Self-Concept Clarity and Self-Esteem in Adolescence: Associations with Psychological, Behavioral, and Academic Adjustment

Self-concept clarity reflects the consistency or structure of self-concepts, and is distinct yet related to self-esteem or valence of feelings towards the self. However, research on self-concept clarity is novel and mostly conducted in adults only; studies on self-concept clarity in adolescence are limited. In the present study, self-concept clarity was examined as a related yet distinct construct from self-esteem in middle school. Factor structure and criterion validity of self-concept clarity and self-esteem was established by using factor analysis and examining associations with self- and teacher-reported psychological, behavioral, and academic indices of adjustment. Moreover, mean level gender, grade, and ethnic differences are discussed. Overall, results suggest that assessing both structure (self-concept clarity) and valence (self-esteem) of self-concepts allows for the most thorough understanding of adolescent adjustment. Specifically, self-concept clarity and self-esteem emerged as separate factors with unique associations with the adjustment indices. Findings are expected to extend past research on self-concept clarity to adolescence, and contribute to the study of sense of self and adjustment in middle school