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114 Self-Concept Essay Topic Ideas & Examples

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Self-concept is the way we perceive ourselves and our abilities. It plays a crucial role in our mental and emotional well-being, as it influences how we think, feel, and behave in various situations. Developing a healthy self-concept is essential for building self-confidence, self-esteem, and overall life satisfaction.

If you're struggling to come up with a topic for your self-concept essay, we've got you covered. Here are 114 self-concept essay topic ideas and examples to help you get started:

How does social media impact our self-concept?
The role of family in shaping our self-concept.
How do cultural norms influence our self-concept?
The impact of peer pressure on self-concept.
How does gender identity affect self-concept?
The importance of self-acceptance in developing a positive self-concept.
How does body image influence self-concept?
The relationship between self-concept and mental health.
The role of education in shaping self-concept.
How does self-concept change over time?
The impact of childhood experiences on self-concept.
The role of self-esteem in self-concept.
How does personality type influence self-concept?
The relationship between self-concept and success.
The impact of societal standards on self-concept.
How does self-concept affect our relationships with others?
The role of self-talk in shaping self-concept.
The impact of trauma on self-concept.
The relationship between self-concept and resilience.
How does self-concept influence goal-setting and achievement?
The impact of social comparison on self-concept.
The role of self-compassion in developing a positive self-concept.
How does self-concept influence career choices?
The impact of media representation on self-concept.
The relationship between self-concept and self-care.
The role of self-awareness in developing a healthy self-concept.
How does self-concept influence decision-making?
The impact of societal expectations on self-concept.
The relationship between self-concept and body language.
How does self-concept affect our communication style?
The role of self-reflection in developing a positive self-concept.
The impact of social support on self-concept.
The relationship between self-concept and emotional intelligence.
How does self-concept influence leadership abilities?
The role of self-confidence in shaping self-concept.
The impact of self-identity on self-concept.
The relationship between self-concept and personal values.
How does self-concept influence our perception of others?
The role of self-perception in developing a healthy self-concept.
The impact of mindfulness on self-concept.
The relationship between self-concept and self-expression.
How does self-concept influence our coping mechanisms?
The role of self-worth in shaping self-concept.
The impact of self-doubt on self-concept.
The relationship between self-concept and self-fulfilling prophecies.
How does self-concept influence our decision-making process?
The impact of self-acceptance on self-concept.
The relationship between self-concept and self-care practices.
How does self-concept influence our ability to set and achieve goals?
How does self-concept influence our relationships with others?
How does self-concept influence our perception of ourselves?
The role of self-esteem in shaping self-concept.
The relationship between self-concept and self-identity.
How does self-concept influence our ability to cope with stress?
How does self-concept influence our ability to overcome challenges?

These topics cover a wide range of aspects related to self-concept, allowing you to explore different angles and perspectives in your essay. Whether you're looking to delve into the impact of social media on self-concept or the role of self-compassion in shaping our perception of ourselves, there's a topic here for everyone.

By choosing a topic that resonates with you personally or sparks your curiosity, you'll be able to engage more deeply with the subject matter and produce a compelling and insightful essay on self-concept. Remember to draw on personal experiences, research findings, and relevant examples to support your arguments and enhance the overall quality of your essay. Good luck!

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What is Self-Concept Theory? A Psychologist Explains

What is Self-Concept Theory in Psychology? Definition + Examples (PDF)

You might answer with “ I’m a mother ,” or, “ I’m a therapist, ” or maybe, “ I’m a believer, ” “ I’m a good friend, ” “ I’m a brother. ”

Maybe you answer with, “ I am excellent at my job, ” “ I’m an accomplished musician, ” or “ I’m a successful athlete. ”

Other responses might fall into the category of traits: “ I’m a kind-hearted person, ” “ I’m intelligent and hard-working, ” or “ I’m laid-back and easy-going. ”

These responses come from your internal sense of who you are. This sense is developed early in life, but it goes through constant evaluation and adjustment throughout the lifespan.

In psychology, this sense of self has a specific term: self-concept.

Before you read on, we thought you might like to download our three Self-Compassion Exercises for free . These detailed, science-based exercises will not only help you understand and show more compassion and kindness to yourself but will also give you the tools to help your clients, students or employees improve their self-compassion.

This Article Contains:

What is self-concept a definition, self-concept theory, the components and elements of the self-concept model, the development stages of self-concept, 10 examples of self-concept, research on self-concept, measuring self-concept with scales, tests, and inventories, self-concept activities and lesson plans for preschoolers and older students (pdf), self-concept worksheets (pdf), 8 quotes on self-concept, a take-home message.

Self-concept is an overarching idea we have about who we are—physically, emotionally, socially, spiritually, and in terms of any other aspects that make up who we are (Neill, 2005). We form and regulate our self-concept as we grow, based on the knowledge we have about ourselves. It is multidimensional, and can be broken down into these individual aspects.

For example, you may have a very different idea of who you are in terms of your physical body, and who you are in terms of your spirit or soul.

The influential self-efficacy researcher Roy Baumeister (1999) defines self-concept as follows:

“The individual’s belief about himself or herself, including the person’s attributes and who and what the self is.”

A similar definition comes from Rosenberg’s 1979 book on the topic; he says self-concept is:

“…the totality of an individual’s thoughts and feelings having reference to himself as an object.”

Self-concept is related to several other “self” constructs, such as self-esteem, self-image, self-efficacy, and self-awareness. In the following section, we will explain these slight—yet important—differences.

Self-Concept vs. Self-Esteem

Self-concept is not self-esteem, although self-esteem may be a part of self-concept. Self-concept is the perception that we have of ourselves, our answer when we ask ourselves the question “Who am I?”

It is knowing about one’s own tendencies, thoughts, preferences and habits, hobbies, skills, and areas of weakness. According to Carl Rogers, founder of client-centered therapy , self-concept is an overarching construct that self-esteem is one of the components of it (McLeod, 2008).

Self-Concept vs. Self-Image

Self-image is related to self-concept but is less broad. Self-image is how an individual sees themselves, and it does not have to align with reality.

A person’s self-image is based on how they see themselves, while self-concept is a more comprehensive evaluation of the self, largely based on how a person sees themselves, values themselves, thinks about themselves, and feels about themselves.

Carl Rogers posited that self-image is a component of self-concept, along with self-esteem or self-worth and one’s “ideal self” (McLeod, 2008).

Self-Concept vs. Self-Efficacy

Self-concept is a more complex construct than self-efficacy. While self-efficacy refers to an individual’s judgments of their own abilities, self-concept is more general and includes both cognitive (thoughts about) and affective (feelings about) judgments about oneself (Bong & Clark, 1999).

Self-Concept vs. Self-Awareness

Self-awareness also influences self-concept. It is the quality or trait that involves conscious awareness of one’s own thoughts, feelings, behaviors, and traits (Cherry, 2018A). To have a fully developed self-concept (and one that is based in reality), a person must have at least some level of self-awareness .

We explore this further in The Science of Self-Acceptance Masterclass© .

Generally, theorists agree on the following points:

On the broadest level, self-concept is the overall idea we have about who we are and includes cognitive and affective judgments about ourselves;
Self-concept is multi-dimensional, incorporating our views of ourselves in terms of several different aspects (e.g., social, religious, spiritual, physical, emotional);
It is learned, not inherent;
It is influenced by biological and environmental factors, but social interaction plays a big role as well;
Self-concept develops through childhood and early adulthood when it is more easily changed or updated;
It can be changed in later years, but it is more of an uphill battle since people have established ideas about who they are;
Self-concept does not always align with reality. When it does, our self-concept is “congruent.” When it doesn’t, our self-concept is “incongruent.”

Identity and Self-Concept Theory in Psychology vs. Self-Concept in Sociology

Both psychology and sociology share an interest in self-concept, but they use slightly different ways to explore it. Individual researchers vary, of course, but generally, the divide can be thought of in these terms:

Sociology/social psychology focuses on how self-concept develops, specifically within the context of the individual’s social environment.
Psychology focuses on how self-concept impacts people (Gecas, 1982).

There are other differences between the two, including psychology’s general focus on the individual versus sociology’s focus on the group, community, or society; however, this difference in focus has led to two diverse research streams. Both have resulted in great insights and interesting findings, and they sometimes overlap, but this divide can still be seen in the literature today.

Carl Rogers and the Self-Concept Theory of Personality

Famed psychologist, theorist, and clinician Carl Rogers posited a theory of how self-concept influences and, indeed, acts as the framework for, one’s personality.

The image we have of who we are contributes to our personality, and our actions—combined with our personality —create a feedback loop into our image of ourselves. Rogers believed that our personality is driven by our desire for self-actualization . This is the condition that emerges when we reach our full potential and our self-concept, self-worth, and ideal self all overlap (Journal Psyche, n.d.).

How we develop our personalities and self-concepts varies, thus creating the unique individuals we are. According to Rogers, we always strive for self-actualization, some with more success than others.

How do people go about striving for self-actualization and congruence? This relates to the idea of how anyone “maintains” their idea of themselves. We explore that next.

Self-Concept Maintenance Theory

Self-Concept and Maslow's Hierarchy of Needs

Self-concept maintenance refers to how people maintain or enhance their sense of self. It is relatively fixed after a person reaches adulthood, but it can—and does—change based on the person’s experiences.

The theory of self-concept maintenance states that we do not simply sit and wait for our self-concept to develop: we take an active role in shaping our self-concept at all ages (whether we are aware of this or not).

Although there are different theories about the processes of self-concept maintenance, it generally concerns:

Our evaluations of ourselves
Our comparison of our actual selves with our ideal selves
Our actions taken to move closer to our ideal selves (Munoz, 2012).

This may seem like a pretty logical and straightforward process, but we tend to give ourselves room for moral ambiguity. For example, a study by Mazar, Amir, and Ariely (2007) showed that people will generally engage in beneficial dishonesty when given the opportunity. However, these same people might not revise their self-concept to incorporate this dishonesty.

When participants in the study were prompted to be more aware of their internal standards for honesty , they were less likely to engage in beneficial dishonesty; on the other hand, when given a “degrees of freedom” (greater separation between their actions and the rewards they would receive for dishonesty), they were more likely to engage in dishonesty—with no impact to their self-concept.

This is one example of the work on self-concept maintenance, as humans constantly assess themselves and their moral code since it influences their identity and actions.

Self-Concept Clarity and Self-Concept Differentiation

Self-concept clarity is different from self-concept.

Self-concept clarity (SCC) refers to how clear, confident, and consistent an individual’s definitions of themselves are (Diehl & Hay, 2011). Self-concept differentiation (SCD) refers to how an individual’s self-representation may vary across contexts or social roles (e.g., self as a spouse, self as a parent, self as a student).

SCC and SCD are hot topics in psychology since they influence thought patterns and behavior.

Higher SCC indicates a firmer and more stable self-concept, while low SCC indicates that an individual is unclear or vague about who they really are. Those with low SCC may struggle with low self-esteem, self-consciousness, and neuroticism.

SCD is not as clear-cut. Having a high SCD may be viewed as a bad thing, but it can also be an effective coping mechanism for succeeding in the modern world where individuals have many different roles. If SCD is very high, it might mean that the individual does not have a stable self-concept and “wears a different mask” for each of their roles.

A very low level of SCD may indicate that the individual is authentically “them” across all of their roles—although it may also indicate that he cannot effectively switch from one role to another (Diehl & Hay, 2011).

Essentially, people who differentiate their roles slightly, yet maintain a clear image of themselves, may succeed most at finding balance in their identity and image.

The Components and Elements of the Self-Concept Model

There are different ideas about what self-concept consists of, and how it should be defined; however, there are some characteristics and dimensions that apply to the basic, agreed-upon conceptualization of self-concept.

Characteristics of Self-Concept

As a brief review, self-concept is the perspective we have on who we are. Each of us has a unique self-concept, different from the self-concept of others and from their concept of us.

However, there are some characteristics that all of our self-concepts have in common.

Self-concept:

Displays uniquely with each person.
Vary from very positive to very negative.
Carries emotional, intellectual, and functional dimensions.
Changes with the context.
Changes over time.
Influence the individual’s life (Delmar Learning, n.d.)

Dimensions of Self-Concept

Different dimensions may constitute different kinds of self-concept; for example, the dimensions that create “academic self-efficacy” will not have as much overlap with “social self-efficacy.”

There are some overarching dimensions that researchers understand with the self-concept puzzle. These dimensions include:

Self-esteem
Self-image (physical)
Identities or roles (social)
Personal traits and qualities (Elliot, 1984; Gecas, 1982)

Early childhood is a ripe time for young humans to perceive themselves in the world.

The Formation of Self-Concept During Early Childhood

There are three general stages of self-concept development during early childhood:

Stage 1 : 0 to 2 years-old a. Babies need consistent, loving relationships to develop a positive sense of self. b. Babies form preferences that align with their innate sense of self. c. Toddlers feel secure with gentle but firm limits d. At age two, language skill develops and toddlers have a sense of “me.”
Stage 2 : 3 to 4 years-old a. Three and four-year-olds begin to see themselves as separate and unique individuals. b. Their self-images tend to be descriptive rather than prescriptive or judgmental. c. Preschoolers are increasingly independent and curious about what they can do.
Stage 3 : 5 to 6 years-old a. They are transitioning from the “me” stage to the “us” stage, where they are more aware of the needs and interests of the larger group. b. Kindergarteners can use their words to communicate their wants, needs, and feelings. c. Five and six-year-olds can use even more advanced language to help define themselves within the context of the group (Miller, Church, & Poole, n.d.).

Self-Concept in Middle Childhood

During middle childhood (about 7 to 11 years old), children are beginning to develop a sense of their social selves and figuring out how they fit in with everyone else. They reference social groups and make social comparisons more often, and begin to think about how others see them.

Other characteristics of their self-concept at this stage include:

More balanced, less all-or-none descriptions
Development of the ideal and real self
Descriptions of the self by competencies instead of specific behaviors
Development of a personal sense of self (Berk, 2004)

Culture begins to play a big role at this stage, but we’ll talk more about that later.

The Development of Self-Concept in Adolescence

Adolescence is where the development of one’s self-concept really explodes.

This is the stage in which individuals (about age 12-18) play with their sense of self, including a time when they experiment with their identity, compare themselves with others, and develop the basis of a self-concept that may stay with them the rest of their life.

During this period, adolescents are prone to greater self-consciousness and susceptibility to the influence of their peers and chemical changes happening in the brain (Sebastian, Burnett, & Blakemore, 2008).

They enjoy greater freedom and independence, engage in increasingly competitive activities, compare themselves with their peers, and can value (even over-value) the perspective of others (Manning, 2007).

In adolescence, there are two important factors that influence self-concept and self-worth:

Success in areas in which the adolescent desires success
Approval from significant people in the adolescent’s life (Manning, 2007).

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You may have a good handle on what self-concept is but these examples can help explain it more.

Self-concepts are rarely all positive or all negative; someone may have both positive and some negative self-concepts in different domains (e.g., a husband who thinks of himself as a good father but sees his physical self as out-of-shape and unhealthy or a student who think so themselves as a great athlete who struggles academically).

Some examples of positive self-concepts include:

A person sees herself as an intelligent person;
A man perceives himself as an important member of his community;
A woman sees herself as an excellent spouse and friend;
A person thinks of himself as a nurturing and caring person;
A person views herself as a hard-working and competent employee.

On the flip side, these people could have negative self-concepts like:

A person sees herself as stupid and slow;
A man perceives himself as expendable and a burden on his community;
A woman sees herself as a terrible spouse and friend;
A person thinks of himself as a cold and unapproachable person;
A person views herself as a lazy and incompetent employee.

We all have many of these mini or domain-specific self-concepts that encompass our self-concept. Some may be more positive or negative than others, and each is an important piece of what makes us who we are.

Self concept, self identity and social identity – Khan Academy

Given the marked interest in this topic within sociology and psychology, there is quite a bit of research out there on the subject. Here are a few of the most interesting and impactful findings on self-concept.

Self-Concept in Marketing and How it Influences Consumer Behavior

It probably won’t shock you that the idea of self-concept has made its way into marketing—after all, brands and companies can profit from targeting certain desirable identities. In fact, it is the basis of fashion and consumerism.

Our self-concept influences our wants and needs, and can also shape our behavior. Whether it is true or not, we tend to believe that our purchases will help establish our identity. There is a reason why people buy certain clothing, cars, etc.

And this idea has a name: self-concept attachment.

Self-Concept Attachment

Self-concept attachment refers to the attachment we form to a product as it influences identity. For example, someone who loves their Patagonia jacket may also consider it as a status symbol that also represents their “outdoorsy” side.

Thus, this jacket has a strong self-concept attachment, in addition to its purpose of providing warmth.

Surprisingly, consumers become more attached to a brand when the brands match their “actual selves” rather than their ideal selves (Malär, Krohmer, Hoyer, & Nyffenegger, 2011). We tend to identify more with brands that “meet us where we are” rather than trying to connect with our higher, ideal selves.

Companies understand this and work to (1) get to know their target consumers better, and (2) mold their brand identity to match the self-concept of their consumers. The more they can get consumers to identify with their brand, the more they will buy that brand.

How Does Self-Concept Affect Interpersonal Communication?

Think about a cycle in which we develop, maintain, and revise our self-concept: we have an idea of who we are, and we act in accordance with that self-concept. Consequently, others form an idea about who we are, and they react in accordance with their idea of who we are, thus impacting our idea of who we are.

This feedback loop continues to shape us, and interpersonal communication plays a big role here.

Our self-concept drives our motivations, methods, and experiences with communicating with others. For example, if you see yourself as someone who is always right (or who must always be right), you may struggle in communicating with others when disagreements arise.

If that need is accompanied by an acceptance of aggression, you may use hostility, assertiveness , and argumentativeness to attack the self-concepts of the people you are debating instead of discussing their positions (Infante & Wigley, 1986).

Communication on social media is also a determinant and an outcome of an individual’s self-concept.

Sponcil and Gitimu (2012) suggested that, in general, the more friends an individual has on social networking sites, the more positively they feel about themselves as a whole. Conversely, the anxiety of social media and maintaining one’s image poses separate issues.

Self-Concept and Academic Achievement

Self-concept and academic achievement is also a positive feedback loop, as actions beget similar actions and identity to match.

In a longitudinal study, Marsh (1990) found that students with more positive academic self-concept achieved greater academic success the following year. Later studies confirmed the relationship between the two but indicated that achievement affects self-concept more than self-concept inherently influences achievement success (Muijs, 2011).

Research by Byrne (1986) offered instead that self-concept and academic self-concept can be considered two separate constructs; academic achievement may impact one’s overall self-concept, but it is most directly related to academic self-concept.

Self-Concept and Career Development

Self-concept develops throughout the lifespan and during any career.

According to researcher Donald Super, there are five life and career development stages:

Growth (Ages 0 to 14)
Exploration (Ages 15 to 24)
Establishment (Age 25 to 44)
Maintenance (Age 45 to 64)
Decline (Age 65+)

The first stage is marked by the development of one’s basic self-concept. In the second stage, able individuals experiment and try out new classes, experiences, and jobs. Stage 3 sees individuals establishing their career and building their skills, likely starting in an entry-level position.

In the fourth stage, individuals engage in a continuous management and adjustment process to both their self-concept and their career. Finally, the fifth stage is characterized by reduced output and preparations for retirement, activities which can have a huge impact on one’s self-concept (Super, Starishevsky, Matlin, & Jordaan, 1963).

Of course, this model assumes equal access and privilege upon entering the workforce, which is not truthful to reality. Not all humans, for example, have the opportunity to explore and establish themselves as easily as others.

Nevertheless, Super posited that self-concept drives career development and can act as a general framework and inspiration for future research in this area, including a social and racial unearthing of Rogers’ theory on self-actualization.

The research could also be conducted on Bandura’s work on self-efficacy, on role salience, and on the idea of multiple identities in career development (Betz, 1994).

Culture and Self-Concept

Unsurprisingly, culture can have a big impact on self-concept. For example, how children are treated in early childhood influences how their sense of self develops.

Many parents might be more concerned with emotions and satisfying the wants of their children, while others may be more firm and controlling of their child’s behavior, worrying about their needs rather than fulfilling their desires. This is a generalization, but one that holds under scrutiny: culture influence self-concept.

Research suggests that those from more collectivist cultures produced more group self-descriptions and fewer idiocentric self-descriptions than those from individualistic cultures (Bochner, 1994).

Further research also indicated that East Asian cultures are more accepting of contradictory beliefs about the self; this indicates that one’s self-concept in these cultures may be more flexible than, say, American culture (Choi & Choi, 2002).

Findings like these are fascinating, but they also reveal how and why it is difficult to measure self-concept. The next section summarizes those attempts.

One’s self-concept does not always align with “reality” or with how others view a person. However, there are still some tools that can measure self-concept.

If you are interested in using a self-concept measure for research purposes, look first at the development of the instrument, the definition it is based on, and the dimensions or components it measures. It’s important that you choose a tool that aligns with the idea of self-concept that your research uses.

Some of the most prominent tools to measure self-concept include:

The Robson Self-Concept Questionnaire (SCQ; Robson, 1989)
The Social Self-Concept Questionnaire (SSC; Fernández-Zabala, Rodríguez-Fernández, & Goñi, 2016)
The Academic Self-Concept Questionnaire (ASCQ; Liu & Wang, 2005)

Self-Concept Questionnaire by Dr. Saraswat

The Self-Concept Questionnaire from Dr. Saraswat (1984) has become a popular choice for measuring self-concept. It consists of 48 items measuring self-concept across six dimensions:

Temperamental;
Educational;
Intellectual.

For each item, the respondent rates how well each item describes their ideas about themselves on a 5-point scale. Higher scores indicate high self-concept, while low scores indicate low self-concept.

This self-concept questionnaire is generally thought of as reliable by researchers, but it is dated.

If you’re looking for a great resource with 10 simple but effective activities for cultivating self-concept in young children, Glori Chaika’s article “Ten Activities to Improve Students’ Self-Concepts” can be adapted to fit the context for several age ranges.

We summarize the 10 activities she suggests here:

1 – The Interview

This activity is great for the beginning of the year as students to get to know their peers.

Break the group into pairs, and make sure each student is paired with someone they don’t very well. Give them 10 minutes to interview each other (5 minutes per interview) with fun questions like “would you rather live on a boat or on an island?” or “what is your favorite subject at this school?”.

When all of the interviews have been completed, have each pair come to the front of the class and introduce their partner to the other children.

2 – The Journal

Journals can be beneficial in many ways, as keeping a journal allows you to self-examine. Help your students develop their sense of self by assigning journal entries that they keep in one notebook all year.

Tell your students that they can put whatever they want in their journal—they can write a poem, describe a dream they had, write about what they hope for, something they are happy about, something they are sad about, etc.—and that they must make at least three entries (or however many you decide is appropriate) per week.

Make sure to tell them that you will only read the entry if they give you permission, but that you will check to ensure they have at least three dated entries per week.

3 – Designing Self-Collages

Self-collages are a great activity from young children to high-schoolers. Tell the students they need to create a collage that represents who they are by using pictures, words, and/or symbols. They can cut things from magazines, print them out from the internet, or draw pictures themselves.

You may want to guide them by suggesting to focus on things they enjoy or are good at, places they’ve been or would like to go, and people they admire.

When everyone’s collage is complete, you can do an extra activity where students present their collage to the classroom, or maybe everyone tries to guess which collage belongs to which student.

4 – Ranking Traits

This activity is best for older students with writing skills. Have the students rip a piece of paper into ten strips and write a word or phrase on each strip that they feel describes them. Tell them that no one will see the things they write down, so they can be completely honest.

Once the students have written down their ten traits, have them arrange them in order from those they most like about themselves to those they least like about themselves.

Encourage them to reflect on their traits by asking questions like:

Do you like what you see?
Do you want to keep it?
Now give up one trait. How does the lack of that affect you?
Now give up another. Give up three. Now what kind of person are you?

After the students have reduced their traits to six, have them add the traits back, one by one. For an extra boost to this activity, you can have the students journal about their experience at the end, and how they want to use their strengths.

5 – Accentuate the Positive

Accentuating the positive is all about noticing and sharing the positive things about others (and themselves).

To try this activity, break the students up into groups of four to six. Instruct the groups to pick one person (to start with) and tell that person all the positive things about them. Encourage the students to focus on traits and skills that can be altered (e.g., work ethic, skill in soccer), rather than permanent features (e.g., eyes, skin).

One student in each group will act as a recorder, writing down all the positive things that are said about someone. Each member of the group takes a turn, and the recorder gives the individual the list of all the positive things said about them at the end of the activity.

This exercise can also make a great focus for a journal entry.

6 – Thumbprints

This activity requires an ink pad and the willingness to get a bit messy!

Have each of your students place his or her thumb on the inkpad and then on a piece of paper to get a thumbprint. Show them the five major fingerprint patterns and have them identify their print type. Explain how fingerprints are unique—both across their own fingers and from person to person.

Next, have each student create an animal out of their thumbprint. Bonus points if the animal is one the student feels represents him or her! Encourage them to write about this in their journal, or to add the thumbprint drawing to their journal.

7 – Create a “Me” Commercial

This activity can be especially fun for the drama-loving students. Tell them that they are each going to make a two or three-minute commercial on why you should hire them.

The commercial should focus on their special skills, talents, and positive qualities. It should highlight what is great about them and what they would bring to the fictional position they are auditioning for.

Give the students some time to write their commercial, then have them present their commercials to the class. An alternative method for this activity is to have small groups create commercials for each group member.

8 – Shared Learning

This is a simple activity if you’ve been having your students write in their journal for the whole term.

Tell the students to look through their journal entries and reflect. Have them choose one thing they have learned about themselves during this term.

When each student has chosen something they would like to share, sit in a circle and have each student share out on what they learned over the past three months (or four months, or six months, etc.).

9 – Write Yourself a Letter

This is another activity that is appropriate for older children since it requires somewhat advanced writing skills.

Tell the students that they will be writing a letter to themselves, and to be totally honest since no one else will be able to read it. They can write whatever they’d like in this letter to their future selves, but they may want to add in things that describe them today (e.g., height and weight, current friends, favorite music and movies, special things that happened to them this year).

On another piece of paper or on the back of this letter, tell students to write down ten goals they would like to accomplish by this time next year. Have your students seal the letter and their goals in an envelope, address the envelope to themselves, and give it to you. In one year, mail the letters out to the students.

This is a far-reaching activity that will encourage your students to think about how they change over time, and how they stay the same.

10 – Drawing Self Portraits

Make sure that each student has access to a mirror for this activity. If there isn’t one handy in your classroom, bring some small mirrors in for the students to use.

Tell your students to use the mirror to draw a picture of themselves. It doesn’t have to look exactly like them, but it should be a good representation of them. This simple activity can promote self-reflection in students (beyond the kind that involves a mirror).

To take this activity a bit further, have them divide the drawing in half—on the left side, each student should draw herself as she sees herself, and on the right side, she should draw herself as she thinks others see her. Along with this drawing, the students can make an entry in their journal on the differences between how they see themselves and how they think others see them.

Self-Concept Activities for Preschoolers

For example, a few of the activities that can help preschoolers develop a self-concept include:

Record each child’s voice during an activity period. Have the children listen to the voices and guess which voice goes with each child.
Have several children stand in a line in front of the class. Name the child who is first, second, third and so on. Ask the children to change positions. Then have each child in line name his or her new position. To vary the activity, have the children at their seats name each child in line and describe his or her position.
Make a friendship quilt. Cut several squares of brightly colored construction paper. Give each child one of the squares. Have them decorate the square or even glue a picture of himself, glitter, beads, sequins, or yarn to the square. Staple the squares, side by side, to the bulletin board. If extra squares are needed to fill in empty spaces, print the school’s name or teacher’s name on additional squares and intermingle them with the student’s squares.
Have the children think of some things they can’t do now, but can do when they grow older. What are some things they can do now that they couldn’t do when they were younger?
Role-play the growth process from baby to father or mother to grandparent. The child can interpret the process as he or she goes along. Children can also develop a short play about the family.

Any of these activities can be adapted to fit your children’s context, whether that is a classroom, at home, in a playgroup, in a therapy session, etc.

Lesson Plan on Self-Concept

If you’re looking for a good lesson plan on teaching self-concept, this plan from the Utah Education Network is a great choice.

It starts with a description of self-concept as “the person I think I am” and contrasts it with “the person others think I am” and “the person others think I think I am.”

A diagram on the first page shows a cycle with four “stops:”

As I see myself
As others see me
Other’s reactions to me

This diagram shows how each stop on the cycle feeds into the next, influencing each aspect and eventually coming back to the original stop. For example, how we see ourselves influences our actions. Our actions drive how others see us, and their image of us drives their reactions or behavior toward us.

Feedback on ourselves contributes to our overall image of ourselves, and the cycle continues.

Next, it describes several case studies to help drive the point home. There is the case of a 45-year old father who looks in the mirror and thinks about the wrinkle he just found, the weight he would like to lose, his desire to be a stay-at-home dad, his messy and unorganized house, and a commitment he made that has overextended him.

There is also a case of a middle-aged mother thinking about her miserable day at work, the last decade or so of overtime, her struggles to pay the bills and have a little money left for herself, and all the things she has on her to-do list.

A third case focuses on a teenage girl who is concerned about her skin, her haircut, whether her friends truly care about her, and an upcoming chemistry test that she has not studied for.

The final case concerns a teenage guy who was struggling to understand calculus and thinking back to the counselor that encouraged him to take it. He is also comparing himself to his straight-A brother and thinking about how he wished he could be the athlete his father wanted him to be. He is worrying about tryouts and doubting his ability to even make the team.

For each of these cases, the questions are:

How will the individual see himself or herself?
How will the individual act toward others?
How will the individual think others see him or her?
How will others act toward the individual?
What effect does this have on how the individual sees him- or herself?
Where is the spiral headed and how can its motion be reversed?

This is a great lesson for children to learn, whether you introduce it in elementary school (with some extra time and patience set aside!) or in high school.

Follow this link and click on “Self Concept Transparency” to see the example lesson plan for yourself, and feel free to invent examples most relevant to your class or client.

self-concept worksheets strengths self-esteem

Three of the most useful worksheets on self-concept are described below.

All About Me

This worksheet from the Utah Education Network is a good option for children of all ages.

It is only one page with 15 prompts to complete. These prompts are:

I feel good about…
I feel successful when…
My favorite person is…
My favorite activity is…
I wish I could…
If I could have three wishes, they would be: a. b. c.
I feel depressed when…
A character trait I need to improve is…
I am good at…
I wish I did not…
My family is…
I would like to be…
The most important thing to me is…
The thing I like best about myself…

You can find this worksheet and other worksheets and lesson plans on the Utah Education Network’s website here .

17 Exercises To Foster Self-Acceptance and Compassion

Help your clients develop a kinder, more accepting relationship with themselves using these 17 Self-Compassion Exercises [PDF] that promote self-care and self-compassion.

Created by Experts. 100% Science-based.

Learning about how others perceive a construct can be helpful in furthering our own understanding of that construct.

Use the quotes below to see how your idea of self-concept compares to the ideas of others.

What others think of us would of little moment did it not, when known, so deeply tinge what we think of ourselves.

Paul Valéry

Know, first, who you are; and then adorn yourself accordingly.

Seek out that particular mental attribute which makes you feel most deeply and vitally alive, along with which comes the inner voice which says, ‘This is the real me’, and when you have found that attitude, follow it.

William James

Today you are You, that is truer than true. There is no one alive who is Youer than You.

Act as if you are the person you want to be.

Bernie Siegel

The self is not something that one finds. It is something that one creates.

Thomas Szasz

There is but one cause of human failure. And that is man’s lack of faith in his true Self.

An individual’s self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong, positive self-image is the best possible preparation for success in life.

Joyce Brothers

In this piece, we learned about what self-concept is (an overarching idea about who we are), how it comes about (it develops throughout the lifespan, and is most flexible in the early years), what it is related to and affected by (just about everything, but namely consumer behavior, academic achievement, career development, and culture), and whether you can do anything to change it—you can.

Our self-concept is affected by how we feel about ourselves and how we judge our abilities, competencies, and worth as a person. When we put some effort into boosting these self-evaluations, our self-concept will adjust to accommodate these changes.

We have the ability to change how we think about ourselves by working to become more like our ideal selves.

It might seem daunting to put in the effort required to revise your self-esteem and self-image, but like most tasks, getting started is the hardest part. Refer to some of the quotes above to get a dose of inspiration, or find some quotes on the subject that inspire you and keep them nearby whenever you’re in need of some motivation.

What do you think about self-concept? Do you have any other good quotes about self-concept? Do you have a developed self-concept or is it vaguer? Do you think it’s good or bad to have self-concept differentiation?

Let us know in the comments, and thanks for reading.

We hope you enjoyed reading this article. Don’t forget to download our three Self Compassion Exercises for free .

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Help me to make preparations for grade5 class about positive self concept.

Here is an idea: – Brief Introduction: Explain self-concept in simple terms—how we see ourselves, including our abilities, personality, and place in the world. Activities: – Positive Affirmation Cards: Students create and decorate cards with positive statements about themselves. Self-Portrait: Draw or paint self-portraits that express individual personalities and strengths. – Growth Mindset Chat: Discuss how effort and perseverance can improve abilities, showing that self-concept can grow and change. – Role-Playing: Practice scenarios that involve giving compliments, asking for help, and overcoming obstacles to understand how actions affect self-concept. – Reflection: Encourage journaling about personal growth, challenges, and successes to help students see their progress. – Parent Guide: Send home tips on reinforcing positive self-concept, including praise, open discussions, and setting a positive example.

I hope this helps!

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What Is Self-Concept?

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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 / Cindy Chung

Development
Can It Be Changed?
Self-Concept Theories

Frequently Asked Questions

Self-concept is the image we have of ourselves. It is influenced by many forces, including our interaction with important people in our lives. It is how we perceive our behaviors, abilities, and unique characteristics. For example, beliefs such as "I am a good friend" or "I am a kind person" are part of an overall self-concept.

Other examples of self-concept include:

How you view your personality traits, such as whether you are an extrovert or introvert
How you see your roles in life, such as whether you feel that being a parent, sibling, friend, and partner are important parts of your identity
The hobbies or passions that are important to your sense of identity, such as being a sports enthusiast or belonging to a certain political party
How you feel about your interactions with the world, such as whether you feel that you are contributing to society

Our self-perception is important because it affects our motivations , attitudes, and behaviors . It also affects how we feel about the person we think we are, including whether we are competent or have self-worth.

Self-concept tends to be more malleable when we're younger and still going through self-discovery and identity formation . As we age and learn who we are and what's important to us, these self-perceptions become much more detailed and organized.

At its most basic, self-concept is a collection of beliefs one holds about oneself and the responses of others. It embodies the answer to the question: " Who am I? " If you want to find your self-concept, list things that describe you as an individual. What are your traits? What do you like? How do you feel about yourself?

Rogers' Three Parts of Self-Concept

Humanist psychologist Carl Rogers believed that self-concept is made up of three different parts:

Ideal self : The ideal self is the person you want to be. This person has the attributes or qualities you are either working toward or want to possess. It's who you envision yourself to be if you were exactly as you wanted.
Self-image : Self-image refers to how you see yourself at this moment in time. Attributes like physical characteristics, personality traits , and social roles all play a role in your self-image.
Self-esteem : How much you like, accept, and value yourself all contribute to your self-concept. Self-esteem can be affected by a number of factors—including how others see you, how you think you compare to others, and your role in society.

Incongruence and Congruence

Self-concept is not always aligned with reality. When it is aligned, your self-concept is said to be congruent . If there is a mismatch between how you see yourself (your self-image) and who you wish you were (your ideal self), your self-concept is incongruent . This incongruence can negatively affect self-esteem .

Rogers believed that incongruence has its earliest roots in childhood. When parents place conditions on their affection for their children (only expressing love if children "earn it" through certain behaviors and living up to the parents' expectations), children begin to distort the memories of experiences that leave them feeling unworthy of their parents' love.

Unconditional love, on the other hand, helps to foster congruence. Children who experience such love—also referred to as family love —feel no need to continually distort their memories in order to believe that other people will love and accept them as they are.

How Self-Concept Develops

Self-concept develops, in part, through our interaction with others. In addition to family members and close friends, other people in our lives can contribute to our self-identity.

For instance, one study found that the more a teacher believes in a high-performing student's abilities, the higher that student's self-concept. (Interestingly, no such association was found with lower-performing students.)

Self-concept can also be developed through the stories we hear. As an example, one study found that female readers who were "deeply transported" into a story about a leading character with a traditional gender role had a more feminist self-concept than those who weren't as moved by the story.

The media plays a role in self-concept development as well—both mass media and social media . When these media promote certain ideals, we're more likely to make those ideals our own. And the more often these ideals are presented, the more they affect our self-identity and self-perception.

Can Self-Concept Be Changed?

Self-concept is not static, meaning that it can change. Our environment plays a role in this process. Places that hold a lot of meaning to us actively contribute to our future self-concept through both the way we relate these environments to ourselves and how society relates to them.

Self-concept can also change based on the people with whom we interact. This is particularly true with regard to individuals in our lives who are in leadership roles. They can impact the collective self (the self in social groups) and the relational self (the self in relationships).

In some cases, a medical diagnosis can change self-concept by helping people understand why they feel the way they do—such as someone receiving an autism diagnosis later in life, finally providing clarity as to why they feel different.

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Other Self-Concept Theories

As with many topics within psychology , a number of other theorists have proposed different ways of thinking about self-concept.

Social Identity

Social psychologist Henri Tajfel developed social identity theory, which states that self-concept is composed of two key parts:

Personal identity : The traits and other characteristics that make you unique
Social identity : Who you are based on your membership in social groups, such as sports teams, religions, political parties, or social class

This theory states that our social identity influences our self-concept, thus affecting our emotions and behaviors. If we're playing sports, for instance, and our team loses a game, we might feel sad for the team (emotion) or act out against the winning team (behavior).

Multiple Dimensions

Psychologist Bruce A. Bracken had a slightly different theory and believed that self-concept was multidimensional, consisting of six independent traits:

Academic : Success or failure in school
Affect : Awareness of emotional states
Competence : Ability to meet basic needs
Family : How well you work in your family unit
Physical : How you feel about your looks, health, physical condition, and overall appearance
Social : Ability to interact with others

In 1992, Bracken developed the Multidimensional Self-Concept Scale, a comprehensive assessment that evaluates each of these six elements of self-concept in children and adolescents.

Self-concept development is never finished. Though one's self-identity is thought to be primarily formed in childhood, your experiences as an adult can also change how you feel about yourself. If your self-esteem increases later in life, for instance, it can improve your self-concept.

Our self-concept can affect the method by which we communicate. If you feel you are a good writer, for instance, you may prefer to communicate in writing versus speaking with others.

It can also affect the way we communicate. If your social group communicates a certain way, you would likely choose to communicate that way as well. Studies on teens have connected high self-concept clarity with more open communication with parents.

Self-concept refers to a broad description of ourselves ("I am a good writer") while self-esteem includes any judgments or opinions we have of ourselves ("I feel proud to be a good writer"). Put another way, self-concept answers the question: Who am I? Self-esteem answers the question: How do I feel about who I am?

Our self-concept impacts how we respond to life, so a well-developed self-concept helps us respond in ways that are more positive and beneficial for us. One of the ways it does this is by enabling us to recognize our worth. A well-developed self-concept also helps keep us from internalizing negative feedback from others.

Different cultures have different beliefs. They have different ideas of how dependent or independent one should be, different religious beliefs, and differing views of socioeconomic development.

All of these cultural norms influence self-concept by providing the structure of what is expected within that society and how one sees oneself in relation to others.

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By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Essay Editor

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Self-Concept in Psychology: Definition & Examples

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The self-concept is a general term for how someone thinks about, evaluates, or perceives themselves. To be aware of oneself is to have a concept of oneself.

It’s formed through experiences, interactions, and reflections, and plays a pivotal role in influencing behavior, emotions, and interpersonal relationships. A healthy self-concept promotes well-being, while a negative one can lead to emotional and social challenges.

Baumeister (1999) provides the following self-concept definition: “The individual’s belief about himself or herself, including the person’s attributes and who and what the self is.”

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).

The existential self is a concept within developmental psychology, particularly in the study of infant development. It refers to the basic and most fundamental understanding that an individual exists as a separate and distinct entity from others.

This realization typically begins in infancy, as early as a few months old, when a baby recognizes its existence apart from the external world.

The child realizes that they exist as a separate entity from others and continue to exist over time and space.

The existential self is the foundation upon which more complex aspects of self-concept, like the categorical self (understanding oneself in terms of categorical memberships like gender, skills, and age), are built.

According to Lewis (1990), awareness of the existential self begins as young as two to three months old and arises in part due to the child’s relationship 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 becomes aware that he or she is also an object in the world.

The categorical self involves the understanding that one can be categorized into various groups based on traits, roles, and attributes.

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.

The self, too, can be put into categories such as age, gender, size, or skill. Two of the first categories to be applied are age (“I am 3”) and gender (“I am a girl”).

In early childhood, the categories children apply to themselves are very concrete (e.g., hair color, height, and favorite things). Later, self-description also begins to include reference to internal psychological traits, comparative evaluations, and how others see them.

For instance, a child might identify as being a “big boy” or “big girl,” differentiate themselves by saying they have “brown hair,” or later recognize they are “good at drawing.” The categorical self lays the foundation for more intricate self-identifications as one matures.

Self-image refers to the mental representation or picture that individuals have of themselves, encompassing both physical appearance and personal traits.

It’s how people perceive themselves and believe others perceive them. Personal experiences, interactions with others, societal standards, and media influences, can shape this perception.

This does not necessarily have to reflect reality. Indeed, a person with anorexia who is thin may have a self-image in which the person believes they are fat.

A person’s self-image is affected by many factors, such as parental influences, friends, the media, etc.

Self-image is a significant component of one’s overall self-concept and is crucial to self-esteem and confidence. It can influence behavior, choices, relationships, and overall mental well-being. Over time, a person’s self-image can change based on experiences, feedback, achievements, and personal reflections.

The Twenty Statements Test

Kuhn (1960) investigated the self-image by using The Twenty Statements Test .

He asked people to answer “Who am I?” in 20 different ways.

He found that the responses could be divided into two major groups. These were social roles (external or objective aspects of oneself such as son, teacher, friend) and personality traits (internal or affective aspects of oneself such as gregarious, impatient, humorous).

The list of answers to the question “Who Am I?” probably includes examples of each of the following four types of responses:

Physical Description : I’m tall, have blue eyes…etc.
Social Roles : We are all social beings whose behavior is shaped to some extent by the roles we play. Such roles as student, housewife, or member of the football team not only help others to recognize us but also help us to know what is expected of us in various situations.
Personal Traits : These are the third dimension of our self-descriptions. “I’m impulsive…I’m generous…I tend to worry a lot,”…etc.
Existential Statements (abstract ones): These can range from “I’m a child of the universe” to “I’m a human being” to “I’m a spiritual being, “…etc.

Typically, young people describe themselves more in terms of personal traits, whereas older people feel defined to a greater extent by their social roles.

Actual Self

The actual self is how individuals currently see themselves based on their self-awareness and introspection. It represents the attributes, roles, competencies, and characteristics that a person believes they genuinely possess at the present moment.

While “actual self” and “self-image” are closely related and often used interchangeably in casual discussions, they are distinct concepts within the realm of psychology. Here’s a breakdown of the differences:

Represents an individual’s current perception of themselves based on attributes, roles, and abilities they believe they genuinely possess.
Serves as a baseline for comparison with other self-representations, like the ideal self or ought self.
Refers to the mental representation or picture an individual has of themselves.
It encompasses both physical appearance and perceived personal traits.
Self-image is about how people perceive themselves and how they believe they are seen by others.

In essence, the “actual self” is a broader construct that might include one’s self-image as a component.

The actual self covers the entirety of an individual’s current self-perception, while the self-image focuses more on the visual or representational aspect and perceived traits.

Both, however, are integral parts of an individual’s overall self-concept.

Self-Esteem

Self-esteem (also known as self-worth) refers to the extent to which we like, accept, or approve of ourselves or how much we value ourselves.

Self-esteem always involves a degree of evaluation, and we may have either a positive or a negative view of ourselves.

Factors influencing self-esteem include:

Childhood experiences
Feedback from others
Comparisons with peers
Societal standards and cultural influences
Personal achievements or failures

High Self-Esteem : Individuals with high self-esteem generally believe that they have good qualities and value themselves positively. They often handle life challenges better, are more resilient, and have a positive outlook on life.

Confidence in our own abilities
Self-acceptance
Not worrying about what others think

Low Self-Esteem: Those with low self-esteem tend to view themselves negatively, doubt their abilities, and are more critical of themselves. They are more susceptible to experiencing feelings of worthlessness, depression, and anxiety.

Lack of confidence
Want to be/look like someone else
Always worrying about what others might think

Having a balanced self-esteem is crucial for mental well-being. While high self-esteem is generally beneficial, overly inflated self-esteem can lead to narcissism . On the other hand, chronically low self-esteem can contribute to a host of psychological issues, including depression and anxiety.

Measurement

There are several ways of measuring self-esteem. For example, Harrill Self-Esteem Inventory is a questionnaire comprising 15 statements about a range of interests.

Another example is the Thematic Apperception Test (TAT), which is a neutral cartoon given to the participant, who then has to devise a story about what’s going on.

Argyle (2008) believes 4 major factors influence self-esteem.

1. The Reaction of Others

If people admire us, flatter us, seek out our company, listen attentively and agree with us, we tend to develop a positive self-image.

If they avoid, neglect, and tell us things about ourselves that we don’t want to hear, we develop a negative self-image.

2. Comparison with Others

If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, and better looking than ourselves, we tend to develop a negative self-image, BUT if they are less successful than us, our image will be positive.

3. Social Roles

Some social roles carry prestige, e.g., doctor, airline pilot, TV presenter, and premiership footballer, and this promotes self-esteem.

Other roles carry a stigma. E.g., a prisoner, mental hospital patient, refuse collector, or unemployed person.

4. Identification

Roles aren’t just “out there.” They also become part of our personality, i.e., we identify with the positions we occupy, the roles we play, and the groups we belong to.

But just as important as all these factors are the influence of our parents! (See Coopersmith’s research.)

Experiments

Morse and Gergen (1970) showed that our self-esteem might change rapidly in uncertain or anxiety-arousing situations.

Participants were waiting for a job interview in a waiting room. They sat with another candidate (a confederate of the experimenter) in one of two conditions:

A) Mr. Clean – dressed in a smart suit, carrying a briefcase opened to reveal a slide rule and books.

B) Mr. Dirty – dressed in an old T-shirt and jeans, slouched over a cheap sex novel.

The self-esteem of participants with Mr. Dirty increased whilst those with Mr. Clean decreased! No mention was made of how this affected the subjects’ performance in the interview.

Self-esteem affects performance at numerous tasks, though (Coopersmith, 1967), so one could expect Mr. Dirty’s subjects to perform better than Mr. Clean.

Even though self-esteem might fluctuate, there are times when we continue to believe good things about ourselves, even when evidence to the contrary exists. This is known as the perseverance effect.

Miller and Ross (1975) showed that people who believed they had socially desirable characteristics continued in this belief even when the experimenters tried to get them to believe the opposite.

Does the same thing happen with bad things if we have low self-esteem? Maybe not. Perhaps with very low self-esteem, all we believe about ourselves might be bad.

The ideal self refers to the person an individual aspires to become. It embodies one’s goals, ambitions, and dreams, encompassing attributes, behaviors, and traits a person values and wishes to possess. This concept is pivotal in understanding personal development and self-concept.

Key points about the ideal self:

Comparison with Real Self: The ideal self stands in contrast to the “real self,” which represents how a person currently sees themselves. The gap between these two concepts can influence self-esteem. A smaller gap can lead to higher self-esteem, while a larger gap can result in feelings of dissatisfaction or inadequacy.
Dynamic Nature: The ideal self is not static; it evolves based on life experiences, societal influences, personal aspirations, and changing values.
Motivation: The ideal self can serve as a motivational force, pushing individuals to pursue personal growth, learn new skills, and strive for self-improvement.
Potential Pitfalls: While the ideal self can be a source of inspiration, an unattainable or overly perfectionistic ideal self can lead to disappointment, low self-esteem, and mental distress.

Carl Rogers, a humanistic psychologist, emphasized the importance of achieving congruence between the real self and the ideal self for overall psychological well-being.

If there is a mismatch between how you see yourself (e.g., your self-image) and what you’d like to be (e.g., your ideal self), this will likely affect how much you value yourself.

Therefore, there is an intimate relationship between self-image, ego-ideal, and self-esteem. Humanistic psychologists study this using the Q-Sort Method .

A person’s ideal self may not be consistent with what actually happens in the life and experiences of the person. Hence, a difference may exist between a person’s ideal self and actual experience. This is called incongruence.

Where a person’s ideal self and actual experience are consistent or very similar, a state of congruence exists. Rarely, if ever, does a total state of congruence exist; all people experience a certain amount of incongruence.

The development of congruence is dependent on unconditional positive regard . Rogers believed that for a person to achieve self-actualization , they must be in a state of congruence.

Michael Argyle (2008) says there are four major factors that influence its development:

The ways in which others (particularly significant others) react to us.
How we think we compare to others
Our social roles
The extent to which we identify with other people

Argyle, M. (2008). Social encounters: Contributions to social interaction . Aldine Transaction

Baumeister, R. F. (Ed.) (1999). The self in social psychology . Philadelphia, PA: Psychology Press (Taylor & Francis).

Bee, H. L. (1992). The developing child . London: HarperCollins.

Coopersmith, S. (1967). The antecedents of self-esteem . San Francisco: Freeman.

Kuhn, M. H. (1960). Self-attitudes by age, sex and professional training. Sociological Quarterly , 1, 39-56.

Lewis, M. (1990). Self-knowledge and social development in early life. In L. A. Pervin (Ed.), Handbook of personality (pp. 277-300). New York: Guilford.

Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction? Psychological Bulletin, 82, 213–225

Morse, S. J. & Gergen, K. J. (1970). Social comparison, self-consistency and the concept of self. Journal of Personality and Social Psychology , 16, 148-156.

Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed.) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context . New York: McGraw Hill.

Child Psychology

Vygotsky vs. Piaget: A Paradigm Shift

Interactional Synchrony

Internal Working Models of Attachment

Social Science

Hard Determinism: Philosophy & Examples (Does Free Will Exist?)

Functions of Attitude Theory

Learning Theory of Attachment

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4.1 The Cognitive Self: The Self-Concept

Learning objectives.

Define and describe the self-concept and its influence on information processing.
Describe the concept of self-complexity, and explain how it influences social cognition and behavior.
Review the measures that are used to assess the self-concept.
Differentiate the different types of self-awareness and self-consciousness.

Some nonhuman animals, including chimpanzees, orangutans, and perhaps dolphins, have at least a primitive sense of self (Boysen & Himes, 1999). We know this because of some interesting experiments that have been done with animals. In one study (Gallup, 1970), researchers painted a red dot on the forehead of anesthetized chimpanzees and then placed the animals in a cage with a mirror. When the chimps woke up and looked in the mirror, they touched the dot on their faces, not the dot on the faces in the mirror. This action suggests that the chimps understood that they were looking at themselves and not at other animals, and thus we can assume that they are able to realize that they exist as individuals. Most other animals, including dogs, cats, and monkeys, never realize that it is themselves they see in a mirror.

Self awareness collage: a woman looking in the mirror, a dog looking in the mirror, and a monkey looking in the mirror

A simple test of self-awareness is the ability to recognize oneself in a mirror. Humans and chimpanzees can pass the test; dogs never do.

Allen Skyy – Mirror – CC BY 2.0; 6SN7 – Reflecting Bullmatian – CC BY 2.0; Mor – There’s a monkey in my mirror – CC BY-NC 2.0.

Infants who have similar red dots painted on their foreheads recognize themselves in a mirror in the same way that the chimps do, and they do this by about 18 months of age (Asendorpf, Warkentin, & Baudonnière, 1996; Povinelli, Landau, & Perilloux, 1996). The child’s knowledge about the self continues to develop as the child grows. By age 2, the infant becomes aware of his or her gender as a boy or a girl. At age 4, self-descriptions are likely to be based on physical features, such as one’s hair color, and by about age 6, the child is able to understand basic emotions and the concepts of traits, being able to make statements such as “I am a nice person” (Harter, 1998).

By the time they are in grade school, children have learned that they are unique individuals, and they can think about and analyze their own behavior. They also begin to show awareness of the social situation—they understand that other people are looking at and judging them the same way that they are looking at and judging others (Doherty, 2009).

Development and Characteristics of the Self-Concept

Part of what is developing in children as they grow is the fundamental cognitive part of the self, known as the self-concept . The self-concept is a knowledge representation that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals, and roles, as well as the knowledge that we exist as individuals . Throughout childhood and adolescence, the self-concept becomes more abstract and complex and is organized into a variety of different cognitive aspects , known as self-schemas . Children have self-schemas about their progress in school, their appearance, their skills at sports and other activities, and many other aspects, and these self-schemas direct and inform their processing of self-relevant information (Harter, 1999).

By the time we are adults, our sense of self has grown dramatically. In addition to possessing a wide variety of self-schemas, we can analyze our thoughts, feelings, and behaviors, and we can see that other people may have different thoughts than we do. We become aware of our own mortality. We plan for the future and consider the potential outcomes of our actions. At times, having a sense of self may seem unpleasant—when we are not proud of our appearance, actions, or relationships with others, or when we think about and become afraid of the possibility of our own death. On the other hand, the ability to think about the self is very useful. Being aware of our past and able to speculate about the future is adaptive—it allows us to modify our behavior on the basis of our mistakes and to plan for future activities. When we do poorly on an exam, for instance, we may study harder for the next one or even consider changing our major if we continue to have problems in the major we have chosen.

One way to learn about a person’s self-concept and the many self-schemas that it contains is by using self-report measures. One of these is a deceptively simple fill-in-the-blank measure that has been used by many scientists to get a picture of the self-concept (Rees & Nicholson, 1994). All of the 20 items in the measure are exactly the same, but the person is asked to fill in a different response for each statement. This self-report measure, known as the Twenty Statements Test, can reveal a lot about a person because it is designed to measure the most accessible—and thus the most important—parts of one’s self-concept. Try it for yourself, at least five times:

I am (please fill in the blank) __________________________________

Although each person has a unique self-concept, we can identify some characteristics that are common across the responses given by different people on the measure. Physical characteristics are an important component of the self-concept, and they are mentioned by many people when they describe themselves. If you’ve been concerned lately that you’ve been gaining weight, you might write, “I am overweight. ” If you think you’re particularly good looking (“I am attractive ”), or if you think you’re too short (“I am too short ”), those things might have been reflected in your responses. Our physical characteristics are important to our self-concept because we realize that other people use them to judge us. People often list the physical characteristics that make them different from others in either positive or negative ways (“I am blond ,” “I am short ”), in part because they understand that these characteristics are salient and thus likely to be used by others when judging them (McGuire, McGuire, Child, & Fujioka, 1978).

A second characteristic of the self-concept reflects our memberships in the social groups that we belong to and care about. Common responses in this regard include such ones as “I am an artist ,” “I am Jewish ,” and “I am a student at Augsburg College. ” As we will see later in this chapter, our group memberships form an important part of the self-concept because they provide us with our social identity —the sense of our self that involves our memberships in social groups.

The remainder of the self-concept is normally made up of personality traits —the specific and stable personality characteristics that describe an individual (“I am friendly, ” “I am shy, ” “I am persistent ”). These individual differences (the person part of the person-situation interaction) are important determinants of our behavior, and this aspect of the self-concept reflects this variation across people.

Self-Complexity Provides a Buffer Against Negative Emotions

The self-concept is a rich and complex social representation. In addition to our thoughts about who we are right now, the self-concept includes thoughts about our past self—our experiences, accomplishments, and failures—and about our future self—our hopes, plans, goals, and possibilities (Oyserman, Bybee, Terry, & Hart-Johnson, 2004). The self-concept also includes thoughts about our relationships with others. You no doubt have thoughts about your family and close friends that have become part of yourself. Indeed, if you don’t see the people you really care about for a while, or if you should lose them in one way or another, you will naturally feel sad because you are in essence missing part of yourself.

Although every human being has a complex self-concept, there are nevertheless individual differences in self-complexity , the extent to which individuals have many different and relatively independent ways of thinking about themselves (Linville, 1987; Roccas & Brewer, 2002). Some selves are more complex than others, and these individual differences can be important in determining psychological outcomes. Having a complex self means that we have a lot of different ways of thinking about ourselves. For example, imagine a woman whose self-concept contains the social identities of student, girlfriend, daughter, psychology major , and tennis player and who has encountered a wide variety of life experiences. Social psychologists would say that she has high self-complexity. On the other hand, a man who perceives himself solely as a student or solely as a member of the hockey team and who has had a relatively narrow range of life experiences would be said to have low self-complexity. For those with high self-complexity, the various self-aspects of the self are separate, such that the positive and negative thoughts about a particular self-aspect do not spill over into thoughts about other aspects.

Research has found that compared with people low in self-complexity, those higher in self-complexity experience more positive outcomes. People with more complex self-concepts have been found to have lower levels of stress and illness (Kalthoff & Neimeyer, 1993), a greater tolerance for frustration (Gramzow, Sedikides, Panter, & Insko, 2000), and more positive and less negative reactions to events that they experience (Niedenthal, Setterlund, & Wherry, 1992).

The benefits of self-complexity occur because the various domains of the self help to buffer us against negative events and help us to enjoy the positive events that we experience. For people low in self-complexity, negative outcomes on one aspect of the self tend to have a big impact on their self-esteem. If the only thing that Maria cares about is getting into medical school, she may be devastated if she fails to make it. On the other hand, Marty, who is also passionate about medical school but who has a more complex self-concept, may be better able to adjust to such a blow by turning to other interests. People with high self-complexity can also take advantage of the positive outcomes that occur on any of the dimensions that are important to them.

Although having high self-complexity seems useful overall, it does not seem to help everyone equally and also does not seem to help us respond to all events equally (Rafaeli-Mor & Steinberg, 2002). The benefits of self-complexity seem to be particularly strong on reactions to positive events. People with high self-complexity seem to react more positively to the good things that happen to them but not necessarily less negatively to the bad things. And the positive effects of self-complexity are stronger for people who have other positive aspects of the self as well. This buffering effect is stronger for people with high self-esteem, whose self-complexity involves positive rather than negative characteristics (Koch & Shepperd, 2004), and for people who feel that they have control over their outcomes (McConnell et al., 2005).

Studying the Self-Concept

Because the self-concept is a schema, it can be studied using the methods that we would use to study any other schema. As we have seen, one approach is to use self-report—for instance, by asking people to list the things that come to mind when they think about themselves. Another approach is to use neuroimaging to directly study the self in the brain. As you can see in Figure 4.1 , neuroimaging studies have shown that information about the self is stored in the prefrontal cortex, the same place that other information about people is stored (Barrios et al., 2008). This finding suggests that we store information about ourselves as people the same way we store information about others.

This figure shows the areas of the human brain that are known to be important in processing information about the self. They include primarily areas of the prefrontal cortex (areas 1, 2, 4, and 5). Data are from Lieberman (2010).

Still another approach to studying the self is to investigate how we attend to and remember things that relate to the self. Indeed, because the self-concept is the most important of all our schemas, it has extraordinary influence on our thoughts, feelings, and behavior. Have you ever been at a party where there was a lot of noise and bustle, and yet you were surprised to discover that you could easily hear your own name being mentioned in the background? Because our own name is such an important part of our self-concept, and because we value it highly, it is highly accessible. We are very alert for, and react quickly to, the mention of our own name.

Other research has found that information that is related to the self-schema is better remembered than information that is unrelated to it, and that information related to the self can also be processed very quickly (Lieberman, Jarcho, & Satpute, 2004). In one classic study that demonstrated the importance of the self-schema, Rogers, Kuiper, and Kirker (1977) conducted an experiment to assess how college students recalled information that they had learned under different processing conditions. All the participants were presented with the same list of 40 adjectives to process, but through the use of random assignment, the participants were given one of four different sets of instructions about how to process the adjectives.

Participants assigned to the structural task condition were asked to judge whether the word was printed in uppercase or lowercase letters. Participants in the phonemic task condition were asked whether or not the word rhymed with another given word. In the semantic task condition , the participants were asked if the word was a synonym of another word. And in the self-reference task condition , participants indicated whether or not the given adjective was or was not true of themselves. After completing the specified task, each participant was asked to recall as many adjectives as he or she could remember.

Figure 4.2 The Self-Reference Effect

The chart shows the proportion of adjectives that students were able to recall under each of four learning conditions. The same words were recalled significantly better when they were processed in relation to the self than when they were processed in other ways. Data from Rogers et al. (1977).

Rogers and his colleagues hypothesized that different types of processing would have different effects on memory. As you can see in Figure 4.2 “The Self-Reference Effect” , the students in the self-reference task condition recalled significantly more adjectives than did students in any other condition. The finding that information that is processed in relationship to the self is particularly well remembered , known as the self-reference effect , is powerful evidence that the self-concept helps us organize and remember information. The next time you are studying for an exam, you might try relating the material to your own experiences—the self-reference effect suggests that doing so will help you better remember the information.

Self-Awareness

Like any other schema, the self-concept can vary in its current cognitive accessibility. Self-awareness refers to the extent to which we are currently fixing our attention on our own self-concept . When the self-concept becomes highly accessible because of our concerns about being observed and potentially judged by others, we experience the publicly induced self-awareness known as self-consciousness (Duval & Wicklund, 1972; Rochat, 2009).

I am sure that you can remember times when your self-awareness was increased and you became self-conscious—for instance, when you were giving a class presentation and you were perhaps painfully aware that everyone was looking at you, or when you did something in public that embarrassed you. Emotions such as anxiety and embarrassment occur in large part because the self-concept becomes highly accessible, and they serve as a signal to monitor and perhaps change our behavior.

Not all aspects of our self-concepts are equally accessible at all times, and these long-term differences in the accessibility of the different self-schemas help create individual differences, for instance, in terms of our current concerns and interests. You may know some people for whom the physical appearance component of the self-concept is highly accessible. They check their hair every time they see a mirror, worry whether their clothes are making them look good, and do a lot of shopping—for themselves, of course. Other people are more focused on their social group memberships—they tend to think about things in terms of their role as Christians or as members of the tennis team. Think back for a moment to the opener of this chapter and consider Dancing Matt Harding. What do you think are his most highly accessible self-schemas?

In addition to variation in long-term accessibility, the self and its various components may also be made temporarily more accessible through priming. We become more self-aware when we are in front of a mirror, when a TV camera is focused on us, when we are speaking in front of an audience, or when we are listening to our own tape-recorded voice (Kernis & Grannemann, 1988). When the knowledge contained in the self-schema becomes more accessible, it also becomes more likely to be used in information processing and more likely to influence our behavior.

Beaman, Klentz, Diener, and Svanum (1979) conducted a field experiment to see if self-awareness would influence children’s honesty. The researchers expected that most children viewed stealing as wrong but that they would be more likely to act on this belief when they were more self-aware. They conducted this experiment on Halloween evening in homes within the city of Seattle. When children who were trick-or-treating came to particular houses, they were greeted by one of the experimenters, shown a large bowl of candy, and were told to take only one piece each. The researchers unobtrusively watched each child to see how many pieces he or she actually took.

Behind the candy bowl in some of the houses was a large mirror. In the other houses, there was no mirror. Out of the 363 children who were observed in the study, 19% disobeyed instructions and took more than one piece of candy. However, the children who were in front of a mirror were significantly less likely to steal (14.4%) than were those who did not see a mirror (28.5%). These results suggest that the mirror activated the children’s self-awareness, which reminded them of their belief about the importance of being honest. Other research has shown that being self-aware has a powerful influence on other behaviors as well. For instance, people are more likely to stay on their diets, eat better foods, and act more morally overall when they are self-aware (Baumeister, Zell, & Tice, 2007; Heatherton, Polivy, Herman, & Baumeister, 1993). What this means is that when you are trying to stick to a diet, study harder, or engage in other difficult behaviors, you should try to focus on yourself and the importance of the goals you have set.

Social psychologists are interested in studying self-awareness because it has such an important influence on behavior. People lose their self-awareness and become more likely to violate acceptable social norms when, for example, they put on a Halloween mask or engage in other behaviors that hide their identities. The members of the militant White supremacist organization the Ku Klux Klan wear white robes and hats when they meet and when they engage in their racist behavior. And when people are in large crowds, such as in a mass demonstration or a riot, they may become so much a part of the group that they lose their individual self-awareness and experience deindividuation — the loss of self-awareness and individual accountability in groups (Festinger, Pepitone, & Newcomb, 1952; Zimbardo, 1969).

Collage: A Klu Klux Klan propaganda meeting, a group of four Nazis smiling, and three college friends helping another do a keg stand

Examples of situations that may create deindividuation include wearing uniforms that hide the self and alcohol intoxication.

Craig ONeal – KKK Rally in Georgia – CC BY-NC-ND 2.0; Bart Everson – Nazis – CC BY 2.0; John Penny – Snuggie Keg Stand – CC BY-NC-ND 2.0.

Two particular types of individual differences in self-awareness have been found to be important, and they relate to self-concern and other-concern, respectively (Fenigstein, Scheier, & Buss, 1975; Lalwani, Shrum, & Chiu, 2009). Private self-consciousness refers to the tendency to introspect about our inner thoughts and feelings . People who are high in private self-consciousness tend to think about themselves a lot and agree with statements such as “I’m always trying to figure myself out” and “I am generally attentive to my inner feelings.” People who are high on private self-consciousness are likely to base their behavior on their own inner beliefs and values—they let their inner thoughts and feelings guide their actions—and they may be particularly likely to strive to succeed on dimensions that allow them to demonstrate their own personal accomplishments (Lalwani, Shrum & Chiu, 2009).

Public self-consciousness , in contrast, refers to the tendency to focus on our outer public image and to be particularly aware of the extent to which we are meeting the standards set by others . Those high in public self-consciousness agree with statements such as “I’m concerned about what other people think of me,” “Before I leave my house, I check how I look,” and “I care a lot about how I present myself to others.” These are the people who check their hair in a mirror they pass and spend a lot of time getting ready in the morning; they are more likely to let the opinions of others (rather than their own opinions) guide their behaviors and are particularly concerned with making good impressions on others.

Research has found cultural differences in public self-consciousness, such that people from East Asian collectivistic cultures have higher public self-consciousness than do people from Western individualistic cultures. Steve Heine and his colleagues (Heine, Takemoto, Moskalenko, Lasaleta, & Henrich, 2008) found that when college students from Canada (a Western culture) completed questionnaires in front of a large mirror, they subsequently became more self-critical and were less likely to cheat (much like the trick-or-treaters we discussed earlier) than were Canadian students who were not in front of a mirror. However, the presence of the mirror had no effect on college students from Japan. This person-situation interaction is consistent with the idea that people from East Asian cultures are normally already high in public self-consciousness, in comparison with people from Western cultures, and thus manipulations designed to increase public self-consciousness are less influential for them.

Overestimating How Others View Us

Although the self-concept is the most important of all our schemas, and although people (particularly those high in self-consciousness) are aware of their self and how they are seen by others, this does not mean that people are always thinking about themselves. In fact, people do not generally focus on their self-concept any more than they focus on the other things and other people in their environments (Csikszentmihalyi & Figurski, 1982).

On the other hand, self-awareness is more powerful for the person experiencing it than it is for others who are looking on, and the fact that self-concept is so highly accessible frequently leads people to overestimate the extent to which other people are focusing on them (Gilovich & Savitsky, 1999). Although you may be highly self-conscious about of something you’ve done in a particular situation, that does not mean that others are necessarily paying all that much attention to you. Research by Thomas Gilovich and his colleagues (Gilovich, Medvec, & Savitsky, 2000) found that people who were interacting with others thought that other people were paying much more attention to them than those other people reported actually doing.

Teenagers are particularly likely to be highly self-conscious, often believing that others are constantly watching them (Goossens, Beyers, Emmen, & van Aken, 2002). Because teens think so much about themselves, they are particularly likely to believe that others must be thinking about them, too (Rycek, Stuhr, McDermott, Benker, & Swartz, 1998). It is no wonder that everything a teen’s parents do suddenly feels embarrassing to them when they are in public.

People also often mistakenly believe that their internal states show to others more than they really do. Gilovich, Savitsky, and Medvec (1998) asked groups of five students to work together on a “lie detection” task. One at a time, each student stood up in front of the others and answered a question that the researcher had written on a card (e.g., “I have met David Letterman”). On each round, one person’s card indicated that they were to give a false answer, whereas the other four were told to tell the truth.

Figure 4.3 The Illusion of Transparency

After each round, the students who had not been asked to lie indicated which of the students they thought had actually lied in that round, and the liar was asked to estimate the number of other students who would correctly guess who had been the liar. As you can see in Figure 4.3 “The Illusion of Transparency” , the liars overestimated the detectability of their lies: On average, they predicted that over 44% of their fellow players had known that they were the liar, but in fact only about 25% were able to accurately identify them. Gilovitch and his colleagues called this effect the “illusion of transparency.”

Key Takeaways

The self-concept is a schema that contains knowledge about us. It is primarily made up of physical characteristics, group memberships, and traits.
Because the self-concept is so complex, it has extraordinary influence on our thoughts, feelings, and behavior, and we can remember information that is related to it well.
Self-complexity, the extent to which individuals have many different and relatively independent ways of thinking about themselves, helps people respond more positively to events that they experience.
Self-awareness refers to the extent to which we are currently fixing our attention on our own self-concept. Differences in the accessibility of different self-schemas help create individual differences, for instance, in terms of our current concerns and interests.
When people lose their self-awareness, they experience deindividuation, and this may lead them to act in violation of their personal norms.
Private self-consciousness refers to the tendency to introspect about our inner thoughts and feelings; public self-consciousness refers to the tendency to focus on our outer public image and the standards set by others.
There are cultural differences in self-consciousness, such that public self-consciousness may normally be higher in Eastern than in Western cultures.
People frequently overestimate the extent to which others are paying attention to them and accurately understand their true intentions in public situations.

Exercises and Critical Thinking

What are the most important aspects of your self-concept, and how do they influence your behavior?
Consider people you know in terms of their self-complexity. What effects do these differences seem to have on their feelings and behavior?
Can you think of ways that you have been influenced by your private and public self-consciousness?
Do you think you have ever overestimated the extent to which people are paying attention to you in public?

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What Is Self-Concept and Why Does It Matter?

Learn about your self-concept and how it affects well-being..

Posted September 1, 2021 | Reviewed by Gary Drevitch

Our self-concept is the image we have of our bodies, capabilities, impressions, etc. (Bailey, 2003). It includes:

The material self. Our body, possessions, and other things in our lives.
The interpersonal self. The views others hold about us.
The intrapersonal self. Our emotions, desires, needs, values, etc. (Epstein, 1973)

Research psychologists noticed that the way we see ourselves is often similar to the way others see us. This finding is referred to as the looking-glass self (Epstein, 1973). This research taught us that much of our self-concept emerges from the social interactions we have with others. Our 'self' emerges based on the information others tell us about who we are.

Our self-concept also includes the self-awareness that we are part of categories based on our age, gender , race, etc. Some people theorize that self-concept is like the glue that holds all the pieces of our personality together. And, at its most basic, self-concept is the answer we give when asked the question "Who am I?"

Why Does the Self-Concept Matter?

Each of us has parts of ourselves that we believe are the most important (Epstein, 1973). For example, an athlete might view their athleticism to be of central importance to their self-concept, even though they also enjoy cooking and are part of a big family. Some have even suggested that the self is arranged hierarchically, with relatively important parts above less important parts. But each of us decides which parts are important to us.

As we experience new things and gain additional information from others, the self-concept may determine which new aspects of personality are acceptable. If new parts don't jibe with the old parts, they may not be allowed, thus ensuring that our sense of self remains reliable and intact (Epstein, 1973). As we grow older, contradictory evidence may have less impact on our self-concept. So it can become harder to integrate external information, particularly if it disrupts important aspects of the self-concept.

How Does Self-Concept Relate to Well-Being?

Several aspects of the self-concept also play a role in well-being . These include:

Self-image: The way you see yourself.
Self-esteem (or self-worth): The extent to which you value yourself or believe you have worth.
Ideal self: The vision you have of your best self.

Self-image

The terms self-image and self-concept are sometimes used interchangeably, but more often, self-image is defined as how you see yourself. This may be literal, like when looking in the mirror. But it can also involve mental representations of yourself. These may or may not be consistent with what one actually sees in the mirror.

Self-esteem (or self-worth)

Self-esteem is broadly defined as the extent to which we like or value ourselves. This generally includes evaluating two parts of ourselves (Tafarodi & Swann Jr, 2001):

Intrinsic value. This refers to our belief that we are a good (or not-so-good) person. If we have intrinsic value, then we value ourselves just for being who we are. This is also sometimes thought of as the extent to which we like ourselves.
Instrumental value. This refers to our belief that we can do good things. If we have instrumental value, then we value ourselves because of the things we do. This is also sometimes thought of as the extent to which we respect ourselves.

The ideal self is defined as the self we would like to be—our best self. It appears to originate from the ideal selves that our parents hold for us and communicate to us through childhood (Zentner & Renaud, 2007).

In positive psychology, the ideal self is thought to include three parts (Boyatzis, & Akrivou, 2006):

The image of our desired future. This may include dreams , aspirations, and goals .
Hope. This includes self-efficacy and optimism (beliefs that we can indeed achieve our goals).
A clear self-concept. This includes an understanding of our core identity and enduring traits. Our ideal self needs to fit with our values, beliefs, and who we are.

Our ideal self is a vision of what we could be or do. That's why the ideal self is thought to be a helpful motivator—it inspires us to progress toward goals and improve our lives in beneficial ways. It may also include aspirations, passions, dreams, and purpose—all things that tend to be good for our well-being.

Our self-concept is an important guiding principle that helps us navigate the world and understand our role in it. Parts of our self-concept may be good or not-so-good for our well-being. That's why learning more about our own self-concept can be beneficial.

Adapted from an article published by The Berkeley Well-Being Institute .

Bailey 2nd, J. A. (2003). Self-image, self-concept, and self-identity revisited. Journal of the National Medical Association, 95(5), 383.

Boyatzis, R. E., & Akrivou, K. (2006). The ideal self as the driver of intentional change. Journal of management development.

Epstein, S. (1973). The self-concept revisited: Or a theory of a theory. American psychologist, 28(5), 404.

Tafarodi, R. W., & Swann Jr, W. B. (2001). Two-dimensional self-esteem: Theory and measurement. Personality and individual Differences, 31(5), 653-673.

Zentner, M., & Renaud, O. (2007). Origins of adolescents' ideal self: An intergenerational perspective. Journal of personality and social psychology, 92(3), 557

Tchiki Davis, Ph.D. , is a consultant, writer, and expert on well-being technology.

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12 Self-Concept Examples

A self-concept is an idea you have about yourself. It is your self-definition.

Our concept of ourselves comes from internal self-narratives, but it is also impacted by what other people tell us about who we are. For example, constant put-downs by parents may cause a child to have a poor self-concept.

Examples of self-concept include seeing yourself as an introvert, extrovert, sports fanatic, family man, or political party member.

Definition of Self-Concept

Self-concept is a set of beliefs that we have about ourselves and who we are. It is our own definition; our image of ourselves.

Povedano-Diaz, Muniz-Rivaz, and Vera-Perea (2019, p. 2) offer us a scholarly definition:

“The perception of oneself from conscious awareness.”

We form this perception of ourselves, or self-concept, from our experiences, self-assessments , and observations of what we like and don’t like. It is shaped by others and society as well. We can’t define ourselves as something that is not confirmed by the environment.

Cues like how people speak to us, whether people avoid us, and even comparing ourselves to social ideals, all impact how we form our self-concept.

Examples of Self-Concept

1. ethical self-concept (e.g. i am an environmentalist).

People often see themselves as ethical beings first and foremost. They pride themselves on their ability to apply moral thinking to situations, and have red lines they draw about what they will and won’t do in their lives.

Many people, for example, see themselves as environmentalists, vegans, or simply a ‘good person’. This self-concept may determine many of the decisions you make in your life. In particular, it may impact the goods you consume. Environmentalists might spend extra money to get an electric vehicle; similarly, vegans will choose only to consume non-animal products.

This self-concept may also impact your choice of profession. You might think that certain jobs are not consistent with your ethics and may avoid them (i.e. you might find sales ‘sleasy’). You may also pursue a career in a non-government organization or charity, for example, if your ethics are central to your sense of self.

2. Religious Self-Concept

Many people also hold their religion at the very core of their self-concept. In fact, deep religious faith is a strong point of self-pride for people of many religions.

A person with a strong religious self-concept might carry reminders of their faith on them at all times. Christians may wear a cross around their neck, for example, while Jewish men might wear a yarmulke and Sikhs might wear a “dastar” head covering.

Similarly, you may pray at regular intervals due to your deep faith in god.

Your religious self-concept may also affect your choice of partner if you feel like you want to be partnered with a person who can walk with you through your journey of faith.

3. Personality Based Self-Concept (E.g. Introvert or Extrovert)

Generally speaking, personality is defined as the characteristic behaviors and feelings that make people distinct from each other.

For example, some people are outgoing and super friendly, while others are more reserved and less talkative. Some people are very driven and goal-oriented, while someone else is easy-going and meanders through life at a slower pace. While one person is very agreeable and likes to try new things, another person might not like change at all and resist new ideas.

Each person is definitely different. When it comes to a person’s self-concept, many of us define ourselves in terms of our personality characteristics. One person might say about themselves, “I like adventure and trying new things.” Another might say, “I like routine and stability.”

Of course, there is no right or wrong way to be, just different colors of personality in the rainbow of life.

4. Sports Team Affiliation

In a lot of cultures, sports are a huge priority. Throughout Central and South America, football is life. The people go absolutely crazy for their teams.

On days when the national team is playing an important match, the government will shut down and make the day an unofficial holiday.

Festivities might even start the day before a big match, and then carry on to the day after (if the local team won). It is an integral part of the culture. The citizens tie their self-worth to the achievements of their team and the results of a match is a matter of self-pride.

If you ask the people in some of these cultures to fill out a self-concept questionnaire, and you don’t include the name of their country’s team, they will write it in for you.

5. Identification with a Profession (E.g. I am a Professor)

In some economically developed countries, work is life. People are fully-devoted to their profession, sometimes to the point of obsession. They make great sacrifices in their personal lives to achieve career success.

When people put aside personal ambitions like getting married and starting a family, they have a void that needs to be filled. Work often fills that void. As time goes on, one’s profession can become the sole priority of a person’s existence. Even when married with children, some still will put their career first.

In these cases, one’s self-concept is synonymous with one’s professional title. If you ask, “Who are you?”, they will likely respond with, “I am a _____.” Just fill in the blank with their job title and you will instantly know how they define their self-concept.

6. Strong and Independent Woman (E.g. I am a Feminist)

Today, many women embrace a self-concept as ‘strong and independent’, rejecting old ideas about womanhood in society.

There was a time in many Western cultures when women had very limited options in life. The prescription from society involved first getting married, then having kids, and then taking care of everyone in the family, every day, seven days a week, 365 days a year…forever.

The only possible choice of self-concept was “wife and mother.” That was it. However, over the last several decades women have fought hard to create greater opportunities for themselves. It wasn’t easy.

Today, a lot of women define themselves based on their careers or passions. Many also include in that definition the notion of being strong and independent. Instead of docile and dependent on a man, the modern woman can exist as a single entity, capable of taking care of herself and standing strong in the process.

7. Symbolic Association (What we Buy)

There is a term in marketing that sheds some light on how many consumers define their self-concept. That term is: “symbolic purchasing behavior.” It refers to the fact that many products and services are purchased for what they signify in society.

People can become so attached to a brand that it partially defines who they are. If a person thinks of themselves as sophisticated and modern, then they will seek objects and activities that help confirm that identity.

Luxury items convey sophistication. Blue jeans and a t-shirt convey being down-to-earth. Driving a big truck or a sports car sends a message to others about who you are. By associating with certain products or attending certain kinds of event, they are strengthening their self-concept.

8. Political Self-Concept (E.g. I am a Democrat)

In a country with a multiparty political system, it is easy to see how prevalent it is that people become “at one” with their chosen party. People can be incredibly passionate about their socio-political ideals.

It makes sense. Political views concern some of the most serious and pressing issues in society today.

For example, the debate about government authority versus individual rights seems like a never-ending struggle. Or, the manufacturing goals of corporations versus the needs of environmental protection seems to carry the health of the planet in its balance.

These are issues that divide people into vastly different camps. For those that are so committed to one side or the other, their socio-political views and self-concept are one and the same.

9. The “Other People” Self-Concept

The media is constantly showing us examples of the ultra-successful. We are bombarded with stories of greatness and exceptionalism.

Reality however, is quite different. For every cover page of an entrepreneurial magazine that tells the story of one individual that started a company in a garage and eventually became the richest person in history, there are tens of thousands of others who failed.

To make matters worse, people in very poor countries also see those stories. Social media is everywhere. However, the chances of someone in a third-world country achieving the kind of wealth they see on the internet is practically zero.

After a while, this can create the “other people” self-concept; success and greatness are for others, not me. It is a disheartening state. To internalize the idea that you will be a failure forever can lead to a sense of helplessness and despair.

10. Body Image (E.g. I am Muscular)

It is hard not to be overly concerned with our appearance. We see images of handsome men and beautiful women every day.

We see them on social media, T.V. commercials, in the movies…everywhere. In fact, it is probably impossible to go an entire day without seeing images of the abnormally attractive.

It is so powerful that many of us form an identity that is tied directly to our physical appearance. We spend a lot of time and effort trying to improve ourselves physically: going to the gym, styling our hair, buying the right clothes.

Some people even go so far as to hire someone to take a big vacuum and suck the fat out of their stomach. Or, implant synthetic gunk into their rear-end to make their butt look more rounded.

A lot of people internalize their physical appearance to form their self-concept. The body image becomes the self-concept.

11. High School Cliques (E.g. I am a Jock)

The high school lunchroom is like a living collage of self-concepts. There is a snapshot of each type on full display.

You can easily see each type of self-concept manifested in the dress and manners of all. Of course, there are the cool kids. They are easy to spot because they are well-dressed and gossiping about others (and each other when backs are turned).

Sitting nearby are the jocks. Also, easy to spot. Constantly trying project self-confidence and usually thumping each other around or puffing out their chest as they walk to class.

And then, there are the motley crew of rebels and nonconformists. Some are artsy like, dressed in oversized vintage clothes and oozing an aura of gloom and unease. Although you can’t see them today because they are skipping school, the rebels prefer grungy clothes and messed up hair to let everyone know they just don’t care.

12. Family-Based Self-Concept (E.g. I am a Family Man)

Family is at the center of many people’s self-concept. A woman may define herself as “a mother, while the husband says he’s “a family man”.

We can look at their daily lives and it becomes obvious why. They are very devoted to the needs and priorities of the family, especially the children.

The choice of home may be based on the availability of good schools. Monday through Friday may involve shuttling the kids to and from various extracurricular activities. Weeknights can include the family sitting around the kitchen table playing board games, and weekends consist of camping excursions or attending the children’s sporting events.

We are what we do, and that can easily become the main component of our self-concept.

Self-Concept vs Self-Esteem

Self-concept is a very similar idea to self-esteem. The main difference between the two is that self-concept is descriptive whereas self-esteem is evaluative.

Self-efficacy , on the other hand, is a measure of how good you are at a specific task.

So, we have seen a myriad of self-concepts. There are many more. In fact, there are probably as many different versions of self-concepts as there are people.

Because life has become so dynamic, it offers endless options for which to define ourselves. We can be whomever we want to be. Of course, others may not agree and society could slam the door shut on our ideal self-concepts, but that’s okay. There is another one just around the corner. When one self-concept door shuts, another opens.

In fact, over our lifespan, our self-concept actually changes. As our interests and priorities change, so does the image of ourselves. That’s a good thing. After all, does anyone really want to be the same person they were in high school?

Baumeister, R. F. (1999). The nature and structure of the self: An overview. In R. Baumeister (Ed.), The self in social psychology (pp. 1-20). Philadelphia, PA: Psychology Press (Taylor & Francis).

Povedano-Diaz, A., Muñiz-Rivas, M., & Vera-Perea, M. (2020). Adolescents’ life satisfaction: The role of classroom, family, self-concept and gender. International Journal of Environmental Research and Public Health , 17 (1), 19. Doi: https://doi.org/10.3390%2Fijerph17010019

Leigh, J. & Terrance, G. (1992). Symbolic interactionism: Its effects on consumer behavior and implications for marketing strategy. The Journal of ConsumerMarketing, 9, 27-38. Doi: https://doi.org/10.1108/EUM0000000002594

Malär, L., Krohmer, H., Hoyer, W. D., & Nyffenegger, B. (2011). Emotional brand attachment and brand personality: The relative importance of the actual and the ideal self. Journal of Marketing, 75, 35-52. Doi: https://doi.org/10.1509%2Fjmkg.75.4.35

Tesser, A., Millar, M. and Moore, J. (1988). Some affective consequences of social comparison and reflection processes: The pain and pleasure of being close. Journal of Personality and Social Psychology, 54 , 49-61. Doi: http://dx.doi.org/10.1037//0022-3514.54.1.49

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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