3.3
Self-Esteem
Self-esteem refers to the extent to which an individual views themselves positively or negatively, representing their overall attitude toward themselves.
Researchers have identified eight domains in which self-esteem may differ: academic skills, math ability, verbal ability, physical appearance, athletic performance, morality, romantic relationships, and social acceptance.
Individuals often evaluate themselves differently across these multiple domains —viewing some more favorably and important than others. For example, someone may feel confident in their verbal skills but insecure about their physical appearance or athletic ability.
Self-esteem is relatively stable across life but can temporarily shift in response to personal experiences and social challenges, making it both a stable trait and a flexible response.
Students often start college with moderate to high self-esteem, which dips in the first year but then steadily rises, often driven by academic performance, as higher grades boost self-esteem.
Another longitudinal research study showed that self-esteem generally rises from early childhood, gradually increasing from adolescence to middle adulthood, peaking between ages 50 and 60, and then declining in older adulthood.
Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.
Domain-Specific Self-Esteem
Researchers have delineated eight key domains where individuals tend to appraise their self-worth: academic skills, math ability, verbal ability, physical appearance, athletic performance, morality, romantic relationships, and social acceptance. These domains are not equally salient for all individuals. For instance, a student may derive high self-esteem from academic and verbal strengths yet simultaneously harbor insecurities regarding athletic ability or physical appearance. The significance one attaches to each domain further moderates how these assessments influence global self-esteem. A domain considered important will weigh more heavily on an individual’s overall self-view.
Temporal Dynamics and Developmental Trajectories
Although self-esteem is generally consistent over time, it exhibits plasticity in response to environmental factors and personal milestones. Longitudinal studies tracking college students reveal a characteristic dip in self-esteem during the first academic year, a period often marked by adjustment challenges. However, this dip is frequently followed by a steady increase, closely tied to academic performance—higher grades are positively associated with increased self-esteem.
Broader developmental trends show that self-esteem tends to rise from childhood through adolescence into middle adulthood. The trajectory typically peaks between the ages of 50 and 60, likely reflecting accumulated achievements and stable social roles. A gradual decline often follows in later years, potentially due to health-related issues or shifts in social identity and roles.
Understanding self-esteem as a nuanced, multi-domain construct that evolves provides insight into how individuals perceive themselves and navigate personal and social landscapes.
Self-esteem refers to the extent to which an individual views themselves positively or negatively, representing their overall attitude toward themselves.
Researchers have identified eight domains in which self-esteem may differ: academic skills, math ability, verbal ability, physical appearance, athletic performance, morality, romantic relationships, and social acceptance.
Individuals often evaluate themselves differently across these multiple domains —viewing some more favorably and important than others. For example, someone may feel confident in their verbal skills but insecure about their physical appearance or athletic ability.
Self-esteem is relatively stable across life but can temporarily shift in response to personal experiences and social challenges, making it both a stable trait and a flexible response.
Students often start college with moderate to high self-esteem, which dips in the first year but then steadily rises, often driven by academic performance, as higher grades boost self-esteem.
Another longitudinal research study showed that self-esteem generally rises from early childhood, gradually increasing from adolescence to middle adulthood, peaking between ages 50 and 60, and then declining in older adulthood.
From Chapter 3:
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3.3 : Self-Esteem
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3.2 : Self-Discrepancy and Its Effects
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3.4 : Sources of Self-Esteem I: Family Experience
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3.5 : Sources of Self-Esteem II: Performance Feedback
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3.6 : Sources of Self-Esteem III: Social Comparison
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