Abstract

Self-concept plays a crucial role in shaping an individual’s personality academic performance emotional stability and social adaptability. During higher secondary education students experience rapid physical emotional and cognitive transitions that significantly influence their perceptions of themselves. These years represent a crucial developmental period where adolescents develop their identity form academic aspirations and engage in meaningful social interactions. Understanding self-concept becomes particularly important because it directly affects motivation behaviour decision-making and the ability to cope with challenges. This research paper analyzes the self-concept of higher secondary students through an educational and psychological lens aiming to explore how academic environment family background peer relations and personal characteristics collectively contribute to the formation of self-concept. The study examines various dimensions of self-concept including academic emotion