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Consistently achieving success or consistently failing will have a strong effect on students' individual self-esteem. [43] However, students can also experience low self-esteem while in school. For example, they may not have academic achievements, or they live in a troubled environment outside of school.
Self-awareness is more in depth and explores the conscious and unconscious aspects of ourselves. We are able to gain self-awareness through socializing and communicating according to the social behaviorism view. Self-awareness can also be a positive intrapersonal experience where one is able to reflect during a moment of action or past actions.
For example, skills in music may be important to one's self-definition, but at the same time, being good in math may not be as important, even if you are skilled at it. Relating to your self-definition, you may consider yourself a musician but not a mathematician, even if you are skilled in both.
An early example of the process of self-assessment. If through self-assessing there is a possibility that a person's self-concept, or self-esteem is going to be damaged why would this be a motive of self-evaluation, surely it would be better to only self-verify and self-enhance and not to risk damaging self-esteem?
A collection of self-schemas makes up one's overall self-concept. For example, the statement "I am lazy" is a self-assessment that contributes to self-concept. Statements such as "I am tired", however, would not be part of someone's self-concept, since being tired is a temporary state and therefore cannot become a part of a self-schema.
Self-image is the mental picture, generally of a kind that is quite resistant to change, that depicts not only details that are potentially available to an objective investigation by others (height, weight, hair color, etc.), but also items that have been learned by persons about themselves, either from personal experiences or by internalizing the judgments of others.
Both parental and educational environments are embedded in wider cultural contexts which influence the way self-efficacy is formed. For example, the mathematics self-efficacy of students from collectivist cultures was found to be more influenced by vicarious experiences and social persuasions than self-efficacy of students from individualist ...
An example of self-handicapping is the student who spends the night before an important exam partying rather than studying. The student fears failing his exam and appearing incapable. In partying the night before the exam the student has engaged in self-defeating behavior and increased the likelihood of poor exam performance.