Abstract

This study investigates the self-concepts of students in higher secondary education examining how these self-perceptions influence academic performance social interactions and overall well-being. Utilizing a mixed-methods approach we surveyed 300 students across diverse educational backgrounds and conducted in-depth interviews with a subset of 30 participants. The research highlights the multidimensional nature of self-concept encompassing academic self-efficacy social self-perception and personal identity. Findings indicate that positive self-concept is strongly correlated with higher academic achievement and better social relationships while negative self-concept is associated with increased stress and lower academic performance. The study also explores the impact of various demographic factors including gender and socio-economic status on self-concept development. The results underscore the importance of targeted interventions to enhance students self-concept and its potential benef