Social Context Differences in the Relation Between Self-Esteem and Self-Concept During Late Adolescence

Abstract

Integrating dynamic interactionism and life course institutionalization theory, this study examined social context differences in the relation between self-esteem and self-concept. The sample consisted of 39 male and female college youths and 43 male and female noncollege youths. As predicted, social context significalntly differentiated self-concept anid self-esteem: College youths were higher than noncollege youths in self-esteem, adjustment, achievement, and agency. Further, college youths were more homogeneous than noncollege youths in self-esteem, adjustment, and achievement. Finally, social context was found to differentiate the relation between self-concept and self-esteem: Whereas agency predicted self-esteem among college youths, achievement predicted self-esteem among noncollege youths. The present findings are discussed in terms of the necessary distinction between evaluative (self-esteem) and connotative (self-concept) aspects of self-perception, as well as the importance of incorporating social context in developmental accounts of personality and social cognitive processes.