What impact does the learning environment have on self-concept?

Abstract

Self-concept is a subjective construct at the individual phenomenological level which represents perceptions of one's own attributes, skills and knowledge. With the suggestion that positive self-concept is integral to emotional wellbeing as well as associated with academic success, it has significant relevance within the field of educational psychology. While understanding of the formation, structure and impact of self-concept continues to grow, it also lacks consensus. There is general acceptance, however, that self-concept is nested within social contexts and that significant others such as parents and peers play an integral role. Based on the proposal that self-concept is formed through experience with the environment (Shavelson, Hubner & Stanton, 1976), this review explores the impact of the learning environment on self-concept in adolescence, an age premised to signify the greatest exploration and development of sense of self (Erikson, 1950). When taken in synthesis, the evidence from ten published studies suggests practices within the educational environment may have significant impact on self-concept. The majority of studies (N=7) focused on the impact of ability grouping / setting with evidence suggesting that such practices may result in adverse changes in self-concept. However, this review suggests it is not possible to draw definitive conclusions on the impact of the learning environment on self-concept due to issues of self-concept definition and methodological concerns. It is therefore proposed that there is a need to focus further study at the phenomenological level and seek wider exploration of factors moderating across domains of self-concept.