Self-control as an internal driver of motivation and emotional balance in adolescents

Abstract

This article provides an extensive theoretical analysis of the classical and contemporary psychological literature on self-esteem and self-concept to clarify the research question and demonstrate the importance of studying the foundations of adolescent self-esteem in modern educational contexts. Based on the collected data, the nature of the relationship between the components of core self-esteem and psychological well-being is examined, and the extent to which emotional balance, life satisfaction, and resilience depend on adolescents’ internal assessments of personal worth is revealed. The study also identifies and describes the links between the foundations of self-esteem and key academic variables, including academic motivation, persistence in learning, and academic achievement, and shows that stable and realistic self-esteem supports students’ educational participation and outcomes. Differences in the characteristics of adolescent self-esteem are analyzed with respect to changes in educational environments and levels of academic performance, and it is shown how school climate and educational practices shape students’ self-perceptions. Particular attention is paid to gender differences, which are discussed as a potential contributing factor to the higher academic achievement typically observed among girls. Overall, this study provides a comprehensive understanding of the mechanisms shaping adolescent self-esteem and provides insights that may inform targeted psychological and educational  interventions.