The Effect of Self-Concept on the Development of Academic Life Satisfaction of the School-Going Adolescents of Paschim Medinipur District

Abstract

Adolescence represents a critical developmental phase marked by self-evaluation and identity formation, which profoundly influence students’ academic and psychological adjustment. The present study explored the relationship between self-concept and academic life satisfaction among adolescents. Employing a correlation research design, data were collected from randomly selected 500 school-going adolescents (197 male & 303 female) of Paschim Medinipur District through standardised psychometric instruments. Multiple regression analysis revealed that various facets of self-concept—particularly those related to beliefs, traditions, aesthetics, and social attributes—significantly predicted academic life satisfaction. The findings underscore that adolescents with a stronger and more positive self-concept experience higher academic satisfaction and well-being. This study substantiates theoretical models that highlight self-concept as a multidimensional construct influencing motivation, engagement, and educational outcomes. The implications extend to educators and policymakers, emphasising the need for interventions that nurture adolescents’ self-concept to enhance academic fulfilment and holistic development.