ABSTRACT
Self-theories such as growth mindset rely heavily on context. While self-theories often relate to indirect influences on educational attainment, they can impact on more direct strategies such as behaviour management, engagement and conscientiousness. The study of self-esteem fell out of fashion for many years while psychology concerned itself more with the forces that pulled or pushed individuals in certain directions. High levels of self-esteem can certainly lead to positive outcomes, but are far from a cure-all. While some studies have identified a link between high self-esteem and academic attainment, correlations have been modest at best. High self-esteem, therefore, appears to have little impact on academic outcomes, but findings do suggest that high levels of self-esteem emerge from good school performance. Global self-esteem represents an overarching feeling of self-worth and competence in comparison to others. One such component is academic self-concept, itself a component of wider general self-concept.
