develop self-efficacy in activities that give them self-worth ( Strecher et al. , 1986 ). Self-efficacy and self-esteem are therefore not identical, but nevertheless related. The development of self-efficacy in behavioral domains of importance can contribute to positive self-esteem. On the other hand, the levels of self-esteem and self-confidence can influence self-efficacy, as is assumed in stress and coping theories.

The Attitude–Social influence–self-Efficacy (ASE) model ( De Vries and Mudde, 1998 ; De Vries et al. , 1988a ) and the Theory of Triadic Influence (TTI) ( Flay and Petraitis, 1994 ) are recent theories that provide a broad perspective on health behavior. These theories include distal factors that influence proximal behavioral determinants ( De Vries et al. , 1998b ) and specify more distal streams of influence for each of the three core determinants in the Planned Behavior Model ( Azjen, 1991 ) (attitudes, self-efficacy and social normative beliefs). Each of these behavioral determinants is assumed to be moderated by several distal factors, including self-esteem and mental disorders.

The TTI regards self-esteem in the same sense as the ASE, as a distal factor. According to this theory, self-efficacy is influenced by personality characteristics, especially the ‘sense of self’, which includes self-integration, self-image and self-esteem ( Flay and Petraitis, 1994 ).

The Precede–Proceed model of Green and Kreuter (Green and Kreuter, 1991) for the planning of health education and health promotion also recognizes the role of self-esteem. The model directs health educators to specify characteristics of health problems, and to take multiple determinants of health and health-related behavior into account. It integrates an epidemiological, behavioral and environmental approach. The staged Precede–Proceed framework supports health educators in identifying and influencing the multiple factors that shape health status, and evaluating the changes produced by interventions. Self-esteem plays a role in the first and fourth phase of the Precede–Proceed model, as an outcome variable and as a determinant. The initial phase of social diagnosis, analyses the quality of life of the target population. Green and Kreuter [(Green and Kreuter, 1991), p. 27] present self-esteem as one of the outcomes of health behavior and health status, and as a quality of life indicator. The fourth phase of the model, which concerns the educational and organizational diagnosis, describes three clusters of behavioral determinants: predisposing, enabling and reinforcing factors. Predisposing factors provide the rationale or motivation for behavior, such as knowledge, attitudes, beliefs, values, and perceived needs and abilities [(Green and Kreuter, 1991), p. 154]. Self-knowledge, general self-appraisal and self-efficacy are considered as predisposing factors.

To summarize, self-esteem can function both as a determinant and as an outcome of healthy behavior within health behavior models. Poor self-esteem can trigger poor coping behavior or risk behavior that subsequently increases the likelihood of certain diseases among which are mental disorders. On the other hand, the presence of poor coping behavior and ill-health can generate or reinforce a negative self-image.

Self-esteem in a BSA to mental health promotion and prevention in schools

Given the evidence supporting the role of self-esteem as a core element in physical and mental health, it is recommended that its potential in future health promotion and prevention programs be reconsidered.

The design of future policies for mental health promotion and the prevention of mental disorders is currently an area of active debate ( Hosman, 2000 ). A key question in the discussion is which is more effective: a preventive approach focusing on specific disorders or a more generic preventive approach?

Based on the evidence supporting the role of self-esteem as a non-specific risk factor and protective factor in the development of mental disorders and social problems, we advocate a generic preventive approach built around the ‘self’. In general, changing common risk and protective factors (e.g. self-esteem, coping skills, social support) and adopting a generic preventive approach can reduce the risk of the development of a range of mental disorders and promote individual well-being even before the onset of a specific problem has presented itself. Given its multi-outcome perspective, we have termed this strategy the ‘BSA’ in prevention and promotion.

Self-esteem is considered one of the important elements of the BSA. By fostering self-esteem, and hence treating a common risk factor, it is possible to contribute to the prevention of an array of physical diseases, mental disorders and social problems challenging society today. This may also, at a later date, imply the prevention of a shift to other problem behaviors or symptoms which might occur when only problem-specific risk factors are addressed. For example, an eating disorder could be replaced by another type of symptom, such as alcohol abuse, smoking, social anxiety or depression, when only the eating behavior itself is addressed and not more basic causes, such as poor self-esteem, high stress levels and lack of social support. Although there is, as yet, no published research on such a shift phenomenon, the high level of co-morbidity between such problems might reflect the likelihood of its existence. Numerous studies support the idea of co-morbidity and showed that many mental disorders have overlapping associated risk factors such as self-esteem. There is a significant degree of co-morbidity between and within internalizing and externalizing problem behaviors such as depression, anxiety, substance disorders and delinquency ( Harrington et al. , 1996 ; Angold et al. , 1999 ; Swendsen and Merikangas, 2000 ). By considering the individual as a whole, within the BSA, the risk of such an eventuality could be reduced.

The BSA could have practical implications. Schools are an ideal setting for implementing BSA programs, thereby aiming at preventing an array of problems, since they cover the entire population. They have the means and responsibility for the promotion of healthy behavior for such a common risk and protective factor, since school children are in their formative stage. A mental health promotion curriculum oriented towards emotional and social learning could include a focus on enhancing self-esteem. Weare ( Weare, 2000 ) stressed that schools need to aim at helping children develop a healthy sense of self-esteem as part of the development of their ‘intra-personal intelligence’. According to Gardner (Gardner, 1993) ‘intra-personal intelligence’ is the ability to form an accurate model of oneself and the ability to use it to operate effectively in life. Self-esteem, then, is an important component of this ability. Serious thought should be given to the practical implementation of these ideas.

It is important to clearly define the nature of a BSA program designed to foster self-esteem within the school setting. In our opinion, such a program should include important determinants of self-esteem, i.e. competence and social support.

Harter ( Harter, 1999 ) stated that competence and social support, together provide a powerful explanation of the level of self-esteem. According to Harter's research on self-perceived competence, every child experiences some discrepancy between what he/she would like to be, the ‘ideal self’, and his/her actual perception of him/herself, ‘the real self’. When this discrepancy is large and it deals with a personally relevant domain, this will result in lower self-esteem. Moreover, the overall sense of support of significant others (especially parents, peers and teachers) is also influential for the development of self-esteem. Children who feel that others accept them, and are unconditionally loved and respected, will report a higher sense of self-esteem ( Bee, 2000 ). Thus, children with a high discrepancy and a low sense of social support reported the lowest sense of self-esteem. These results suggest that efforts to improve self-esteem in children require both supportive social surroundings and the formation and acceptance of realistic personal goals in the personally relevant domains ( Harter, 1999 ).

In addition to determinants such as competence and social support, we need to translate the theoretical knowledge on coping with inner self-processes (e.g. inconsistencies between the real and ideal self) into practice, in order to perform a systematic intervention regarding the self. Harter's work offers an important foundation for this. Based on her own and others' research on the development of the self, she suggests the following principles to prevent the development of negative self-esteem and to enhance self-worth ( Harter, 1999 ):

Reduction of the discrepancy between the real self and the ideal self.

Encouragement of relatively realistic self-perceptions.

Encouraging the belief that positive self-evaluations can be achieved.

Appreciation for the individual's views about their self-esteem and individual perceptions on causes and consequences of self-worth.

Increasing awareness of the origins of negative self-perceptions.

Providing a more integrated personal construct while improving understanding of self-contradictions.

Encouraging the individual and his/her significant others to promote the social support they give and receive.

Fostering internalization of positive opinions of others.

Haney and Durlak ( Haney and Durlak, 1998 ) wrote a meta-analytical review of 116 intervention studies for children and adolescents. Most studies indicated significant improvement in children's and adolescents' self-esteem and self-concept, and as a result of this change, significant changes in behavioral, personality, and academic functioning. Haney and Durlak reported on the possible impact improved self-esteem had on the onset of social problems. However, their study did not offer an insight into the potential effect of enhanced self-esteem on mental disorders.

Several mental health-promoting school programs that have addressed self-esteem and the determinants of self-esteem in practice, were effective in the prevention of eating disorders ( O'Dea and Abraham, 2000 ), problem behavior ( Flay and Ordway, 2001 ), and the reduction of substance abuse, antisocial behavior and anxiety ( Short, 1998 ). We shall focus on the first two programs because these are universal programs, which focused on ‘mainstream’ school children. The prevention of eating disorders program ‘Everybody's Different’ ( O'Dea and Abraham, 2000 ) is aimed at female adolescents aged 11–14 years old. It was developed in response to the poor efficacy of conventional body-image education in improving body image and eating behavior. ‘Everybody's Different’ has adopted an alternative methodology built on an interactive, school-based, self-esteem approach and is designed to prevent the development of eating disorders by improving self-esteem. The program has significantly changed aspects of self-esteem, body satisfaction, social acceptance and physical appearance. Female students targeted by the intervention rated their physical appearance, as perceived by others, significantly higher than control-group students, and allowed their body weight to increase appropriately by refraining from weight-loss behavior seen in the control group. These findings were still evident after 12 months. This is one of the first controlled educational interventions that had successfully improved body image and produced long-term changes in the attitudes and self-image of young adolescents.

The ‘Positive Action Program’ ( Flay and Ordway, 2001 ) serves as a unique example of some BSA principles in practice. The program addresses the challenge of increasing self-esteem, reducing problem behavior and improving school performance. The types of problem behavior in question were delinquent behavior, ‘misdemeanors’ and objection to school rules ( Flay and Ordway, 2001 ). This program concentrates on self-concept and self-esteem, but also includes other risk and protective factors, such as positive actions, self-control, social skills and social support that could be considered as determinants of self-esteem. Other important determinants of self-esteem, such as coping with internal self-processes, are not addressed. At present, the literature does not provide many examples of BSA studies that produce general preventive effects among adolescents who do not (yet) display behavioral problems ( Greenberg et al. , 2000 ).

To conclude, research results show beneficial outcomes of positive self-esteem, which is seen to be associated with mental well-being, happiness, adjustment, success, academic achievements and satisfaction. It is also associated with better recovery after severe diseases. However, the evolving nature of self-esteem could also result in negative outcomes. For example, low self-esteem can be a causal factor in depression, anxiety, eating disorders, poor social functioning, school dropout and risk behavior. Interestingly, the cross-sectional characteristic of many studies does not exclude the possibility that low self-esteem can also be considered as an important consequence of such disorders and behavioral problems.

Self-esteem is an important risk and protective factor linked to a diversity of health and social outcomes. Therefore, self-esteem enhancement can serve as a key component in a BSA approach in prevention and health promotion. The design and implementation of mental health programs with self-esteem as one of the core variables is an important and promising development in health promotion.

The authors are grateful to Dr Alastair McElroy for his constructive comments on this paper. The authors wish to thank Rianne Kasander (MA) and Chantal Van Ree (MA) for their assistance in the literature search. Financing for this study was generously provided by the Dutch Health Research and Development Council (Zorg Onderzoek Nederland, ZON/MW).

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Author notes

1Department of Health Education and Promotion, Maastricht University, Maastricht and 2Prevention Research Center on Program Development and Effect Management, The Netherlands

• mental health
• self esteem

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How Low Self-Esteem Affects Overall Student Success

• Posted by Ryan Crawley
• Categories Anxiety , Bullying , Depression , Mental Health , Mindfulness , Motivation , Stress
• Date November 11, 2019

No matter what the grade level, if a student is suffering from low self-esteem, it can affect every avenue of their life. It impacts their ability to socialize with others and presents them with constant academic challenges. On the other hand, positive self-esteem can have the opposite effect where a student will find it is easy to make friends and can achieve better grades than ever before.

What Does the Research Say?

You may feel that every kid will face a drop in confidence every now and then. This is definitely true, but don’t underestimate how important role self-esteem plays in students of all ages. Student achievement and self-esteem go hand in hand and if you know of a child that has their confidence at an all-time low, you should go out of your way to improve the situation.

For instance, research has shown that when a student has strong self-esteem, they are more likely to be a leader. They hold themselves accountable and are not easily swayed by bad influences. Those with low self-esteem are quick to blame others and tend to fall in with the wrong crowd. As schools look into further providing their students with social and emotional learning, proper self-esteem will be a hot topic.

Also, self-esteem and academic achievement tie in with one another as well. This study showed that regardless if the student was a boy or a girl, positive self-esteem played a major role in gaining high academic achievement. Students with suitable confidence in themselves scored higher across the board. Sometimes, as educators and parents focus too much on what is wrong with a child, they need to step back and look at the good things instead. After all, an increase in self-esteem can do wonders for struggling children and a wrong word can send them spiraling even further.

Self-Esteem Issues to Be Aware of

The key is to be aware of how low self-esteem can present itself. For example, kids that experience a high level of anxiety usually are suffering from self-esteem issues. The same can be said for those battling depression.

Another instance may be when the student is becoming withdrawn from everything and everyone around them. Social withdrawal can often mean that the child feels like they can’t offer anything good from within to others. Things that used to provide them joy are now often avoided because their self-esteem is decreasing.

Causes of Low Self-Esteem

There are a number of reasons why a child may have low self-esteem. Perhaps they do not have supportive parents and have not had a strong adult influence in their lives. They may feel as if no one is there to help them academically or socially either. Maybe they are being bullied by classmates or older students. Still, maybe they have had one traumatic experience that has affected them so greatly that their self-confidence has not rebounded from it. Any of these could be reasons for low self-esteem.

Try to Help the Situation

If you know of a student with low self-esteem that you would love to help, there are simple things you can do to get the ball rolling. Provide them with compliments when they do something good. Point out how many positive things they offer others and the potential you see in them. Be sure to meet with them more in a one-to-one setting as they may feel uncomfortable with praise around others.

If you would like to learn more ways about making your classroom a place to raise self-esteem instead of lowering it, iAchieve offers professional development workshops that could be of assistance. For instance, we can help you bully-proof your classroom and make it a place to gain new friends instead of antagonizing student relationships. Every little bit helps with students that are struggling with low self-esteem!

Learn More About Professional Development Workshops from iAchieveLearning

RELATED POST

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Tag: anxiety , bullying , mental health , motivation , self-esteem

Ryan Crawley is an educator and writer that lives in Illinois. He greatly enjoys reading, working out, and playing with animals. He can be found online at: https://www.linkedin.com/in/ryan-crawley-b854bb146/

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Low self esteem

Self-esteem is the way you feel about yourself - whether you value your abilities and achievements. Self-esteem is an opinion and not a fact.

Quick tips to improve self-esteem

• You were accepted to study at a university, and that's brilliant - feel good about it!
• Avoid comparing yourself to others - everyone has different strengths and weaknesses.
• Do things that make you feel good.
• Be with people who you feel good with.
• Avoid things and people that make you feel bad.

How can I help myself?

1. self-esteem and your study.

• Do not put all your self-esteem 'eggs' into one basket, your worth is not determined by any single thing.
• Do things other than study that you feel good.
• Enjoy your successes, learn from failures.
• Feel good about yourself for the effort you put in.

2. Make time for fun and friends

• Think about the ways you enjoy yourself.
• Arrange to be in situations which are playful and make you laugh.
• Spend time with people who respect you and treat you well.

3. Reward yourself

• Give yourself a day off from work every week.
• Buy yourself a little treat.
• Do something you particularly enjoy but rarely get round to.

4. Look after yourself physically

• Eat regularly and healthily.
• Sleep well and look after your wellbeing.
• Exercise can give confidence and help you to feel good about your body.
• Pay attention to how you stand and walk, just walking with your head held high can boost confidence.

5. Be compassionate to yourself

• If you wouldn't say something mean about someone else, don't say it to yourself.
• Low self-esteem can make it difficult to identify strong points, but it doesn't mean you don't have them, only that they are unfamiliar to you.
• Being 'good enough' is a great goal to aim for.
• Don't assume you are unimportant. 

6. Ask for help

If you think your low self-esteem is affecting your university experience please contact someone. Friends, family, college welfare teams and academic tutors can all help.

Help and support

• Get Self-help - Cognitive Behavioural Therapy
• Tips for wellbeing  

How can we help?

See our  tips for wellbeing . You might also find it helpful to attend one of the following workshops:

• Developing confident communication
• Recognising your self-worth
• Using anxiety as a positive

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Five Tips for College Students to Beat Low Self-Esteem

Low self-esteem is like driving through life with your hand-brake on. – Maxwell Maltz 

This quote by Maxwell Maltz provides an apt description of how low-self esteem can significantly hamper your life experiences and accomplishments. Can you imagine driving your car with your hand-brake on to every destination? I am sure driving would be utterly frustrating. No matter how much pressure you put on the gas, your car would barely move. Similarly, if you have low self-esteem, your progress is constantly hampered by negative thoughts and beliefs about yourself. Additionally, it is very difficult for you to fit in social environments as you often assume that everyone sees you in a negative light. 

College is a place to explore your talents and skills and create lifelong moments. However, if you struggle with low self-esteem, you are likely to miss out on discovering your true capabilities in college. That is because you stop yourself from fully participating in college activities due to your chronic fear of failing or being ridiculed. For instance,  you rather not ask a question in class due to your anxiety about how others might ridicule you. The truth is, college can be a tough place with lots of cliques and bullies. If you are very thin-skinned and do not have a strong sense of who you are, your college life will be very stressful. 

Don’t let low self-esteem steal your shine. You have the power to be your best self in college and in life as a whole. Follow these tips to beat low self-esteem and develop your confidence.

1. Know Yourself

Too often we spend our lives trying to be someone else. Everyone has unique talents and preferences. Spend time exploring your preferences, talents, and skills. Instead of trying to copy your friends and celebrities, try to develop your skills. You will feel so much better about yourself when you pursue the things that you are good at. Choose college courses and activities that can help develop your abilities. Additionally, knowing yourself is knowing your values about what is acceptable and what is not. Do not wait for others to define you. You need to have a clear picture of the kind of person you are and what you stand for. Hence, you will never feel pressured to change yourself to fit someone else’s definition of who you should be.

2. Don’t Be Afraid of Mistakes

The sooner you realize that nobody is perfect, the less fearful you will become about making mistakes. Moreover, many successful people will tell you that the greatest lessons they learned in life were from the mistakes they made. Being a perfect college student is an unrealistic expectation as you are bound to make some even silly mistakes along the way. You cannot control how others react to your mistakes but you have full control over your reaction. Will you take the wisdom gained from your mistakes to become a better person? Or will you wallow in self-pity and sentence yourself to a life of failure? The choice is yours.

3. Keep Track of Your Goals

As a college student, you have to understand what your goals are. That will help you to measure your progress. You should be flexible and realistic with your goals. If you set unrealistic goals, then you are not likely to achieve them and that can make you feel like a failure. Hence, as you set your goals, try to be very practical with your expectations and your timelines. As you keep track of your goals, it is always good to look back at where you are coming from to appreciate the progress that you have made. Additionally, you sometimes have to modify your goals and timelines along the way to adapt to changes in your situation. 

4. Avoid Negative Thoughts

Everyone is susceptible to feelings of doom and pessimism. These negative thoughts sometimes arise from experiences with bullies, our families, and friends. They also come from our memories of past failures or just from the anxiety of not knowing what the future holds. The fact is, negative thoughts are not uncommon. However, we have the power to channel our minds into positive thinking . Reject all unfounded negative claims about who you are. People often misunderstand situations and are quick to judge you and label you with negative terms. Defend your reputation and do not harbor negative thoughts about yourself unfairly. 

Additionally, praise yourself for your good deeds and great attributes. Recognize your own value and do not leave it to others to judge your worth. Moreover, get rid of connections that negatively affect your self-esteem and embrace relationships that build your self-confidence. Finally, approach all of your goals with an attitude for success. If you expect to fail, then you are more likely to fail. However, if you have a winning attitude, then you are more likely to succeed.

5. Take Chances

Take chances in college so you can gain new experiences and learn new things.  You can take a study abroad course or get involved in new extra-curricular activities. Staying in your comfort zone will only limit your perspective and your opportunities for development. Trying new things can also help you to be more comfortable with exploring your strengths and weaknesses. That way you will learn to relax more and not be too harsh on yourself for not being perfect at everything. Moreover, new experiences help to build lifelong memories and can help you discover your hidden talents.

Low self-esteem is a state of mind that causes you to think negatively about yourself and your abilities. Getting to know yourself and appreciating your unique qualities can help you to develop a strong self-concept. Finally, becoming comfortable with making mistakes and taking chances in life are great strategies to help with low self-esteem. 

For more great tips about college, read our other blogs.

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The Effects of Self-Esteem and Academic Engagement on University Students’ Performance

Associated data.

Not applicable.

The success or failure of a student depends on several factors, including self-esteem, academic engagement, and motivation. Self-esteem and motivation have been found to influence academic engagement, which, in turn, contributes to academic performance. Through a quantitative study, 243 university students were surveyed to analyze the effects of self-esteem and motivation on their academic engagement, which would be reflected in their academic performance. The results show that self-esteem has effects on emotional and behavioral disengagement. Motivation shows greater effects on academic engagement, with metacognitive engagement predicting students’ academic performance. Therefore, promoting metacognitive strategies that help students learn to plan, monitor, and self-regulate their learning will contribute to their performance.

1. Introduction

The success or failure of a student’s learning process includes many factors; the ones that play an essential role include self-esteem, motivation, and academic engagement. System theory states that the mind is divided into three separate systems, which are the motivational, affective, and cognitive systems. The motivational system includes the basic components that make an organism aware of hunger, thirst, and even the need to reproduce in order to survive. The affective system includes emotions, such as cheerful states, enthusiasm, etc. The cognitive system comprises thought-related processes, such as reasoning, memory, and judgment, the basis for understanding the events that occur all over the world [ 1 , 2 ].

In the educational context, the motivational system or academic motivation is defined as an energizing catalyst that starts the action. It is also studied as a variable that is influenced by the context [ 3 ].

Academic engagement, also known as commitment (in this research, both terms are used to refer to the same concept), pushes the student to participate during educational activities [ 4 , 5 ]. The academic engagement level is not only crucial to ensuring that students successfully finish their learning process, but also acts as a shield against the dangers they face as young people [ 6 ]. Academic engagement has been divided into three elements for better analysis: emotional, behavioral, and cognitive [ 7 , 8 , 9 ]. Analyzing how motivation influences a student’s engagement is crucial in order to determine a student’s involvement level with the learning process, which is then reflected in terms of academic advantage; this is because it has been proven that motivation influences academic engagement, which contributes to academic achievement at the same time [ 10 ].

Self-esteem is another key factor that influences academic performance; it is relevant because it has been closely related to motivation and academic achievement [ 11 ]. Self-esteem refers to the positive or negative perception of a student’s self-worth [ 12 , 13 ], which affects a student’s ability to complete or not complete educational tasks. Therefore, it is essential to include this factor because it has been proven that it is positively associated with performing a task.

It is also very common for academic performance to be evaluated by looking only at the grades that the student obtains while studying, and this is seen as the golden measure of success in education [ 14 ]. It is also known that the psychosocial self-esteem factor influences grades [ 15 , 16 ], and that it is closely related to academic performance through emotions (affective states) and motivation [ 17 ]. Therefore, analyzing the effect of self-esteem on academic involvement will provide empirical evidence that enables the proposal of strategies that encourage appropriate levels of motivation, in order to impact educational performance positively.

Therefore, this research proposes a conceptual model that explores the effects of self-esteem, motivation, and the components of academic engagement as factors that positively influence a student’s performance. This research introduces empirical evidence for how self-esteem can affect a student’s engagement level in learning, which at the same time, is reflected in their academic performance.

2. Theoretical Background

2.1. motivation, academic engagement, and self-esteem.

In the educational field, motivation has been studied as a dependent variable that is influenced by the academic context, study field, and the task to be completed [ 3 , 18 ].

Several theories have been proposed in order to study the interrelation between motivation, engagement, and self-esteem, and two of them have received attention. The first one is Pintrich and de Groot’s [ 19 ] expectancy-value theory, which considers the role of motivation in fulfilling goals or tasks. These authors propose two main elements as the basis of this theory. The first one plays a crucial role in the determination of educational performance, and it refers to students’ belief in their capacity to perform educational tasks, as well the sense that they have control over and responsibility for their performance; this element was denoted as expectancy, and involves self-efficacy and students’ beliefs about their control over the learning process, which is also considered in Bandura’s [ 20 ] work. The other element was denoted as value and includes extrinsic motivation, intrinsic motivation towards the objective, and the value a student assigns to the task.

The second theory is self-determination, proposed by Ryan and Deci [ 21 ]; this states that students possess psychological needs that are provided by the motivational fundament used to prove that they are very committed to their academic activities [ 22 ]. This theory is considered the conceptual basis that explains self-esteem-related components. This theory also proposes a link between engagement, motivation, and academic achievement, and explains how changing to a new level of engagement affects motivation and the learning context.

Researchers such as Skinner and Belmont [ 7 ] and Reschly and Christenson [ 9 ] point out that academic achievement is an established goal that includes emotional, behavioral, and cognitive involvement [ 8 ].

Emotional engagement involves students’ positive and negative affective answers to the learning environment and academic tasks [ 8 ]. It includes positive emotions such as enjoyment, enthusiasm, interest, satisfaction, and vitality. The opposite behavior to involvement is called lack of interest; applied to this concept are synonyms such as disaffection or detachment. When a student is uninterested, that person shows negative emotional states, such as boredom, frustration, depression, anxiety, or even rage. Generally, unhappy students are submissive, and they do not attempt to face challenges [ 7 ].

According to González et al. [ 23 ], behavioral engagement refers to students’ participation in their academic activities, tasks, homework, and the learning environment, as well as the time and attention spent on educational tasks. In addition, Reschly and Christenson [ 9 ] and Reschly [ 24 ] mention that behavioral commitment refers to the degree to which a student participates in academic, social, or extracurricular activities, and it includes behaviors such as starting an action, making an effort to complete it, making attempts, persisting, and working with intensity, attentiveness, concentration, and participation [ 6 ]. On the other hand, behavioral disengagement includes negative behaviors that show a lack of interest in educational activities, such as passiveness, forsaking, distraction, or being mentally disconnected and unprepared [ 6 ].

Cognitive involvement implies students’ psychological investment and effort made in their learning process [ 23 ]. This is when the student moves from using simple cognitive strategies, in which their commitment is low, to using more sophisticated cognitive strategies, such as self-regulation or metacognition [ 25 ]. Metacognitive engagement is the knowledge of knowledge [ 26 ], and is found at a higher level of cognition [ 27 , 28 ]. When students are engaged with metacognitive actions, this leads them to self-regulated learning and to learning to plan, regulate, and monitor their knowledge. Planning helps the student to determine the best way to approach a problem. Monitoring implies being able to understand and comprehend the problem to be studied and, finally, regulating or controlling their learning [ 8 , 29 ].

Studying students’ involvement levels is essential determining their academic performance; this idea has been corroborated by several researchers that have suggested that student engagement is related to academic achievement [ 4 , 6 , 30 ].

Self-esteem is defined as the positive or negative attitude towards oneself. It is also considered a characteristic of liking or disliking oneself [ 13 ]. In the educational environment, it is the students’ positive or negative perception of self-value and capability [ 12 , 13 ]. It is also considered as the level of belief a student has in being able to obtain good grades.

Self-evaluation comprises basic characteristics, such as self-esteem and self-efficacy [ 31 ]; both impact the wellbeing, motivation, behavior, and performance of students in the fields of educational and work [ 17 ]. In the educational environment, both constructs (self-esteem and self-efficacy) are essential characteristics that contribute to explaining individual differences in motivation, attitudes, and academic performance among students.

Self-efficacy is the trust that each individual has in achieving an objective in a particular situation; it is considered a critical element that enables students to achieve their educational goals and face decisions throughout their lifetime [ 32 ].

It has been found that self-esteem, self-efficacy, and expectations are some of the essential components that may influence student engagement, considerably affecting the quality and level of involvement [ 33 ].

Researchers [ 17 ] have found self-esteem to be closely related to affective processes, affective evaluation, or feelings, while self-efficacy has also been associated with motivational processes, motivational belief, or judgement. According to these researchers, students’ motivational and affective states are mediators that influence the relationship between self-esteem and educational performance in a different way. Therefore, self-esteem is related to academic performance through emotions (affective states) and motivation.

2.2. Motivation, Academic Engagement, and Self-Esteem in Academic Performance

The previous research mentioned below has provided empirical evidence of the relationships proposed in the conceptual model shown in Figure 1 .

Proposed conceptual model.

One of the essential components to understanding the involvement level of a student in educational activities is motivation. Many researchers have analyzed this connection and confirmed the impact of motivation on academic engagement [ 20 , 34 , 35 ]. Self-efficacy is one of the factors that comprises the construct of motivation [ 19 ].

Since academic engagement comprises emotional, behavioral, and cognitive elements, many researchers have analyzed these elements and motivation; for instance, Wang and Eccles [ 36 ] examined the way that motivation influences emotional, behavioral, and cognitive engagement, finding that it impacted all elements. In this way, the effects of motivation on students’ emotional, behavioral, and cognitive involvement were confirmed, as observed in the conceptual model of Figure 1 .

Moreover, the influence of motivation on academic performance has been analyzed; for instance, Sun’s research [ 37 ] showed evidence of a positive connection between a motivation element (self-efficacy) and academic performance. Self-efficacy is a predictor of motivation and academic performance over time in multiple environments and populations [ 38 ].

Likewise, and by analyzing the effects of self-efficacy on academic engagement, the researcher Pellas [ 39 ] found that students who showed higher levels of self-efficacy and intrinsic value were also more likely to use cognitive and self-regulation strategies (a component of metacognitive engagement). Therefore, it is established that there is a relationship between student motivation and the metacognitive engagement involved.

It has also been found that self-efficacy is related to academic engagement, as Salamela-Aro and Upadyaya’s research [ 40 ] showed; they conducted a longitudinal study with adolescents, confirming a positive relationship between self-efficacy and academic commitment. This suggests that perceived self-efficacy influences the degree of commitment and effort a student invests when performing a task [ 20 , 41 ].

2.3. Effects of Self-Esteem in Emotional, Behavioral, Cognitive, and Metacognitive Engagement

According to Griffiths and colleagues [ 33 ], some essential elements that may influence student engagement are self-esteem, self-efficacy, expectations, and relations among peers [ 20 ], all of which substantially affect the quality and level of involvement.

Previous researchers have discovered that self-esteem can predict academic performance [ 15 , 16 ]. Therefore, there is not only a direct relationship, but also a reciprocal connection, meaning that the school grade positively predicts self-esteem [ 42 ].

Pellas’ research [ 39 ] analyzed how computer self-efficacy, metacognitive self-regulation, and self-esteem influenced students’ academic engagement [ 43 ] in online careers at university. His discoveries revealed that self-esteem, computer self-efficacy, and self-regulation were meaningful predictors of students’ cognitive engagement but not of their behavioral engagement, which was negative. The research also showed that students’ self-esteem was not only positively correlated with emotional and cognitive engagement, but also negatively correlated with behavioral engagement elements.

Regarding emotional and behavioral engagement, van der Kaap-Deeder et al. [ 44 ] carried out two studies to determine the relationship between self-esteem, motivation, and engagement. Their results showed a positive relationship between self-esteem and emotional and behavioral engagement, as well as emotional disaffection and anxiety towards exams. Moreover, Zeigler-Hill et al.’s [ 45 ] study showed that unstable self-esteem was related to academic disaffection.

The relation between self-esteem and metacognitive engagement has also been verified, as shown in a study by Du and colleagues [ 46 ], who analyzed how students used self-regulated learning (considered a metacognitive strategy) to solve a specific task. Their results confirmed that self-esteem was a factor influencing students’ ability to self-regulate learning.

A study by Zuffianò et al. [ 47 ] found that self-esteem was not related to academic performance, suggesting that this was because the construct used in their research assessed self-esteem in general, and that, in fact, a more specific construct called academic self-esteem should be proposed.

Regarding behavioral engagement, previous educational research has shown that it significantly affects academic performance [ 8 , 48 , 49 ].

In the same way, studies have shown that emotional engagement has an effect on academic performance [ 50 , 51 ]. For instance, Tze et al. [ 52 ] conducted a meta-analysis that analyzed the relationship between academic boredom, motivation, and academic performance. Their findings showed that boredom in class had more adverse effects on academic performance than boredom while studying.

Some of the literature has analyzed the influence of cognitive engagement on academic performance [ 19 , 53 , 54 ]. For instance, Broadbent’s study [ 54 ] found that students who applied cognitive strategies, such as elaboration and time management, had better educational grades.

On the other hand, the research by Chen and Wu [ 55 ] confirmed that there was a relationship between metacognitive engagement and students’ academic performance.

The works described above provide evidence for the relationships proposed in the conceptual model shown in Figure 1 .

3. Materials and Methods

3.1. data collection.

The sample was obtained from 243 university students who were told about the study’s objectives and then decided to participate voluntarily; they were told that they could leave the study at any time, and the students agreed to their answers for each item being be used in this study [ 56 ]. The sample was collected from students undertaking degrees in sciences and social sciences enrolled in either industrial management, computer science or industrial engineering courses at a public university. The sample included students from all semesters. They were surveyed online during the second semester of the 2020 school year. The participants’ ages were between 19 and 21; 108 were male and 134 were female. Their teachers reported the students’ final grades after the last examination, which were used to measure academic performance (AP). The final grade ranged from 1 to 10.

To calculate the causal relations in the theoretical model, Structural Equation Modeling (SEM) was used. SEM analysis was conducted using the partial least squares method, using the software SmartPLS version 3 (SmartPLS GmbH, Oststeinbek, Germany).

The general rule of sample size was considered for calculating the model quality. Wang and Wang [ 57 ] suggest that the sample size depends on the number of indicator variables (items). They mention that five cases per indicator variable are sufficient. The number of students that answered all the items was 243, and 30 was the number of indicator variables in the analysis SEM. Therefore, the sample size was sufficient to reach the quality of the model in this study.

3.2. Instruments

The Rosenberg [ 12 ] self-esteem scale was used in this research, which measures how a person evaluates their worth as a human being. The scale has been widely tested in different studies showing good psychometric characteristics [ 58 ], and has also been validated in the Mexican context [ 59 ]. This scale contains the same number of positive and negative questions. An example of a positive question would be “overall, I am satisfied with myself”; a negative one would be “I feel like I don’t have much to be proud of”. Negative questions were recorded, so that a lower number indicated a higher level on the scale. Items were evaluated using the Likert scale from 1 to 5, used the following rankings: 5 = totally agree, 4 = agree, 3 = neither agree nor disagree, 2 = disagree, 1 = totally disagree.

The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich [ 60 ] and Pintrich and de Groot [ 19 ] was used to evaluate the motivational, cognitive, and metacognitive factors of the students, which were estimated using the expectation and value components. The first component included self-efficacy (SE), control learning beliefs (CLB), and test anxiety (TA). The value component included intrinsic goal motivation (IGM), extrinsic goal motivation (EGM), and beliefs about the importance of a task or the task value (TV).

The MSLQ also captured learning strategies that encompassed help-seeking (HS) and peer learning (PL). Cognitive strategies included organization (OR), elaboration (EL), and rehearsal (RE). Metacognitive strategies included self-regulation (SR) and critical thinking (CT). The response to the instrument was answered using a Likert scale between 1 (not at all true of me) and 7 (very true of me). This instrument has been used and validated in the Mexican context [ 27 , 28 , 61 ].

In the same way, Skinner et al.’s [ 6 ] instrument, Student Engagement and Disaffection in school (SED), was used. The scale measures emotional engagement and disengagement, as well as behavioral engagement and disengagement. Emotional engagement included enjoyment (EN), enthusiasm (ET), fun (FU), pride (PR), and interest (IN). Emotional disengagement included boredom (BO), disinterest (DI), frustration (FR), sadness (SA), and anxiety (AN). Behavioral engagement included involvement (IN), effort (EF), and attention (AT). Behavioral disengagement included being distracted (DI), mentally withdrawn (ME), and passive (PA). As with the MSLQ, this instrument has been previously used in studies by [ 27 , 28 , 61 ]. The scale was evaluated on a 5-point Likert scale, where 1 meant completely disagree, and 5 meant completely agree.

The SED and MSLQ instruments were applied mid-semester, and the self-esteem instrument was applied at the end of the semester.

3.3. Data Analyses

The reliability of the items was verified before using the SEM method. The reliability analysis was measured using Cronbach alpha values; despite there being no minimum value universally accepted, many authors suggest that this must be higher than 0.70 [ 62 , 63 ].

The convergent validity was verified through the composite reliability (CR) and average variance extracted (AVE). Composite reliability values up to 0.7 and 0.5, respectively, are considered acceptable [ 64 ]. Discriminant validity was verified through the Fornell–Larcker [ 65 ] criterion; it was verified when the square root of the AVE values was higher than the correlation among the rest of the constructs.

4.1. Reliability and Validity

After analyzing the theoretical model using the Structural Equation Modeling technique, the validity of the constructs was verified. Therefore, the enthusiasm (ET) and pride (PR) variables were removed from emotional engagement. Test anxiety (TA) was removed from motivation. Table 1 shows the acceptable values using the Cronbach’s alpha, CR, and AVE of the resulting constructs, which shows that the construct validity of the structural model was reached.

CR, AVE, and Cronbach’s alpha of the constructs of the causal model.

Table 2 shows the discriminant validity values, in which the values below the diagonal are lower than the ones crosswise (in bold); therefore, the discriminant validity of the theoretical model was reached.

Discriminant validity of the constructs of the causal model.

Self-esteem (SE), Motivation (MO), Emotional Engagement (EE), Emotional Disengagement (ED), Behavioral Engagement (BE), Behavioral Disengagement (BD), Metacognitive Engagement (ME), Cognitive Engagement (CE), Learning Engagement (LE) and Academic Performance (AP). The values in bold are the square-root of AVE of each of the constructs.

Table 2 shows that the correlation between the constructs was lower than the square root of the AVE values; therefore, discriminant validity was reached.

4.2. Causal Model

Figure 2 shows the resulting model, in which the causal relationships that were confirmed from the proposed conceptual model are observed.

Significant relationships of the causal model *** p < 0.001.

The results revealed a negative relationship between self-esteem and emotional and behavioral disengagement. At the same time, it was notable that motivation played a dominant role in the resulting model by showing effects on emotional, behavioral, cognitive, metacognitive, and learning engagement. Among the elements that comprise motivation, self-efficacy and the task value were the ones that showed higher effects.

Moreover, we discovered the existing positive connection between metacognitive engagement and academic performance; in contrast, self-esteem had no effects on emotional, behavioral, learning, cognitive, and metacognitive engagement, or on academic performance.

5. Discussion

For students, self-esteem is the subjective evaluation of their worth, or the positive or negative attitude they have towards themselves [ 12 ]. This perception can contribute to how much students believe in their own academic ability. The result of this research showed that self-esteem had effects on emotional and behavioral disengagement. This result may be due to the fact that the level of self-esteem observed in the sample was M = 2.49, evaluated on the Likert scale from 1 to 5.

Those students who do not believe in their abilities may experience emotional disengagement, including boredom, frustration, sadness, and anxiety. Moreover, they may manifest behavioral disinterest with attitudes such as distraction, mental detachment, and passivity. This result agreed with the research by Zeigler-Hill et al. [ 45 ], who showed that unstable self-esteem was related to high levels of academic disinterest.

This study revealed no relationship between self-esteem and academic performance, which coincided with other investigations that have found that this may be because other factors affect this relationship [ 66 ] or that the self-esteem construct is a weak predictor [ 16 ].

Students who have a positive evaluation of themselves, that is, high self-esteem, can pour this positive evaluation into their school activities and believe that they can also perform well [ 66 ]. On the contrary, this research found that the students had low levels of self-esteem. This could mean that it had no direct correlation with academic performance, which would coincide with Hyseni Duraku and Hoxha [ 67 ], who proposed that the evidence regarding the effect of self-esteem on academic performance in higher education students is controversial.

This study also found that motivation affected the emotional, behavioral, cognitive, and metacognitive engagement of students, as well as their emotional and behavioral disengagement. This finding coincided with Martin et al. [ 34 ] and Sinatra et al. [ 35 ], who mentioned that motivation was essential in order to explain academic engagement.

The results showed that there was a strong correlation between students’ motivation and emotional commitment, which means that motivated students showed interest and enthusiasm in their classes and even had fun. This relationship was also found in the investigations of Skinner et al. [ 30 ] and Wang and Eccles [ 36 ]. Further, the study by Acosta-Gonzaga and Walet [ 68 ] also showed that fun was an essential factor in learning mathematics through online exams.

In a similar way, it was found that there was a strong relationship between motivation and behavioral engagement, so that committed students paid attention in their class, made an effort, and became involved in their activities [ 30 , 36 , 69 ].

However, it was also found that motivation influenced emotional [ 52 ] and behavioral disengagement. Although its effects were lesser than emotional and behavioral engagement, this result shows that students may feel boredom, frustration, and even anxiety in their classes. They also may display negative behaviors such as distraction or passivity.

Motivation’s effects on cognitive engagement have been proven. Motivated students apply more complex cognitive strategies, such as organization and elaboration, instead of simple strategies [ 70 ], proving the link between motivation and cognitive engagement [ 36 ].

Moreover, this research demonstrated a relationship between motivation and learning strategies. This coincided with Zhang et al.’s [ 71 ] research, which found that learning strategies were mediators between motivation and vocabulary acquirement (educational performance).

The effects of motivation towards metacognitive engagement were also verified; this same relationship was found by Butz et al. [ 72 ], who found that motivation influenced cognitive processes, mentioning that students who reported higher levels of self-efficacy and intrinsic value (motivation factors) also reported high levels of the use of cognitive and metacognitive strategies (self-regulation).

In the same way, the relation between metacognitive engagement and academic performance was verified [ 55 ], suggesting that students used metacognitive strategies such as critical thinking and self-regulation, which influenced their academic performance. Therefore, motivated students tend to plan, monitor, and self-regulate their learning process. Planning helps them to determine how to approach the problem. Monitoring implies understanding the topic to be studied, thus regulating their learning [ 8 , 29 ].

The results of this study were consistent with the research by Fredricks et al. [ 8 ], who found that students’ academic performance was enhanced when motivation was involved in emotional, cognitive, and behavioral engagement.

6. Conclusions

Whether or not students achieve their academic goals depends on several personal factors. Therefore, this study investigated the effects of general self-esteem and academic motivation on academic performance. Although controversial results were found in the self-esteem study, it was thought this would reveal effects on cognitive strategies, academic commitment, and academic performance. The results showed effects on the emotional and behavioral disinterest of the student; that is, when students do not fully trust their abilities to perform their academic tasks, they show emotions such as boredom, anxiety, sadness, or frustration, and exhibit behaviors such as passivity, distraction, and mental detachment. This implies that school administrators and teachers could propose actions that help promote the personal worth of the student. For instance, they could recommend successful academic experiences to students, and teachthem how to manage anxiety and stress.

However, it was observed that academic motivation affects the components of school engagement, so it can be assumed that motivated students will be more engaged and have better academic achievement. Motivated students show skills such as self-efficacy and intrinsic worth, and report metacognitive skills such as critical thinking and self-regulation, which influence their academic performance. Teachers could provide master classes to students by giving exceptional examples of success during their learning in order to promote students’ motivation.

6.1. Limitations of the Research

Some limitations are considered. For instance, academic engagement was measured using students’ self-reports, and the sample size was gathered from a single university.

6.2. Future Research

Future work could consider analyzing the academic self-esteem and self-concept constructs in a conceptual model for a comparative study of public and private university students, including a larger sample size.

Acknowledgments

The author would like to thank the Instituto Politécnico Nacional for their support of this research.

Funding Statement

This research was funded by the Instituto Politécnico Nacional, grant number SIP20230418. The APC was funded by the Instituto Politécnico Nacional.

Institutional Review Board Statement

Informed consent statement.

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

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Brilliant Self Esteem Essay: Writing Guide & Topics

Self-esteem is a personal trait that has proven to withstand both high and low tides. It is a state which carries within itself a wide range of beliefs about oneself. Also referred to as self-respect, self-esteem is the confidence in one’s worth or abilities.

It is a subject of great interest to many people. Having a spiced up and captivating essay about self-esteem can guarantee a considerable readership or high grades for students. Many people, especially college students, have a problem with this, and hence we are here to help.

To start us off, let us look at a self-esteem essay example on the effect of social media on self-esteem:

Effect of Social Media on Self-Esteem Essay

“In the last decade, social media has tremendously gained popularity. Its impact and power have left permanent effects on many people and different facets of life. Many people have, therefore, developed high or low self-esteem concerning social media. More research shows that there exists a strong relationship between self-esteem and social media. Facebook has caused a decrease in self-esteem in many people.

Many teenagers are using social media, especially Facebook, to build relationships. There are a lot of people on Facebook of all ages, races, gender, and ethnicity. It is, therefore, natural for teens to mingle and socialize on this platform. Most of the people on social media purport to live “flashy lifestyles,” while in reality, that is not the case. It, therefore, creates a decreased self-esteem on those who cannot live up to those standards.

Social media, through social networking sites, enables people to make social comparisons. For instance, people may try to copy the lifestyles of celebrities. However, those who cannot meet their celebrity status tend to have low self-esteem. The psychological distress of such individuals is higher, resulting in low levels of self-esteem. Many people have, therefore, become victims of lower self-esteem and, consequently, low self-growth.

In conclusion, social media has a very high impact on the self-esteem of individuals. Usage of social media for social networking, communication, and building and maintaining of relationships has diverse effects. There should be sufficient information to help people not fall victims of these adverse effects.”

From the self-esteem essay conclusion above, it is evident that we have not introduced any new idea. You only need to restate the thesis statement and provide a solution to the problem.

We are now going to explore some exciting self-esteem topics with explanations on what to cover in such essays.

“What is Self-Esteem Essay” Topics

• Self-esteem essay, Low Self-Esteem: An expository essay

Here, you will have clearly and concisely investigate low self-esteem, evaluate pieces of evidence, expound on it, and provide an argument concerning it.

• What is Self-esteem? A critical analysis of theories on the function of self-esteem.

Such an essay requires you to explore the various approaches that show the role of self-esteem in individuals or society at large.

• Understanding the concept of self-esteem

It is a topic that digs deep into the breadth and depth of self-worth and makes readers get a clear picture.

• A descriptive study of self-esteem

It is about describing or summarizing self-esteem using words instead of pictures.

• State self-esteem

Topics on Social Media and Self-Esteem Essay

• The Paradox Effect of social media on self-esteem

Describe how social media is giving off the illusion of different choices while making it harder to find viable options.

• Self-esteem and ‘vanity validation’ effect of social media

Show how the interaction of people with social media for an extended period, inevitably feels compelled to continue to check for updates.

• The Dark Side of Social Media: How It Affects Self-Esteem
• Social Media and Confidence

How is one’s self-worth in terms of confidence boosted by social media?

• Social media and depression

Let readers see how depression can result from the use of social media with real-life experiences.

• Importance of Self-Esteem

Self-Concept and Self-Esteem Essay Topic Ideas

Explain how self-concept underpins self-esteem. Evaluate the different approaches to self-esteem. You can also discuss the application of Maslow’s hierarchy of needs of self-actualization. Giving the usefulness of the motivational theory for boosting self-esteem will add weight to your essay.

Topic Ideas on How to Improve Self-Esteem

• Tips to Improve Self-Esteem

Give detailed and well-researched advice on how people can boost their self-esteem

• Steps to Improving Self Esteem

Here are more topic ideas on how to improve self-esteem: 1. Top 5 tactics to change how to improve how you see yourself 2. Things you can do to boost your self-esteem 3. Understanding and building low self-esteem

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Low Self-Esteem Essay Sample

We want to present you an essay about low self-esteem in which you can find brilliant ideas for your own writing. It is the perfect sample to help you write your paper.

How Does Low Self-Esteem Affect Your Relationship and Career? The feeling of being able to do what you want and show what you are good at is a self-fulfilling experience. Being at your best when you needed it is deeply rewarding. Thus, having a high self-esteem is a must to unlock your full potential, to give more, and to do more. There are lots of areas that will be affected by this, some of which are your relationships and your career. People with low self-esteem are shy to mingle with others because they think lowly of themselves, and they think they are not good enough for other people. They feel they do not belong and do not meet the standards of society. From that, even though they want to be open and want to have relationships with other people, they tend to build walls that separates them from others. Because of this, building up lifelong friendships is a challenge: everyone must have the luxury to experience the joy and happiness that friendship brings. People with self-confidence are likely to succeed in their career because they have the ability to interact and communicate confidently. Otherwise, people with low self-esteem do not compete very well and do not contribute much to the success of their respective organizations. As a fruitful member of a company, a person is expected to excel in their field of specialization. Intelligence doesn’t guarantee success, but attitude does. When your relationships and career are affected, your whole life will suffer. “No man is an island,” as they say. When encountering people with low self-esteem, you can encourage them. Help them build their confidence by educating them and by lifting them up whenever possible. Knowing your worth as an individual will change your perspective, and will definitely change your life.

The self-esteem essay presented here tells about relationships and careers and how low self-esteem influences them. You can cope with your own paper much better if you use this sample when you need to write on a similar topic. If you like this great essay, you can also check out other samples on our blog. When you visit our blog, it will soon become apparent that it contain not only samples, but helpful guides as well. By reading them through, you will find out how to write any type of paper easily and properly.

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106 Ideas, Examples, and Topics on Self Esteem

🏆 best research title about self esteem, 💡 interesting self-esteem topics for discussion, 📌 good self-esteem research topics, 🔎 simple & easy research titles about low self-esteem, ❓ research questions about self-esteem.

• Self Concept and Self Esteem in Interpersonal Communication Low self-esteem is associated with a person’s emotional response to self-perception and social expectation. Low-self esteem is associated with the feeling of failure to meet social expectation.
• Self-Esteem and Confidence in the Workplace Secondly, gradual learning and improvement of job skills will help to feel more confident and show management that the employee is ready to learn and develop. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• Facebook Effects on Our Self-Esteem The title of the article “Facebook envy: how the social network affects our self-esteem” speaks for itself: the author Andrea Shea reflects on the impact that the social media has on its users, and in […]
• Effects of Self-Esteem and Gender on Goal Choice The paper contains a discussion about the relationship between self esteem and gender to the type of goals that people make. Therefore, there is a link between high self-esteem and the behavior to make difficult […]
• Self-Esteem and Students’ Health More so, life satisfaction is closely connected with the concept of self-esteem, and mental health also depends on proper development of self-esteem. It is also necessary to remember that a number of factors influence development […]
• The Effects of the Media on Creativity and Self-Esteem The controversy surrounding British sprinter Linford Christie and the British tabloid press in the mid nineties illustrates a crucial and heart breaking example of the media’s might in the area of self esteem.
• Instagram Addiction and Impact on Self-Esteem The effect of social media use is reported to have a mixed effect on the user. First, social media addiction may have a varying effect on self-esteem depending on the type of use.
• Instagram Addiction and Self-Esteem in Kuwaiti High School Students Besides, the study will explore the impact of social media and reveal the possible ways to resolve the social media addiction issues affecting the youth.
• Instagram Addiction and Self-Esteem in High School Students To test the relationship between social media Instagram addiction and self-esteem in American high school students, a descriptive survey where students will be enrolled in an online, blinded survey will apply.
• Case Study of LY LY: Building Self-Esteem At the same time, I would try to build trust and respect between the teacher and Ly Ly. I would also create the learning program according to Ly Ly and her classmates’ abilities and interests.
• Child Neglect Might Affect a Child’s Self-Esteem in Adulthood Three situations in different locations are to be thoroughly discussed to illustrate the issue of the research. Indeed, the observation at the chosen playground seemed to be fruitful because of children of different ages.
• Self-Handicapping, Self-Esteem, and Self-Compassion The higher the level of stress tolerance, the more successfully a person copes with anxiety, and, on the contrary, the lower the level, the more challenging it is for one to handle an unusual situation. […]
• Promoting Self-Esteem in School-Age Children During the early school-age period, self-esteem concerns the way children accomplish set academic tasks and their performance in extracurricular activities.
• The Relationship Between Polygamy and Self-Esteem in Children in Saudi Arabia Family cohesion in polygamous families is crucial for exploring in the context of this study because it directly involves the psychological well-being of children as well as the subsequent development of their self-esteem and adaptation […]
• The Role of Self-Esteem in Education Speaking about practice, it is also possible to note the ambiguous nature of schools that promote self-esteeming by constantly saying to children that they can do anything, while teachers manipulate them by means of rewards […]
• Psychology. “Self-Esteem” Book by Dr. Matthew McKay Self-Esteem: A Proven Program of Cognitive Techniques for Assessing, Improving, and Maintaining Your Self-Esteem is the book which teach people to live in piece with our society and with oneself.
• The Increasing of Self-Esteem Importance This is part of a consciousness process in which one goes beyond what comes to be recognized as the illusion of separate selfhood.
• Fathers’ Work, Conflicts and Children’s Self-Esteem On the other hand, the active involvement of the mother in the child’s life as well as the nature of the father’s occupation were found to act as mitigating factors to the quality of the […]
• The Self Esteem: Scientific Approach In this respect the reliability of the research props up against the analysis of what is known at the time. The thing is that it is really the better predictor of high results compared to […]
• Concept of the Self and Self-Esteem Among the most common and widely used ways of self, the approach is self-esteem and self-concept.self-esteem refers to how an individual views himself from an emotional or affective aspect.
• Concept Analysis of Loneliness, Depression, Self-esteem The purpose of this direct study was to look at levels of depression, self-esteem, loneliness, and communal support, and the relationships stuck between these variables, in the middle of teenage mothers participating in the New […]
• Evaluating the Self-Esteem of the Homeless The mission statement of the program indicates the central role played by the agency to the welfare of the society.”The Doe Fund’s mission is to develop and implement cost-effective, holistic programs that meet the needs […]
• Relationships Between Anxiety, Perceived Support and Self-Esteem In particular, it sought to determine whether there is a relationship between anxiety, perceived support from friends, and self-esteem whereby anxiety and perceived support from friends act as predictors of the level of self-esteem.
• Self-Esteem and Rejection: It Is Not Personal Taking things personally is problematic for many reasons, one of which is the bias connected to the perception of a situation.
• Striving for Self-Esteem in Business The learning points from these articles are that self-assessment is only possible in the latter stages of business development and not the beginning, all businesses must go through ISO 9000 certification series and excellence models […]
• Social Psychology Role: Self-Esteem and Human Development The relation between the concepts and the response is closely analyzed to determine the most important criteria people’s actions can be judged by. A person is stereotyped and the thinking leads to over-generalize towards others.
• Mean Self-Esteem Scores for Boys and Girls The aim of this study was to determine if there was any difference in mean self-esteem scores for boys and girls.
• Counseling Low Self-Esteem and Decision Making John was allowed to go out and meet with his friends, and the aunt was less concerned about the kind of company that he kept.
• Women with Low Self-Esteem – Psychology Despite the fact that the given study is focused on the effects of separation on the women formerly engaged into relationships, it will still be necessary to consider certain issues concerning childhood; however, in the […]
• The Link Between Self-Esteem and Self-Efficacy In explaining the dynamics of how self-esteem affects self-efficacy, it is important to note that low sense of self-worth will incapacitate the ability of an employee to succeed in specific situations due to lack of […]
• Effects on Psychological Growth and Self-Esteem In 2007, approximately 794,000 cases of child maltreatment and abuse were reported in the US, translating to a maltreatment rate of 11 in every 1000 children.
• Psychology Issues: Self-Esteem and Violence In my opinion, the argument by Boden, Fergusson, and Horwood is sociological since its main aim is to test the link between our self-esteem and later hostility and violent behavior.
• High Self-Esteem Development Towards Self-Image People’s health and appearance have to be satisfactory and correspond to people’s idea of ‘a norm’ as it has been proven that the better a person’s health is the higher self-esteem he/she has.
• Concept of Self, Self-Esteem, and Behavior The concept of the self According to McLeod self concept is the perception that an individual holds about him or herself.
• Women, Alcohol, Self-Concept, and Self-Esteem: A Qualitative Study of the Experience of Person-Centred Counselling This essay discusses the research setting and sample, the selection of the setting and the data collection procedure to be used during the project.
• Raising a Child With High Self Esteem A good illustration of this is can be observed early on in babyhood growth of children who act in response and connect themselves to the adults or caregivers who show utmost love and care and […]
• Social Networks and Self-Esteem Due to this fact, the main aim of this paper it to determine the impacts that social networks have on people and the role they play in the determination of the self-esteem of an individual.
• Self Esteem and Culture in a Learning Environment Reflectively, the conceptual idea of this treatise is an in-depth analysis of the aspects of social environment and objective and their influence on quality of learning, self-evaluation, goal setting, decision making, and inclusive education as […]
• The Connection Between Low Self-Esteem and Abusive Relationships
• Adolescence and Impact of Self-Esteem Factors
• Building Student Self-Esteem and Feelings of Security
• Understanding Teenagers With Low Self-Esteem
• The Connection Between Self-Esteem and Income
• Bullying and Its Relationship to Self-Esteem
• The Correlation Between Self-Esteem and Competition for Grades
• Being Healthy Can Help With Self-Esteem and the Brain
• Anticipated Regret and Self-Esteem in the Allais Paradox
• Linking of Self-Esteem With the Tendency to Engage in Financial Planning
• Linking of Alcohol Abuse, Self-Esteem, and Teenage Pregnancy Among Adolescents
• Alcoholism and Its Link to Poor Self-Esteem
• How Low Self-Esteem Predicts Future Unemployment
• Impact of Social Media on One’s Self Esteem
• Beauty Pageants Promote Self-Esteem and Confidence
• Low and Decreasing Self-Esteem During Adolescence
• Using Implicit and Explicit Self-Esteem
• Authenticity and Its Influence on Psychological Well-Being and Contingent Self-Esteem of Leaders
• Womanhood and Failures Through the Burden of Self-Esteem
• Understanding Children’s Self-Esteem Development
• Boost Your Self-Esteem With Acne Treatment
• The Cause and Effects of Low Self-Esteem
• Anxiety and Self-Esteem Among Undergraduate Students
• The Factors That Affect the Self-Esteem of Women
• Why Women Have Lower Self-Esteem
• Linking of The Collective Self-Esteem and Social Identity Theory
• Self Esteem Among Working and Non Working Woman
• Self-Esteem: How It Is Built and Different Influencing Factors
• The Connection Between Body Image, Self-Esteem, and the Fashion Industry
• The Dark Side: Inflated Self-Esteem Is the Culprit of Negative Results
• The Connection Between Low Self-Esteem and Depression in the Elderly
• The Differences Between the Self-Esteem of Boys and Girls During Puberty
• Discussion About Self-Esteem, It’s Differences and Relation to Sociology
• Achieving Increased Self-Esteem Through Adaptive Sports
• Building Self-Esteem in Children and Adolescents
• The Different Causes and Effects of Low Self-Esteem
• Impact of Makeup on the Self-Esteem of Young Girls
• The Benefits and Importance of Boosting Self-Esteem in Children
• The Adolescent’s Search for Self-Esteem and the Role of Professors in the Search
• Social Phobia and Low Self-Esteem as Factors Behind Unhealthy Eating Behavior
• How Do Bad Habits Affect People’s Self-Esteem and Self-Worth?
• What Are Some Tips and Tools for Building Your Self-Esteem?
• Can Positive Self-Esteem Lead to Positive Interactions and Connections with Others?
• Does Divorce Cause Low Self-Esteem in Children?
• What Is the Relationship Between Self-Reinforcement and Self-Esteem?
• Are Media Images Harmful to Young People’s Bodies and Self-Esteem?
• Does Yoga Increase Subjective Energy and Self-Esteem?
• What Are the Causes and Consequences of Low Self-Esteem?
• Is Self-Esteem or Self-Confidence More Important?
• What Are the Differences Between Happiness and Self-Esteem?
• How Do Peers and Media Influence the Development of Body Satisfaction and Self-Esteem?
• What Is the Interrelated Role of Self-Esteem and Interpersonal Stressors in Predicting Adolescent Depression?
• Do Social Phobia and Low Self-Esteem Cause Unhealthy Eating Behaviors?
• Is There a Relationship Between Adolescent Plastic Surgery and Self-Esteem?
• What Is the Correlation Between Self-Esteem and Competition for Grades?
• Does Social Media Reduce the Self-Esteem of Young Girls?
• What Are the Differences Between Boys’ and Girls’ Self-Esteem During Puberty?
• How Does Our Self-Esteem Affect Interpersonal Communication?
• Is There a Link Between Low Self-Esteem and Depression?
• How Does Self-Esteem Relate to Our Level of Confidence?
• Do School Uniform Policies Increase Student Self-Esteem and Improve Learning?
• What Factors Contribute to Low Self-Esteem?
• Has the Self-Esteem Movement Caused Young People to Overestimate Their True Skills and Disillusioned Many of Them?
• Are Self-Esteem and Satisfaction in Romantic Relationships Related?
• What Can Trigger Depression and Low Self-Esteem?
• Does Physical Activity Affect Self-Esteem?
• Are Self-Esteem and Impulsive Buying Behavior Related?
• How Do Fashion Magazines and Television Affect Girls’ Self-Esteem?
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Essay on Self Esteem

Students are often asked to write an essay on Self Esteem in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Self Esteem

Understanding self-esteem.

Self-esteem is the opinion we have about ourselves. It’s about how much we value and respect ourselves. High self-esteem means you think highly of yourself, while low self-esteem means you don’t.

Importance of Self-Esteem

Self-esteem is important because it heavily influences our choices and decisions. It allows us to live life to our potential. High self-esteem leads to confidence, happiness, fulfillment, and achievement.

Building Self-Esteem

Building self-esteem requires positive self-talk, self-acceptance, and self-love. It’s about focusing on your strengths, forgiving your mistakes, and celebrating your achievements.

250 Words Essay on Self Esteem

Introduction.

Self-esteem, a fundamental concept in psychology, refers to an individual’s overall subjective emotional evaluation of their own worth. It encompasses beliefs about oneself and emotional states, such as triumph, despair, pride, and shame. It is a critical aspect of personal identity, shaping our perception of the world and our place within it.

The Dual Facet of Self-Esteem

Self-esteem can be divided into two types: high and low. High self-esteem is characterized by a positive self-image and confidence, while low self-esteem is marked by self-doubt and criticism. Both types significantly influence our mental health, relationships, and life outcomes.

Impact of Self-Esteem

High self-esteem can lead to positive outcomes. It encourages risk-taking, resilience, and optimism, fostering success in various life domains. Conversely, low self-esteem can result in fear of failure, social anxiety, and susceptibility to mental health issues like depression. Thus, it’s crucial to nurture self-esteem for psychological well-being.

Building self-esteem involves recognizing one’s strengths and weaknesses and accepting them. It requires self-compassion and challenging negative self-perceptions. Positive affirmations, setting and achieving goals, and maintaining healthy relationships can all contribute to enhancing self-esteem.

In conclusion, self-esteem is a complex, multifaceted construct that significantly influences our lives. It is not static and can be improved with conscious effort. Understanding and nurturing our self-esteem is vital for achieving personal growth and leading a fulfilling life.

500 Words Essay on Self Esteem

Self-esteem, a fundamental aspect of psychological health, is the overall subjective emotional evaluation of one’s self-worth. It is a judgment of oneself as well as an attitude toward the self. The importance of self-esteem lies in the fact that it concerns our perceptions and beliefs about ourselves, which can shape our experiences and actions.

The Two Types of Self-esteem

Self-esteem can be classified into two types: high and low. High self-esteem indicates a highly favorable impression of oneself, whereas low self-esteem reflects a negative view. People with high self-esteem generally feel good about themselves and value their worth, while those with low self-esteem usually harbor negative feelings about themselves, often leading to feelings of inadequacy, incompetence, and unlovability.

Factors Influencing Self-esteem

Self-esteem is shaped by various factors throughout our lives, such as the environment, experiences, relationships, and achievements. Positive reinforcement, success, and supportive relationships often help to foster high self-esteem, while negative feedback, failure, and toxic relationships can contribute to low self-esteem. However, it’s important to note that self-esteem is not a fixed attribute; it can change over time and can be improved through cognitive and behavioral interventions.

Impact of Self-esteem on Life

Self-esteem significantly impacts individuals’ mental health, relationships, and overall well-being. High self-esteem can lead to positive outcomes, such as better stress management, resilience, and life satisfaction. On the other hand, low self-esteem is associated with mental health issues like depression and anxiety. It can also lead to poor academic and job performance, problematic relationships, and increased vulnerability to drug and alcohol abuse.

Improving Self-esteem

Improving self-esteem requires a multifaceted approach. Cognitive-behavioral therapies can help individuals challenge their negative beliefs about themselves and develop healthier thought patterns. Regular physical activity, healthy eating, and adequate sleep can also boost self-esteem by improving physical health. Furthermore, positive social interactions and relationships can enhance self-esteem by providing emotional support and validation. Lastly, self-compassion and self-care practices can foster a more positive self-image and promote higher self-esteem.

In conclusion, self-esteem is a critical component of our psychological well-being, influencing our thoughts, feelings, and behaviors. It is shaped by various factors and can significantly impact our lives. However, it’s not a fixed attribute, and with the right strategies and support, individuals can improve their self-esteem, leading to better mental health, relationships, and overall quality of life. Therefore, understanding and fostering self-esteem is essential for personal growth and development.

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Why It's Important to Have High Self-Esteem

Sarah Vanbuskirk has over 20 years of experience as a writer and editor, covering a range of health, wellness, lifestyle, and family-related topics. Her work has been published in numerous magazines, newspapers, and websites, including The Spruce, Activity Connection, Glamour, PDX Parent, Self, Verywell Fit, TripSavvy, Marie Claire, and TimeOut New York.

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

Verywell / Laura Porter

What Is Self-Esteem?

• Defining High Self-Esteem
• Why It's Important

Risks of Low Self-Esteem

Can you have too much self-esteem.

• Contributing Factors

Cultivating High Self-Esteem

Ways to improve self-esteem.

It's easy to discount the importance of having high self-esteem. However, having positive personal regard can be the difference between feeling good about and taking care of yourself and not.

We've likely all heard the advice to believe in yourself, value yourself, be your own cheerleader, and that you can't fully love others until you love yourself —and all of that is true. But what exactly does that really mean in real life? Essentially, that having high self-esteem is vital to a successful, happy life .

But how exactly do you know if your self-esteem is high enough? Below, we'll take a look at what self-esteem is, why it's important, and how to build yours up.

We'll also break down the negative effects of having low self-esteem, the difference between occasionally being down on yourself and truly having poor self-esteem, whether your self-esteem can be too high, factors that contribute to low self-esteem, and tips for cultivating a more positive self-outlook and self-respect.

In order to have high self-esteem, it's important to understand what self-esteem really is. Self-esteem is giving respect and admiration to yourself. The American Psychological Association defines self-esteem as "the degree to which the qualities and characteristics contained in one’s self-concept are perceived to be positive."

High self-esteem is not just liking yourself but generally affording yourself love, value, dignity, and respect, too. Positive self-esteem also means believing in your capability (to learn, achieve, and contribute to the world) and autonomy to do things on your own. It means you think your ideas, feelings, and opinions have worth.

In other words, self-esteem is how you feel about yourself (inside and out), encompassing what you think about and value in yourself and how you relate to others. It's also related to how you feel others view, treat, and value you. This is why those in abusive situations or who have experienced trauma (particularly as children) are more likely to suffer from low self-esteem, concurrently and in the future, as a result.

Self-esteem isn't dependent entirely on one thing or set of thoughts. Instead, a person's self-esteem is made up of your view of all the things that define you as a person, including your personality, accomplishments, talents, capabilities, background, experiences, relationships, and physical body, as well as how you perceive others see you.

Each person may put a particular emphasis on certain areas that impact self-esteem, such as putting extra importance on your looks , relationship status, talents, or professional accomplishments (or lack thereof), when forming your self-image and how you feel about it.

Self-Esteem vs. Depression

Note, too, that low self-esteem is not the same as depression . While the two concepts overlap, low self-esteem is considered a risk factor for depression (see more on this below) rather than being the same thing.

While depression is a mental health condition that impacts the mind and body, self-esteem describes the way you think and feel about yourself. Additionally, some people have more stable self-esteem, while other's feelings about themselves are more mood- and life event-reactive—and more prone to plummet.  

Remember, whether your self-esteem is high or low is influenced by the many factors that make you, you—some of which are in your control, some are not.

Ultimately, what matters most is what you focus on from those many factors and how much grace and compassion you afford yourself with regard to the things you're less thrilled about.

Whether you realize it or not, your self-esteem is the picture you paint of yourself, the parts of you that you choose to emphasize. Essentially, as famed naturalist philosopher Henry David Thoreau once said, "The question is not what you look at, but what you see.”

What It Means to Have High Self-Esteem

High self-esteem means generally holding yourself in positive regard. This doesn't mean you love everything about yourself or think you are perfect. On the contrary, even for those with high self-esteem, it's common to be self-critical and have some parts of yourself that you are less proud of or happy with than other elements.

However, if you have high self-esteem, the positive thoughts about yourself outweigh the negative—and the negative doesn't make you discount your worth as a person . High self-esteem can also fluctuate depending on the circumstance.

Essentially, high self-esteem is a frame of mind that lets you celebrate your strengths, challenge your weaknesses, and feel good about yourself and your life. It allows you to put daily ups and downs in perspective because, at your core, you value, trust, and respect yourself. High self-esteem helps you say, "I've had a bad day," for example, instead of saying, "I have a bad life."

High self-esteem also helps you understand that everything isn't about you, enabling you to not take everything personally and not be overly reactive. Strong self-respect lets you see beyond yourself and feel confident of your place in the world.

Characteristics of high self-esteem include:

• Holding yourself in positive regard
• Celebrating your strengths and challenging your weaknesses
• Keeping daily ups and downs in perspective
• Having strong self-respect and self-confidence

Interestingly, having high self-esteem does not always align with the circumstances or qualities that you might objectively assume should correlate with feeling good about yourself.

For example, some research shows that physical attractiveness does not predict high self-esteem . In fact, one study showed that teens with "facial attractiveness" scored lower on self-esteem ratings than their peers. In other words, the person who seems to have it all—great job, romantic partner, beauty, fit body—may not see it that way.

Signs of High Self-Esteem

How do you know if you have high self-esteem? Here are a few signs:

• You feel comfortable expressing your opinions, if they are different from those around you.
• You're confident in your abilities.
• You don't let challenges hold you back.
• You don't let a setback change how you feel about yourself.
• You treat yourself with love and respect versus calling yourself names or discrediting yourself.
• You're willing to set boundaries with people who don't value and respect you

Why High Self-Esteem Is Important

According to the American Psychological Association, having high self-esteem is key to positive mental health and well-being. High self-esteem is good because it helps you develop coping skills , handle adversity, and put the negative into perspective.

If you have a higher self-concept you also don't tend to put undue focus, blame, self-doubt, hopelessness, or weight on the parts you aren't happy about. You're also better able to cope with stress , anxiety, and pressure, whether from school, work, home, or peers.

Rather than feeling hopeless , stuck, or unworthy due to any perceived "failings," a person with high self-esteem is more likely to look for what they can change or improve upon. If struggling with a project at work, for example, someone with high self-esteem might ask a supervisor for help coming up with solutions versus berating themselves for being ineffective at their job.

Conversely, someone with low self-esteem is more likely to become entrenched in negative feelings about themself. In fact, research shows that feeling positive and respectful about yourself, particularly as a child, goes a long way in helping you adapt and adjust to the challenges of life.

A healthy self-concept and self-respect can enable you to realize that it's not the end of the world if something goes wrong, someone rejects you, you make a mistake, or you have some faults.

Self-Esteem and Prosocial Behavior

High self-esteem is also linked to prosocial behavior (actions with the intent to benefit others, such as generosity and qualities like empathy), flexibility, and positive familial relationships. In fact, a 2014 study found that college students with higher self-esteem and more loving and supportive relationships with their families were more successful at school and adapted better to the social adjustment of living in a new environment.  

Self-Esteem and Stress

How you experience stress is also strongly related to your level of self-esteem. Prosocial behavior (which, as noted above, is more likely with higher self-esteem) is known to reduce the negative impact of stressors on daily life, helping you to manage stress more effectively.   Studies have also found a positive relationship between positive self-esteem and motivation to accomplish goals, self-efficacy, and self-control.   Higher levels of self-esteem are also predictive of greater academic success.  

High Self-Esteem Boosts Overall Well-Being

Additionally, high self-esteem is considered to be protective against many mental health conditions, such as depression and anxiety. In fact, studies show that having high self-esteem is directly correlated to your satisfaction with your life and to the ability to maintain a favorable attitude about yourself in challenging situations.  

Research also shows that people with higher self-esteem are happier in their jobs, have better social relationships, and generally, a more positive sense of well-being.  

Like many elements of mental health, researchers often describe self-esteem as existing on a spectrum.

Like anything in life, your self-image is prone to change and grow as you mature and live your life, and in response to key life events.

However, it's also true that people tend toward a certain set-point of self-esteem that can be persistent, whether high, low, or somewhere in between. Social interactions, attention, emotional regulation, decision-making, and life satisfaction are all impacted by lower self-image.

As noted above, when you have high self-esteem, you're better able to shake off unfavorable events and the negative judgments or moods of others that may be directed your way. Conversely, when you have a lower self-concept, you're more likely to take criticism or rejection personally and to assume someone else's problems are about you.  

This combination can make people with low self-esteem more reactive to day-to-day circumstances and personal interactions. Those with lower self-esteem are also less likely to keep their emotions in check, cope well with challenges, and look at life from a healthy perspective.

Often low self-esteem means small things become blown up into bigger issues that can feel insurmountable, further ratcheting down self-regard.

Feeling Down vs. Poor Self-Esteem

Essentially, low self-esteem isn't just having a bad mood or a bad day. Everyone feels down when negative things happen but these feelings typically pass and, especially for those with positive self-esteem, don't have a drastic impact on self-worth. Instead, low self-esteem is a chronically negative self-image that, while it may ebb and flow with the positive and negative events in your life, for the most part, stays with you over time, regardless of life circumstances.

Your level of self-regard may be, in part, a function of the natural variation in personality types , affect, genetics, and/or in response to upbringing, peers, and life events. However, when self-esteem is particularly low, as noted above, it can put you at risk of many mental health challenges.

Susceptibility to Depression

The link between low self-esteem and mental health conditions is particularly strong. Interestingly, research shows convincingly that poor self-esteem contributes to depression , rather than the reverse. This means that depression doesn't create low self-regard. Instead, thinking poorly of yourself makes you more vulnerable to depression.  

Additionally, studies indicate that higher self-esteem offers protection from mental health conditions, likely due to the improved coping skills, higher positivity, and resiliency that comes with this more accepting and affirmative self-talk.   Essentially, low self-esteem begets feeling bad about yourself, which makes leading a fulfilling life, reaching your goals , and having positive social and intimate relationships harder.

Critically, studies show that low self-esteem is highly correlated to depression, anxiety , emotional problems, substance use , stress, eating disorders , and suicidal ideation .   Research also shows a strong correlation between low self-esteem and anxiety disorders , particularly with social phobias and social anxiety disorder .  

If you or a loved one are having suicidal thoughts, contact the  National Suicide Prevention Lifeline  at  988 for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911. For more mental health resources, see our  National Helpline Database .

Risky Behaviors

Studies also show a link between poor self-esteem and an increased risk of risky health behaviors, particularly in teens, such as drug and alcohol use, drunk driving, self-harm , smoking, and carrying a weapon.   Essentially, those who value and respect themselves the least are more willing to make more dangerous choices that may impact their health and safety.

Additionally, improvements in self-esteem are shown to be helpful in the recovery from addiction . In fact, studies show that this relationship of low self-esteem and poor choices is particularly evident in adolescents who already are at a disadvantage for decision-making due to their still-developing executive function skills .   Research has also found a link between low self-esteem and risky sexual behaviors in teens.  

Low Self-Confidence

Research also finds a clear correlation between low self-confidence and low self-esteem, as well as the reverse. Additionally, having high self-confidence encourages self-reliance, self-advocacy, and trust in yourself and your abilities, all factors that bolster high self-esteem—and create a framework for positive mental health and quality of life.  

An unrealistic or overly elevated self-concept may be as unhealthy as a negative one. However, it's important to distinguish between healthy high self-esteem and arrogance. High self-esteem is not being egotistical, thinking you are infallible, or better than others.

High Self-Esteem vs. Arrogance and Narcissism

Arrogance is when a person's self-concept veers from reality and becomes the dominant force in their life, and we might assume that too much self-esteem equals an inflated ego.

However, this type of narcissistic self-concept isn't necessarily a natural progression from healthy self-esteem, which values the self but not above all others.

Instead, narcissism or arrogance describes a person who focuses primarily on themselves, considers themselves more important or worthwhile than others, and often, doesn't even think about how their actions impact those around them. Really, it can be argued that what looks like "too much self-esteem" is actually the opposite.

In fact, while narcissists may seem to have high self-esteem, studies show that grandiose beliefs about yourself often actually mask a poor self-image, feelings of shame, and self-directed anger hiding underneath.

People with narcissistic personality disorder are also more prone to comorbid mental health conditions like depression and anxiety, experience feelings of helplessness, and have unstable personal relationships.  

Factors Contributing to Low or High Self-Esteem

While, as noted above, a complex web of influences combine to shape your identity, personality, and self-concept, there are specific factors that predict high or low self-esteem. Namely, factors that impact self-esteem include whether or not you had a supportive upbringing, where your needs, thoughts, feelings, contributions, and ideas are valued. Positive thinking , heredity , personal outlook, your peers, and other role models all matter a lot as well.  

Experiencing challenging life events or trauma like divorce, violence, racism, neglect, poverty, a natural disaster, being bullied, or otherwise treated poorly can also contribute to low self-esteem.  

The effectiveness of your coping skills , the relative positivity of your personal outlook, and general resiliency, all factors that can be innate or learned, greatly impact the influence negative experiences may have on your self-esteem as well.  

Cultivating high self-esteem (and resiliency) is no easy task, but it's certainly possible and within your grasp—and can make a huge difference in your life. As noted above, it's key to understand that a significant component of self-esteem is your thought patterns, what you focus on, and optimism rather than simply on objective facts or events of your life.

In other words, it's about what you see (and say to yourself) when looking at your physical self, skills, accomplishments, or future potential.

Building up your self-esteem takes work, determination, and a willingness to examine and counter negative thoughts about yourself—and to actively bolster your self-image with positive ones. It's vital to give yourself grace, to let go of certain things that bother you as well as to work on those areas that you can (and want) to change.

If you value yourself, and have high enough self-worth, you also know that you deserve to take care of yourself, which then can contribute to trying to do things to improve your self-esteem. It's difficult to take care of yourself if you think poorly of yourself.

Studies show that forgiving yourself for things you regret can also help improve self-esteem.   Essentially, it's about accepting and loving yourself as you are.

When to Get Help

If you have low self-esteem, it can be helpful to work with a counselor or other mental health professional to begin changing your negative self-talk and improve how you see and value yourself.

As noted above, improving your self-esteem takes practice and intention but is well worth your efforts, as there is a clear link between high self-esteem and quality of life. Some strategies that can help you think more favorably about yourself include the following:

Accept Compliments

Notice the urge to deflect praise and instead, hear it and let it in. Interestingly, research shows that difficulty accepting compliments is directly correlated with low self-esteem.  

Give Yourself a Break

Forgive yourself for mistakes and squash your negative self-theories and self-talk . No one is perfect or loves everything about themselves. Don't expect that of yourself. When you start on a negative spiral, ask yourself if you're being fair to yourself or realistic.

Love Yourself—Flaws And All

Yes, you may have things you wish were different, want to change, or just plain aren't happy with, but love and respect yourself anyway.

Value the Person You Are

Aim to accept and find worth in who you are right now. Seek out and feel pride in what makes you unique, happy, and valued.

Recognize the Importance of High Self-Esteem

Once you begin to see how your view of yourself impacts life satisfaction and well-being, you may be more motivated to alter your thinking and value yourself more.

Seek Support

Therapy, such as cognitive-behavioral therapy , can help you work on issues that may be impeding your positive self-outlook and help you build skills to disrupt negative self-talk and attain a more optimistic view of yourself.

Start a Gratitude Journal

In a gratitude journal , write down all the positive things in your life, the things you like about yourself, the accomplishments or qualities you are proud of—then read it over whenever you're feeling down about yourself.

Take Note of Your Thoughts

When negative ones arise, actively choose to either work productively on the issues or decide to let them go. When you have positive thoughts, aim to amplify them, particularly whenever less favorable thinking pops up.

Think of Yourself as a Friend

You're likely to be more patient, forgiving, kind, encouraging, supportive, and proud as you assess a friend than you are of yourself. So, next time you're beating up on yourself, step back, shift your perspective, and look at yourself as you would a friend.

Work on Yourself

If there are things about yourself or your life that you don't feel good about, consider what changes you can make. Then, make a plan to put those changes into action.

A Word From Verywell

High self-esteem is key to life satisfaction. For some, this frame of mind comes easily, for others it's more of a struggle. Luckily, wherever you may be on the self-esteem spectrum, you can work on improving your vision, support, compassion, and love of yourself.

After all, the relationship you have with yourself may ultimately be the one that matters most—it gifts you the resiliency, confidence, kindness, motivation, and love that informs the rest of your life and helps you be the best person you can be.

You might also want to consider reaching out to a therapist to help you learn the skills needed to build your self-esteem.

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By Sarah Vanbuskirk Sarah Vanbuskirk has over 20 years of experience as a writer and editor, covering a range of health, wellness, lifestyle, and family-related topics. Her work has been published in numerous magazines, newspapers, and websites, including The Spruce, Activity Connection, Glamour, PDX Parent, Self, Verywell Fit, TripSavvy, Marie Claire, and TimeOut New York.

writing about self esteem?

i wrote a supplement essay (to use at 3 schools) about low self esteem as a girl in STEM, and my experiences with teachers who invalidate that feeling. i think it’s very well written compared to the other essays i’ve written, and very true to my experiences. my main common app essay is about my love for a certain subject; it’s funny and lighthearted (so i think it sort of balances out this heavier topic, at least a little). and im only using this riskier supplement at schools that are big reaches anyway.

is this a bad idea? i’m not sure if it’s too negative. my parents both liked the essay a lot, but they are english majors, not college admissions experts. i’m hoping for some perspective – thanks!

Unless you’ve demonstrated how u have overwhelmingly prevailed in STEM in spite of the low self-esteem (e.g., won a kick-butt science talent award), then why draw attention to any negatives? Do u just want to leave adcomms w the impression that u are lacking in confidence?

The college essay is not therapy. It’s not an occasion for rant or catharsis.

@GMTplus7 you are articulating my worry exactly. on one hand, i’m in a stem magnet, did a research internship, have some stem ec’s and very high grades, and i plan on studying stem. the focus of my essay is trying to understand the “imposter syndrome” when it comes to stem classes. but i still think that you are probably right, and that the essay is too negative – is there any way i could pm you my essay?

thanks for your help!

If you’re interested in science, then just be interested in science. Why even dredge up feelings of inadequacy? What’s the point???

Your attitude determines your altitude. Don’t let the AAdComms think for a second that you might crash & burn. Give them a reason to say YES. Don’t give them a reason to say “gee, I don’t know about this person…”

Think about the point of this essay.

It’s not Confession. It’s not an audition for Reality TV. It’s not therapy.

It’s to “Give them a reason to say yes.”

Pointing out that you’ve had self esteem issues probably won’t do that. Instead, it will cause concern that perhaps being away from home on your own will turn those issues into something more serious.

Whether or not the school is a “big reach” doesn’t matter. If you’re going to bother to apply, then send them the best application you can. I’m not convinced that this essay is part of that “best application.”

@bjkmom :Wow!

My apologies. I wrote in a hurry, trying to get my point across in the 3 or 4 minutes I had before getting the kids up for school. I realize now that what sounded fine in my head came across as unkind.

Let me rephrase my answer.

Each of us has a story to tell. That story has some ups and downs, some triumphs and some struggles. And each part of that story is appropriate for particular times and places.

In my opinion, writing about self esteem issues is a part of the story better reserved for another time and place.

The point behind this essay is to give the Adcom, in the 2 minutes or so he/she spends on your essay, the desire to meet you, to have you attend his/her school. You want to give them a reason to say yes. You don’t want to leave them with any lingering worries about problems you might have attending their school, or any school.

Bringing up those self esteem issues, in my opinion, does not “give them a reason to say yes.” So I see no reasons to include them in a college application.

But thank you, @Waiting @exhale , for making me reread my response. Again, the words sounded fine in my head at 5:37 A.M. In print, at 9:58 PM, they sounded very harsh. That was absolutely not my intention and, again, I apologize.

@bjkmom : I think you have misunderstood my exclamation. I thought it the most brilliantly concise piece of redirection that I have come across. (Since I’ve been on this website, I think there has been one other that took my breath away.) I did not think it brash or insensitive, nor snappy and ‘pull yourself up by your bootstrap,’ hard.

Too often we do get mired in what has been our struggle, and forget to show our shine.

Perhaps I should have said, “Wow! I’m going to remember to use this as young people approach me for words of advice. Even the modest, humble child who does not necessarily feel there are esteem issues to deal with, but who simply does not know how to blow one’s own horn, could use this statement as fuel in their tank.”

Further, how wonderful of you to care about the OP’s feelings enough, even with the veil of anonymity here on the internet, to come back and make redress.

@Waiting2exhale You sound like John the Savage. Are you trying to sound like Shakespeare? It’s very annoying.

Thanks to everyone for your help, and I really appreciate the outside perspectives. @bjkmom I didn’t think you were too harsh the first time, but I appreciate your kind follow-up comment.

@ccer4lyfe : Not only do I not know who John the Savage is, I take umbrage at your annoyance, Sir.

OP, I did not really understand the reference to “teachers who invalidate that feeling.” If you mean that you had teachers who got you over the feeling of low self-esteem in STEM, then SAY SO in a very positive way, Do not use a double negative to try to convey a positive. I almost think you meant that the teachers reinforced that feeling, but it’s really hard to tell from your post. If you would like a non-STEM reader (psych major/law school), PM me or send to this user name as a gmail address. I think I’ve helped others.

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