10 Things to Improve Your Self-Concept

•Introduction

Self-concept is a general term used to refer to how someone thinks about, evaluates or perceives
themselves. To be aware of oneself is to have a concept of oneself. The self-concept is an important
term for both social and humanistic psychology. Lewis (1990) suggests that the development of a
concept of self has two aspects:

(1)The Existential Self

This is ‘the most basic part of the self-scheme or self-concept; the sense of being separate and distinct
from others and the awareness of the constancy of the self’ (Bee, 1992). According to Lewis awareness
of the existential self begins as young as two to three months old and arises in part due to the relation
the child has with the world. For example, the child smiles and someone smiles back, or the child
touches a mobile and sees it move.

(2)The Categorical Self

Having realized that he or she exists as a separate experiencing being, the child next becomes aware
that he or she is also an object in the world. Just as other objects including people have properties that
can be experienced (big, small, red, smooth and so on) so the child is becoming aware of himself or
herself as an object which can be experienced and which has properties.

•Discussion

A person’s self-image is affected by many factors, such as parental influences, friends, the media etc. So
here are some of researched topics to improve your self-concept:

· According to Blegur et al. (2018) observing many positive benefits of academic self-concept that affirm
the quality Of students’ learning outcomes, this study aims to conduct qualitative exploration as an
effort determine the strategies that contribute in the formation of students’ academic self-concept
throughout their educational learning experience.

· Like the abovementioned study, Anitha and Parameswari’s study in 2013 entitled “Correlates of Self-
concept Among High School Students in Chennai City, Tamilnadu, India” revealed that academic
performance is positively Related to self-concept. Results showed that self-concept is an essential
perception of any child’s growth and affects as Children slowly gain experience, interact with the
community, and acquire individuality.
· Another study conducted by Ghazvini in 2011 determined the relationship between academic self-
concept and academic performance. Findings Illustrated that there is a close correlation between the
variables of academic self-concept and academic performance.

· Alonso et al (2018) cited that, it has been shown that self-concept is a factor associated with physical
and Sporting activity [22,23], so that those who regularly practice sport have a higher self-concept
[24],Particularly the physical self-concept [25,26] but also with all the self-concept dimensions [27]. But
we Would like to analyse the relation between the number of hours of organized sports practice and
Self-concept as a function of gender.

· According to Rüschenpöhler, Markicple (2019) seek long-term stability, i.e., the preservation of the self.
If a student in The past achieved low in science and got good grades only recently, the student might still
stick to negative self-concept.

Changing the self-concept could endanger the student’s identity as a Non-science person. Preserving his
negative self-concept can, therefore, be a rational choice.

· Pistioli (2018) cited that individuals consisting a family are for the infant the ‘important people’ that
with love, care, encouragement and support catalytically contribute into creating a positive self-concept.

· Morawiak et. Al (2018) states that young people with a clearer sense of self and who have higher self
esteem are more optimistic and perceive a longer future than young people with a less clear sense of
self and who have lower self-esteem; however, the effects of self-concept clarity disappear after the
relationship between clarity and self-esteem are taken into account.

· Many research studies have highlighted that the psychological construction of a positive self-concept
by the students, during their academic stage, leads to success in educational environments and social
and emotional situations (Eccles, 2009; Harter, 2012; Nasir and Lin, 2012; Chen et al., 2013). Therefore,
the positive self-concept acquired in the formative years could help in the development of the strategies
and skills needed for confronting life challenges (Huang, 2011). It has also been found that self-concept
is positively associated with different factors such as the individual experiencing greater happiness
(Hunagund and Hangal, 2014); a greater and better academic performance (Salami and Ogundokun,
2009); greater and more pro-social behaviors (Schwarzer and Fuchs, 2009); and lastly, an overall greater
well-being (Mamata and Sharma, 2013).

· Research has suggested that parents, who deeply influence children’s values, beliefs and behaviours,
are especially important for their child’s self-concept and interest in STEM (Dasgupta & Stout, 2014).
Understanding gender differences in self-concept could provide insights into girls’ participation in STEM
and, consequently, help to meet the challenge of increasing their participation in this field.
· According to Tatlow-Golden and Guerin (2017) self-concept scales for early adolescence omit active
and social self factors and meanings valued by young people, raising questions about content validity of
scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves;
focus too much on some school-based competencies; and, in omitting intrinsically salient self domains
and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem.

•Conclusion

In all the research covered, the study of Anitha and Parameswari’s in 2013 is what usually happens in
school. Competitive students are competing with each other aiming the highest rank. Some are being
conceited when they reach the top. Some are being narcissist with their achievements. This is somewhat
a good experience to students because they learn how to compete and motivate their selves to do
better. Students who usually participate with academic performances are the one’s who gained a lot of
knowledge and experiences. They interact to the society and and they know what they want to do.