19.2.1: Self-Concept vs. Self-Esteem

Learning Objectives

1. Distinguish between self-concept and self-esteem.
2. Identify key domains that contribute to self-esteem during middle childhood.
3. Explain how social comparison influences children's self-perceptions and motivation.
4. Analyze the impact of media messages on children's body image and self-esteem.
5. Evaluate the outcomes of the self-esteem movement and identify effective ways to support healthy self-worth.

Self-Concept vs. Self-Esteem

Self-concept refers to a child’s beliefs and knowledge about themselves, including their abilities, roles, and attributes (Seifert, 2011). In middle childhood, children begin to describe themselves not just by physical traits or likes and dislikes, but also by internal characteristics such as competencies (“I’m good at math”) and roles within relationships (“I’m a helpful friend”). This shift is attributed to advancements in cognitive skills, such as perspective-taking and social comparison (Harter, 2012).

Self-esteem, on the other hand, is the evaluative aspect of the self—it involves how children perceive themselves and how they assess their own worth (Orth et al., 2018). In middle childhood, children begin to develop domain-specific self-esteem (such as academic, athletic, or social competence). According to Susan Harter (1999), self-esteem in middle childhood is influenced by perceived competence in five key domains:

1. Scholastic competence – how capable a child feels in academic tasks
2. Social competence – how well they think they do in peer relationships
3. Athletic competence – how skilled they see themselves in sports and physical activities
4. Physical appearance – how they perceive their looks and attractiveness
5. Behavioral conduct – how well they believe they behave according to expectations

The importance of each domain varies between children and can differ based on cultural or familial values. For example, a child who places high value on athletic ability but perceives themselves as clumsy may have lower self-esteem than a peer who excels in that area or who values academics more.

Figure \(\PageIndex{1}\). A school-age child identifies as being smart. Image by Steven Depolo is licensed CC BY 3.0.

Additionally, children in middle childhood develop an overall global self-esteem, which is their general sense of self-worth. This global self-esteem is shaped by their evaluations across different domains and how much importance they place on each one (Harter, 1999).

Social Comparison

As children transition into middle childhood, social comparison becomes a significant force in shaping both self-concept and self-esteem. According to Festinger’s (1954) Social Comparison Theory, individuals evaluate their abilities and attributes by comparing themselves to others. This tendency becomes more pronounced during the school years when children are frequently grouped with peers in academic, athletic, and social settings.

Children often engage in two types of social comparisons:

1. Upward comparisons, where they compare themselves to peers who they perceive as better at a task or more successful in a domain.
2. Downward comparisons, where they compare themselves to those they perceive as less skilled.

While upward comparisons can sometimes be motivating—encouraging children to improve or try harder—they can also lower self-esteem if the child begins to feel inadequate or inferior, especially if the performance gap seems unbridgeable (Dijkstra et al., 2008). Downward comparisons, on the other hand, may boost self-esteem in the short term but may not support long-term motivation or growth.

For example, a child who consistently receives lower grades than their peers may start to believe they are "bad at school," even if they are making progress. Conversely, a child who excels in art and is recognized for it might develop a strong, positive self-concept in that domain, especially if peers and adults offer praise.

Professionals, families, and caregivers play an important role in helping children navigate social comparisons. Encouraging personal bests, emphasizing individual growth over competition, and celebrating diverse talents can help children build a more balanced self-view. Adults can also model how to interpret comparisons constructively—focusing on effort, persistence, and learning rather than solely on outcomes or peer ranking.

The Impact of Media

Modern children are immersed in media from a young age, and media can play a significant role in shaping both self-concept and self-esteem. Television, internet content, social media, and advertising provide models of what it means to be attractive, successful, or accepted, often reinforcing narrow or stereotypical standards (APA, 2017). One particularly influential set of messages involves the thin ideal for girls and the muscular ideal for boys.

Figure \(\PageIndex{2}\). A girl is standing on a modern scale. Image by Nenad Stojkovic is licensed CC BY 2.0.

These body ideals begin to impact children as early as age six, when cognitive development allows them to engage in social comparison and understand abstract societal norms (Harriger et al., 2010). The thin ideal promotes slenderness as a key component of beauty for girls, while the muscular ideal emphasizes strength and athleticism as central to masculinity for boys (Tylka, 2011). Exposure to these ideals, especially through media featuring stylized and unrealistic body types, can lead children to evaluate their appearance against these standards. This may contribute to body dissatisfaction, reduced self-esteem, and the early formation of disordered eating habits or behaviors, particularly in children who feel they do not or cannot match those ideals (Levine & Murnen, 2009).

Parents and educators can play a critical role in helping children develop media literacy by encouraging critical thinking about media messages and celebrating diverse body types, which can buffer the negative effects of idealized imagery (Tiggemann & Slater, 2014).

The Self-Esteem Movement

In the late 20th century, a self-esteem movement emerged in schools and parenting literature, promoting the idea that high self-esteem is essential for success and well-being. Programs were created to boost children’s self-worth, often through unconditional praise and generalized positive reinforcement. While well-intentioned, critics have argued that this approach may have overlooked the importance of real achievement and effort-based feedback (Baumeister et al., 2003). Research now suggests that the most effective way to build self-esteem is to help children experience genuine success and receive encouragement that is specific, accurate, and focused on effort and improvement, rather than just innate traits.

Adults can support children’s healthy self-esteem by helping them set realistic goals, recognizing their progress, and encouraging them to value the diverse strengths and talents of others. Rather than trying to eliminate all frustration or failure, the goal is to help children respond with a growth mindset when challenges arise.

References, Contributors and Attributions

American Psychological Association. (2017). Report of the APA Task Force on the Sexualization of Girls. https://www.apa.org/pi/women/programs/girls/report-full.pdf

Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44. https://doi.org/10.1111/1529-1006.01431

Dijkstra, P., Kuyper, H., van der Werf, M. P., Buunk, A. P., & van der Zee, Y. G. (2008). Social comparison in the classroom: A review. Review of Educational Research, 78(4), 828–879. https://doi.org/10.3102/0034654308321210

Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117–140. https://doi.org/10.1177/001872675400700202

Grabe, S., Ward, L. M., & Hyde, J. S. (2008). The role of the media in body image concerns among women: A meta-analysis of experimental and correlational studies. Psychological Bulletin, 134(3), 460–476. https://doi.org/10.1037/0033-2909.134.3.460

Harriger, J. A., Calogero, R. M., Witherington, D. C., & Smith, J. E. (2010). Body size stereotyping and internalization of the thin ideal in preschool girls. Sex Roles, 63(9–10), 609–620. https://doi.org/10.1007/s11199-010-9868-1

Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.

Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations (2nd ed.). Guilford Press.

Levine, M. P., & Murnen, S. K. (2009). "Everybody knows that mass media are/are not [pick one] a cause of eating disorders": A critical review of evidence for a causal link between media, negative body image, and disordered eating in females. Journal of Social and Clinical Psychology, 28(1), 9–42. https://doi.org/10.1521/jscp.2009.28.1.9

Orth, U., Robins, R. W., & Widaman, K. F. (2018). Life-span development of self-esteem and its effects on important life outcomes. Journal of Personality and Social Psychology, 114(2), 331–345. https://doi.org/10.1037/pspp0000148

Rideout, V. (2016). Measuring time spent with media: The Common Sense Census. Common Sense Media. https://www.commonsensemedia.org/res...-to-eight-2016

Seifert, K. (2011). Educational psychology. Global Text Project. https://open.umn.edu/opentextbooks/t...nal-psychology

Tiggemann, M., & Slater, A. (2014). NetGirls: The Internet, Facebook, and body image concern in adolescent girls. International Journal of Eating Disorders, 47(6), 630–643. https://doi.org/10.1002/eat.22254

Tylka, T. L. (2011). Refinement of the tripartite influence model for men: Dual body image pathways to body change behaviors. Body Image, 8(3), 199–207. https://doi.org/10.1016/j.bodyim.2011.04.008