What is self-concept, and what shapes how we see ourselves?
Self-concept and self-esteem: what self-concept and self-esteem are, the factors that shape them, and how a positive self-concept can be developed.
A CCEA GCSE Learning for Life and Work guide to self-concept and self-esteem. Covers what self-concept and self-esteem mean, the factors that shape them such as age, appearance, relationships and experiences, and how a positive self-concept can be built.
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What this dot point is asking
This dot point asks you to explain what self-concept and self-esteem are, to identify the factors that shape them, and to describe how a positive self-concept can be built. The marked skill is defining the two terms accurately, distinguishing them, and explaining how influences and strategies affect the way a person sees and values themselves.
Self-concept and self-esteem
Self-concept is the description; self-esteem is the value judgement attached to it. High self-esteem means feeling worthwhile and capable; low self-esteem means feeling inadequate. Keeping the two terms apart is the move that earns the first marks.
The factors that shape self-concept
Self-concept is not fixed; it is shaped by many influences across life. The factors you should be able to explain include:
- Age and stage of life. How a person sees themselves changes from childhood through adolescence into adulthood.
- Appearance. How a person feels about their body and looks, often shaped by comparison with others and by the media.
- Relationships. Support and praise from family and friends build a positive self-concept; criticism or rejection can lower it.
- Achievements and abilities. Success at school, in hobbies or at work gives a sense of competence and worth.
- Education and employment. Doing well, or struggling, in study or work affects how capable a person feels.
- Life experiences. Major events, both positive and negative, shape how a person sees themselves.
Naming a factor is the start; explaining the difference it makes to self-concept is what earns marks.
How self-concept develops over time
Self-concept changes throughout life as a person gains new experiences and relationships. Adolescence is a particularly important stage, as young people work out their identity, compare themselves with others and become more aware of how others see them. Because self-concept can change, it can be improved: a person is not stuck with a negative view of themselves.
Building a positive self-concept
A person can take active steps to build a more positive self-concept and higher self-esteem. Setting and achieving realistic goals gives a sense of competence, as succeeding at things, however small, builds confidence. Supportive relationships and positive self-talk help too: spending time with people who value you, and challenging harsh self-criticism, builds a kinder and more accurate view of yourself. Looking after physical and emotional health, and recognising your own strengths, also strengthen self-concept over time.
Try this
Q1. What is the difference between self-concept and self-esteem? [2 marks]
- Cue. Self-concept is the picture of who you are; self-esteem is how much you value or like yourself.
Q2. Name three factors that shape self-concept. [3 marks]
- Cue. Any three of: age, appearance, relationships, achievements, education and employment, life experiences.
Q3. Give one way to build a positive self-concept. [1 mark]
- Cue. For example, setting and achieving realistic goals, or supportive relationships and positive self-talk.
Exam-style practice questions
Practice questions written in the style of CCEA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
CCEA Unit 2 (style)4 marksIdentify two factors that can affect a person's self-concept and explain how each does so.Show worked answer →
A four-mark question. One mark for naming a factor, one for explaining its effect, for two factors.
Factor one: relationships. Supportive family and friends who value a person help them see themselves positively, while criticism or rejection can lower how they view themselves.
Factor two: appearance. How a person feels about their body and looks, often influenced by comparison with others and the media, affects their confidence and self-image.
Other valid factors include age, achievements, education, employment and life experiences. A strong answer names a factor and explains the difference it makes to self-concept.
CCEA Unit 2 (style)6 marksExplain the difference between self-concept and self-esteem, and describe two ways a person can build a positive self-concept.Show worked answer →
A six-mark question. Reward a clear distinction and two developed strategies.
Self-concept is the overall picture a person has of who they are: their qualities, abilities and identity. Self-esteem is how much a person values or likes themselves, the feeling part of that picture.
Way one: setting and achieving realistic goals. Succeeding at things, however small, gives a sense of competence that strengthens self-esteem.
Way two: supportive relationships and positive self-talk. Spending time with people who value you, and challenging harsh self-criticism, helps build a kinder, more accurate view of yourself.
A top answer separates the two terms clearly and then develops each strategy rather than listing them.
Related dot points
- Emotional health and wellbeing: what emotional and mental health are, the things that affect them such as stress and life events, and the strategies and sources of support that help.
A CCEA GCSE Learning for Life and Work guide to emotional health and wellbeing. Covers what emotional and mental health mean, the causes and effects of stress, healthy ways to manage emotions, and the sources of support available when someone is struggling.
- Managing relationships: the types and qualities of healthy relationships, the skills that maintain them, and how to handle conflict and relationship breakdown.
A CCEA GCSE Learning for Life and Work guide to managing relationships. Covers the types of relationships, the qualities and skills of healthy ones such as trust and communication, how to recognise an unhealthy relationship, and how to manage conflict and relationship breakdown.
- Responsible parenting and family: the responsibilities of parents, the needs of children, the different forms families take, and the support available to families.
A CCEA GCSE Learning for Life and Work guide to responsible parenting and family. Covers the responsibilities of being a parent, the physical, emotional and developmental needs of children, the different forms families take, and the agencies that support families.
- Healthy lifestyle choices: the parts of a healthy lifestyle including diet and exercise, the risks of harmful choices such as smoking, alcohol and drugs, and how to make informed decisions.
A CCEA GCSE Learning for Life and Work guide to healthy lifestyle choices. Covers the parts of a healthy lifestyle such as a balanced diet, exercise and sleep, the risks of harmful choices including smoking, alcohol and drugs, and how to make informed decisions and resist pressure.
- Personal finance and financial capability: budgeting, the difference between saving and borrowing, the main financial products, and consumer rights.
A CCEA GCSE Learning for Life and Work guide to personal finance and financial capability. Covers budgeting and needs versus wants, the difference between saving and borrowing, the main financial products and services, and the basics of consumer rights and avoiding debt.
Sources & how we know this
- CCEA GCSE Learning for Life and Work specification — CCEA (2017)