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The Effect of Self-Concept on the Development of Academic Life
Satisfaction of the School-Going Adolescents of Paschim Medinipur
District
Hirak Ranjan Bera
1
,
Kajal Das
2
, Samirranjan Adhikari
3
1
Research Scholar, Department of Education, Swami Vivekananda University, Barrackpore, West
Bengal, India
2
Assistant Professor, Department of Education, Swami Vivekananda University, West Bengal, India
3
Professor, Department of Education, Sidho-Kanho-Birsha University, Purulia, West Bengal, India
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000163
Received: 24 October 2025; Accepted: 30 October 2025; Published: 06 November 2025
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.
Keywords: Self-Concept, Academic Life Satisfaction, Adolescents, Paschim Medinipur, Educational
Psychology.
INTRODUCTION
Adolescence represents a crucial developmental period characterised by rapid biological, cognitive, and
psychosocial changes that shape identity formation and future adjustment (Erikson, 1968; Steinberg, 2017).
During this stage, adolescents begin to construct and evaluate their sense of self, which profoundly influences
their motivation, learning behaviour, and emotional well-being (Marsh & Shavelson, 1985; Guay, Marsh, &
Boivin, 2003). Among the psychological constructs underpinning adolescent development, self-concept—the
individual’s perception and evaluation of self across different life domains—has gained significant attention for
its predictive role in both academic and life outcomes (Marsh, Craven, & Martin, 2023; Shavelson, Hubner, &
Stanton, 1976).
Self-concept is multidimensional and hierarchical, encompassing various domains such as social, academic,
physical, and emotional self-perceptions (Marsh & Shavelson, 1985). A well-developed self-concept is
associated with increased academic motivation, engagement, and resilience (Bücker et al., 2018; Marsh et al.,
2005). In contrast, a fragile or negative self-concept often correlates with low self-esteem, disengagement, and
academic dissatisfaction (Eccles, Wigfield, & Schiefele, 1998; Liu et al., 2025). Recent studies have further
emphasised the role of self-concept clarity—the internal consistency and stability of self-beliefs—in enhancing
academic satisfaction and psychological well-being (Zhang, Li, & Qin, 2024).
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Parallel to this construct, academic life satisfaction refers to students’ cognitive and affective evaluations of
their academic experiences, including perceived achievement, learning environment, and support structures
(Suldo, Riley, & Shaffer, 2006; Huebner, Gilman, & Furlong, 2009). It reflects a vital dimension of subjective
well-being within educational settings. Empirical research consistently demonstrates that students with higher
academic self-concept tend to report greater satisfaction with their academic lives, mediated by self-efficacy and
meaning-making capacities (Marsh, Craven, & Martin, 2023; Liu et al., 2025).
In the Indian socio-cultural context, academic success carries deep significance, often linked to family prestige,
social mobility, and future occupational prospects (Deb, Strodl, & Sun, 2015). Adolescents, particularly those
from semi-urban and rural regions such as Paschim Medinipur District, face distinctive challenges, including
resource scarcity, socio-economic inequality, and high academic pressure. These contextual variables shape both
their self-concept and academic life satisfaction (Kumar & Singh, 2023; Mishra & Gupta, 2024). Despite
extensive global research on these constructs, there remains limited empirical evidence exploring the
interrelationship between self-concept and academic life satisfaction among Indian adolescents, especially
within localised cultural and regional frameworks.
Given this gap, the present study titled “A Probe into the Effect of Self-Concept on the Development of Academic
Life Satisfaction of the School-Going Adolescents of Paschim Medinipur District” aims to investigate how
different dimensions of self-concept predict adolescents’ satisfaction with their academic lives. By integrating
psychometric evaluation with contextual analysis, the research seeks to provide both theoretical insights into
adolescent self-perception and practical implications for educational practice. The findings are expected to
guide educators, school counsellors, and policymakers in designing interventions that nurture adolescents’ self-
concept to enhance academic satisfaction, motivation, and overall well-being—aligning with the holistic
educational goals emphasised in recent educational reforms and the WHO’s youth well-being framework (World
Health Organisation [WHO], 2020, 2023).
Rationale of the Study
Adolescence constitutes a critical phase in human development marked by rapid cognitive, emotional, and social
transformations that shape an individual’s identity and self-perception (Steinberg, 2017; Arnett, 2020). During
this stage, the formation of self-concept—a person’s organised set of beliefs and evaluations about their own
attributes—plays a pivotal role in academic engagement, psychological adjustment, and subjective well-being
(Marsh, Craven, & Martin, 2023; Shavelson, Hubner, & Stanton, 1976). A strong, positive self-concept has been
empirically linked to academic resilience, intrinsic motivation, and satisfaction with school life (Bücker,
Maassen, & van der Velden, 2018; Zhang, Li, & Qin, 2024). Conversely, a fragile or negative self-concept is
often associated with disengagement, anxiety, and poor academic well-being (Eccles & Wigfield, 2020; Liu, Li,
Sun, Wang, & Qin, 2025).
Academic life satisfaction, a domain-specific facet of subjective well-being, reflects students’ cognitive and
affective evaluations of their academic experiences (Suldo, Riley, & Shaffer, 2006; Huebner, Gilman, & Furlong,
2009). Recent research highlights that academic life satisfaction not only predicts short-term educational
engagement but also influences long-term psychological adjustment, optimism, and life satisfaction (García-
Méndez et al., 2022; Martin, Marsh, & McInerney, 2023). The interaction between self-concept and academic
satisfaction operates through multiple psychological mechanisms—such as self-efficacy, perceived control, and
meaning-making—which collectively shape adolescents’ educational experiences (Zhang et al., 2024; Liu et al.,
2025).
Within the Indian educational context, this relationship gains further significance. Education is not merely a
personal pursuit but a deeply social and cultural phenomenon intertwined with family prestige, societal
expectations, and aspirations for upward mobility (Deb, Strodl, & Sun, 2015; Kumar & Singh, 2023).
Adolescents in semi-urban and rural districts like Paschim Medinipur often experience additional
challenges, including resource constraints, parental pressure, and socio-economic disparities, which influence
both their self-concept and satisfaction with academic life (Mishra & Gupta, 2024; Chatterjee & Roy, 2023). As
India transitions toward more inclusive and holistic education systems under the National Education Policy
(NEP, 2020), understanding these psychological constructs becomes essential for promoting balanced adolescent
development that values both achievement and well-being (Government of India, 2020).
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Despite growing international literature on self-concept and well-being, there remains a notable empirical gap
in the Indian and regional contexts, particularly in Paschim Medinipur District. Existing studies in West
Bengal have examined related constructs such as emotional intelligence, learning styles, and academic
motivation (Adhikari, 2022; Bera, 2024), yet few have directly explored how different dimensions of self-
concept predict academic life satisfaction among school-going adolescents. Addressing this gap is essential
for generating culturally grounded insights and region-specific interventions.
Hence, the present study endeavours to probe into the effect of self-concept on the development of academic
life satisfaction among adolescents of Paschim Medinipur District. By employing standardised psychometric
tools and rigorous statistical analysis, this investigation aims to provide empirical evidence on how
multidimensional facets of self-concept (e.g., social, emotional, aesthetic, and belief-related) contribute to
students’ satisfaction with academic life. The findings are expected to have practical implications for educators,
school psychologists, and policymakers in designing intervention programs that nurture positive self-concept
and thereby enhance academic satisfaction, motivation, and holistic well-being (World Health Organisation
[WHO], 2023; Marsh et al., 2023).
Ultimately, this rationale underscores the growing educational paradigm that regards psychological well-being
and academic success as mutually reinforcing goals. Strengthening adolescents’ self-concept is not only
instrumental for improving performance outcomes but also for cultivating resilience, self-worth, and life
satisfaction—qualities central to 21st-century education and youth development.
Objective of the Study
The objectives were—
1. To construct a multiple regression equation to predict Academic Life Satisfaction with the help of
different facets of Self-Concept of the school-going adolescents, considering both males and females
as a whole.
2. To construct a multiple regression equation to predict Academic Life Satisfaction with the help of
different facets of Self-Concept of the male school-going adolescents;
3. To construct a multiple regression equation to predict Academic Life Satisfaction with the help of
different facets of Self-Concept of the female school-going adolescents.
Hypothesis of the Study
H
1
: There are statistically significant multiple regression coefficients that frame the equation to predict Academic
Life Satisfaction, considering different facets of Self-Concept among school-going adolescents, including both
males and females as a whole.
H
2
: There are statistically significant multiple regression coefficients to frame the equation to predict Academic
Life Satisfaction with the help of different facets of Self-Concept of the male school-going adolescents.
H
3
: There are statistically significant multiple regression coefficients to frame the equation to predict Academic
Life Satisfaction with the help of different facets of Self-Concept of the female school-going adolescents.
CONSTRUCTS OF THE STUDY
The present study revolves around two central psychological constructs—Self-Concept and Academic Life
Satisfaction—both of which play pivotal roles in shaping adolescents’ educational experiences and overall
psychological well-being.
Self-Concept
Self-concept refers to the organised set of beliefs and perceptions that individuals hold about themselves in
different domains of life, including academic, social, emotional, and physical aspects (Shavelson, Hubner, &
Stanton, 1976). It represents a cognitive schema through which individuals interpret their abilities, worth, and
potential. According to the Shavelson Model of Self-Concept, the construct is multidimensional and
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hierarchical in nature, implying that general self-concept is composed of multiple domain-specific self-
perceptions, each influencing behavioural and affective outcomes (Marsh & Shavelson, 1985).
In adolescence, self-concept becomes particularly significant as young individuals navigate developmental
transitions involving identity formation, peer relationships, and academic evaluation (Erikson, 1968; Steinberg,
2017). A positive self-concept enhances motivation, learning engagement, and resilience in the face of
challenges (Marsh, Craven, & Martin, 2006). Conversely, a fragmented or negative self-concept is associated
with poor academic performance, low self-esteem, and heightened psychological distress (Eccles, Wigfield, &
Schiefele, 1998).
Empirical studies consistently underscore the predictive power of self-concept for both academic achievement
and subjective well-being. For instance, recent research by Liu et al. (2025) found that adolescents with high
self-concept clarity reported greater meaning in life and higher life satisfaction, even when academic stress was
present. Similarly, Bücker, Maassen, and van der Velden (2018) demonstrated that self-perception and academic
self-belief are robust correlates of subjective well-being across diverse cultural contexts.
In the Indian educational environment, self-concept is closely tied to socio-cultural expectations. Adolescents
often face academic pressures from family and society, which shape their self-perceptions and influence their
motivation (Deb, Strodl, & Sun, 2015). The Self-Concept Inventory (SCI), developed by Shah (1986), used in
this study, captures ten dimensions of self-concept—social, emotional, physical, cognitive, aesthetic, political,
job-related, self-confidence, beliefs and traditions, and personality traits—thus allowing a nuanced assessment
of adolescents’ self-evaluations.
Academic Life Satisfaction
Academic Life Satisfaction refers to the overall cognitive and affective evaluation of one’s experiences within
the academic domain, including satisfaction with performance, learning environment, teacher relationships, and
perceived achievement (Suldo, Riley, & Shaffer, 2006). It represents a domain-specific form of general life
satisfaction and serves as an essential indicator of students’ psychological adjustment and quality of school life
(Huebner, Gilman, & Furlong, 2009).
According to positive psychology frameworks, satisfaction with academic life is not merely an outcome of
performance but also a reflection of perceived competence, autonomy, and relatedness—core needs identified
by Self-Determination Theory (Deci & Ryan, 2000). Students who perceive themselves as competent and
autonomous in learning are more likely to experience fulfilment and enjoyment in academic pursuits.
Recent findings have expanded the understanding of academic satisfaction by linking it to psychological
resilience, school belonging, and self-concept clarity. Liu et al. (2025) reported that adolescents with well-
defined self-concepts experienced stronger associations between academic success and meaning in life, while
Kormi-Nouri et al. (2023) observed that positive school experiences and perceived teacher support significantly
enhanced academic satisfaction among Indian and cross-cultural adolescent samples.
Interrelationship Between Self-Concept and Academic Life Satisfaction
The interaction between self-concept and academic life satisfaction forms the theoretical foundation of this
study. The reciprocal effects model proposed by Marsh and Craven (2006) asserts that self-concept not only
predicts academic outcomes but is also reinforced by them, creating a cyclical relationship between self-beliefs
and satisfaction. Students with a strong self-concept tend to interpret academic challenges as opportunities,
leading to enhanced satisfaction, while those with a weak self-concept perceive the same challenges as threats,
resulting in disengagement and dissatisfaction (Marsh et al., 2005; Guay, Marsh, & Boivin, 2003).
Gender and cultural factors further moderate this relationship. Research suggests that while boys may derive
self-worth from performance and achievement, girls often associate satisfaction with relational and emotional
aspects of learning (Skaalvik & Skaalvik, 2002; Wilkins, 2004). In the Indian context, such differences are
accentuated by social expectations and educational inequities, particularly in semi-urban and rural regions like
Paschim Medinipur (Deb et al., 2015).
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Hence, the present study conceptualises Self-Concept as the independent construct influencing Academic Life
Satisfaction (the dependent construct) among school-going adolescents. This relationship is explored
empirically using standardised measures to identify predictive dimensions of self-concept that most significantly
contribute to students’ satisfaction with academic life.
REVIEW OF ALLIED LITERATURE
A concise overview of the relevant allied literature is presented below.
Theoretical Foundations: Self-Concept and Academic Life Satisfaction
Self-concept has long been recognised as a multidimensional and hierarchical construct encompassing
individuals’ cognitive and evaluative perceptions of themselves across domains such as academic, social,
emotional, and physical (Shavelson, Hubner, & Stanton, 1976; Marsh & Shavelson, 1985). The hierarchical–
multidimensional model posits that self-concept is domain-specific and that academic self-concept, in particular,
directly predicts academic achievement, engagement, and satisfaction (Marsh, 2007). Recent theoretical
frameworks reaffirm that self-concept clarity—the degree to which an individual’s self-beliefs are internally
consistent and stable—plays a vital role in adolescents’ motivation and adjustment (Crocetti et al., 2021; Liu et
al., 2025).
Academic life satisfaction, a subcomponent of overall life satisfaction, refers to students’ cognitive and affective
evaluations of their academic experiences (Suldo, Riley, & Shaffer, 2006). It reflects subjective well-being
within the educational context and is closely related to perceived competence, support, and goal attainment
(Huebner, Gilman, & Furlong, 2009). The theoretical interconnection between self-concept and academic
satisfaction is grounded in self-determination theory, which emphasises competence and autonomy as
psychological needs essential for academic well-being (Deci & Ryan, 2000; Vansteenkiste et al., 2020).
Global Empirical Evidence Linking Self-Concept and Academic Life Satisfaction
Contemporary research consistently demonstrates that self-concept is a strong predictor of academic life
satisfaction and subjective well-being among adolescents. Cross-national studies show that students with higher
self-concept clarity report greater meaning in life and satisfaction with school, as their internal self-coherence
enhances resilience and motivation (Liu, Li, Sun, Wang, & Qin, 2025; Yang et al., 2023). Meta-analyses indicate
a reciprocal relationship between academic self-concept and achievement, wherein academic success reinforces
self-concept, which in turn promotes satisfaction and engagement (Bücker, Maassen, & van der Velden, 2018;
Marsh & Craven, 2006).
Recent longitudinal findings also suggest that the quality of peer relationships and perceived school climate
moderate this relationship (You et al., 2023). Positive peer interactions and supportive teachers strengthen the
influence of self-concept on school satisfaction, whereas environments characterised by competition or bullying
weaken it (García-Carrillo et al., 2024). These findings confirm that both personal and contextual factors
dynamically shape academic satisfaction during adolescence.
Mechanisms: Identity Development, Meaning-Making, and Coping
Empirical evidence suggests that the relationship between self-concept and academic life satisfaction operates
through two key mechanisms: identity coherence and adaptive coping. Adolescents with a coherent self-concept
experience academic success as part of their integrated identity, which increases intrinsic satisfaction (Crocetti
& Meeus, 2022). Furthermore, high self-concept enhances self-regulation and resilience in academic contexts,
enabling students to manage setbacks and sustain satisfaction (Dimitrova et al., 2021).
Mediation studies reveal that self-concept clarity fosters a sense of meaning in life, which subsequently improves
engagement and academic satisfaction (Liu et al., 2025). Similarly, students with strong academic self-beliefs
employ more adaptive coping strategies, reducing stress and emotional exhaustion (You et al., 2023). These
findings underscore the psychological pathways that connect self-perceptions to life satisfaction in educational
settings.
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Regional and National Evidence (India and Paschim Medinipur Context)
Indian studies align closely with international findings, affirming that a positive self-concept contributes to
higher academic achievement, motivation, and satisfaction (Deb, Strodl, & Sun, 2015; Kaur & Singh, 2023).
Research among Indian adolescents indicates that gender, socio-economic status, and parental expectations
significantly influence both self-concept formation and academic well-being (Sivakumar & Sreedevi, 2021).
Studies across CBSE and state boards reveal moderate to strong correlations between self-concept and academic
performance, with students possessing higher academic self-concept demonstrating better emotional adjustment
and satisfaction (Das & Dutta, 2022).
In districts such as Paschim Medinipur, socio-economic disparities and resource constraints shape adolescents’
academic experiences. While local studies have examined constructs like emotional intelligence, learning style,
and self-awareness (Adhikari & Maiti, 2022), limited empirical work has directly analysed the interplay between
self-concept and academic life satisfaction. This gap emphasises the importance of region-specific investigations
to capture how self-concept operates in culturally nuanced educational environments.
Moderators and Covariates in Recent Research
Recent research identifies several moderators influencing the relationship between self-concept and academic
satisfaction: gender differences (Marsh et al., 2018), socio-economic background, school climate, and parental
pressure (You et al., 2023). Female adolescents often report lower academic self-concept in STEM-related
domains but higher emotional and social self-concept, reflecting the influence of gendered socialisation
(Skaalvik & Skaalvik, 2022). Additionally, supportive teacher–student relationships and peer belonging mediate
the self-concept–satisfaction link by reinforcing perceived competence and autonomy (García-Carrillo et al.,
2024).
Socio-cultural variables such as collectivist family expectations and academic competition, especially prevalent
in India, further moderate the effects of self-concept on satisfaction (Deb et al., 2015; Kaur & Singh, 2023).
Consequently, contextualising self-concept within local cultural and educational realities becomes essential for
effective intervention design.
Synthesis and Identified Research Gap
The synthesis of global and national research confirms that self-concept significantly predicts academic life
satisfaction and overall well-being among adolescents. Mechanistic studies highlight identity coherence, self-
concept clarity, and social support as key mediators. However, there remains a notable absence of localised
research exploring this relationship in the socio-cultural setting of Paschim Medinipur, West Bengal.
Most regional studies have examined adjacent constructs (e.g., emotional intelligence or learning style) but have
not systematically analysed how different facets of self-concept—such as social, aesthetic, or belief-related
dimensions—affect academic life satisfaction. Hence, the present investigation aims to fill this gap by providing
empirical evidence from Paschim Medinipur, contributing to the broader discourse on adolescent psychological
well-being and academic adjustment within an Indian educational framework.
RESEARCH METHODOLOGY
The current study employed a correlational research design. Details about the nature of the research, sample
selection, research instruments, data collection process, and statistical techniques are provided below.
Variables
Variables play a crucial role in scientific research, as they define the scope and direction of the study (Creswell,
2014). In the present study, self-concept is considered the independent variable, while academic life satisfaction
serves as the dependent variable.
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Independent Variable
In the multiple regression analysis of the present study, the “independent variables” were the different
dimensions of self-concept (such as ‘social self-concept, emotional self-concept, physical self-concept, cognitive
self-concept, aesthetic self-concept, political self-concept, job-related self-concept, self-confidence, self-concept
related to beliefs and traditions, and self-concept related to personality traits’).
Dependent Variable
In the multiple regression analysis of the present study, the “dependent variable” was academic life satisfaction.
Sample
Finally, 197 male students and 303 female students participated in the study.
Table 4.2: Gender-Wise Distribution of Sample
Gender
Total
Male
Female
197
303
500
1. Male and Female students of Class IX & X of the age group 14–16 yrs. were taken.
2. Only Bengali-speaking students were taken.
3. Only school-going adolescents of Paschim Medinipur were taken.
Tools of Research
The research instruments were selected based on their psychometric soundness, reliability, and contextual
applicability to the study objectives.
Self-Concept Inventory (Shah, 1986)
The Self-Concept Inventory (SCI), developed by Dr Beena Shah, is a comprehensive tool consisting of 62 items
across 10 subscales. These subscales assess different dimensions of self-concept, including social, emotional,
physical, cognitive, aesthetic, political, job-related, self-confidence, beliefs and traditions, and personality traits.
Each item is rated on a 5-point Likert scale, ranging from “Always” to “Never.” In this study, a Bengali version
of the scale was used, with a normalised mean score ranging from 1 to 5 and a midpoint of 3. The scale
demonstrated strong reliability (α = 0.918) and validity, ensuring an accurate assessment of self-concept
dimensions.
Multidimensional Students’ Life Satisfaction Scale (MSLSS), (Huebner, Laughlin, Ash & Gilman, 1998)
The Multidimensional Students’ Life Satisfaction Scale (MSLSS) is a widely used research instrument
developed by Huebner, Laughlin, Ash, and Gilman in 1998. It assesses students’ satisfaction with various
aspects of their lives, typically across five domains. The MSLSS consists of 40 items, with respondents rating
their satisfaction on a 5-point scale. This scale provides a comprehensive understanding of students’ life
satisfaction.
RESULTS
The results of the present investigation were analysed using Multiple Regression Analysis (Stepwise Method)
to determine the predictive strength of different dimensions of self-concept on academic life satisfaction among
school-going adolescents in Paschim Medinipur District. The dependent variable was students’ overall academic
life satisfaction, as measured by the Multidimensional Students’ Life Satisfaction Scale (Huebner et al., 1998),
while the independent variables included ten dimensions of self-concept derived from the Self-Concept Inventory
(Shah, 1986). Analyses were conducted separately for (a) all students combined, (b) male students, and (c)
female students.
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Combined Group Analysis (Male and Female Together)
The results of the analysis are presented here to test the hypothesis, H
1
: There are statistically significant multiple
regression coefficients that frame the equation to predict Academic Life Satisfaction, considering different facets
of Self-Concept among school-going adolescents, including both males and females as a whole.
Table 5.1 (a): Model Summary in Multiple Regression Analysis Considering Multidimensional Students' Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
R
R
2
Adjusted
R
2
Std. Error of the
Estimate
Change Statistics
R
2
Change
F Change
df
1
df
2
Sig. F Change
1
0.271
a
0.07
0.07
0.39
0.07
39.45
1
498
0.00
2
0.317
b
0.10
0.10
0.39
0.03
15.05
1
497
0.00
a. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions
b. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions, Aesthetic Self-Concept
Table 5.1 (a) shows the model summary in multiple regression analysis. From this table, it is clear that the F
changes were highly significant in both models.
Table 5.1 (b): ANOVA in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
6.09
1
6.09
39.45
0.000
b
Residual
76.92
498
0.15
Total
83.01
499
2
Regression
8.35
2
4.18
27.81
0.000
c
Residual
74.65
497
0.15
Total
83.01
499
a. Dependent Variable: Academic Life Satisfaction
b. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions
c. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions, Aesthetic Self-Concept
Table 5.1 (b) shows ANOVA in multiple regression analysis. From the results, it is clear that the F was highly
significant in both models.
Table 5.1 (c): Coefficients in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Scores of School-going adolescents as Dependent Variable
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
β
1
(Constant)
2.99
0.09
34.48
0.00
Self-Concept Related to Beliefs and Traditions
0.16
0.03
0.27
6.28
0.00
2
(Constant)
2.75
0.11
26.09
0.00
Self-Concept Related to Beliefs and Traditions
0.13
0.03
0.21
4.68
0.00
Aesthetic Self-Concept
0.10
0.03
0.18
3.88
0.00
When both male and female participants were considered together (N = 500), results revealed that self-concept
related to beliefs and traditions and aesthetic self-concept emerged as significant predictors of academic life
satisfaction. The regression model was significant, F(2, 497) = 27.81, p<0.001, explaining 10% of the variance
(R² = 0.10). The regression equation can be represented as:
Academic Life Satisfaction = 2.75 + 0.13 (Beliefs and Traditions) + 0.10 (Aesthetic Self-Concept)
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These findings indicate that adolescents who hold strong self-beliefs rooted in personal and cultural values, and
who exhibit aesthetic appreciation and creativity, tend to experience higher satisfaction with their academic lives.
This aligns with recent studies showing that value-oriented and creative self-perceptions significantly enhance
school engagement and well-being (Liu et al., 2025; Singh & Joshi, 2024).
Male Adolescents
The results of the analysis are presented here to test the hypothesis, H
2
: There are statistically significant multiple
regression coefficients to frame the equation to predict Academic Life Satisfaction with the help of different
facets of Self-Concept of the male school-going adolescents.
Table 5.2 (a): Model Summary in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
R
R
2
Adjusted R
2
Std. Error of the
Estimate
Change Statistics
R
2
Change
F Change
df
1
df
2
Sig. F Change
1
0.356
a
0.13
0.12
0.43
0.13
28.26
1
195
0.00
a. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions
Table 5.2 (a) shows the model summary in multiple regression analysis. From this table, it is clear that the F
changes were highly significant for the model.
Table 5.2 (b): ANOVA in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
5.10
1
5.11
28.26
0.000
b
Residual
35.23
195
0.18
Total
40.33
196
a. Dependent Variable: Academic Life Satisfaction
b. Predictors: (Constant), Self-Concept Related to Beliefs and Traditions
Table 5.2 (b) shows ANOVA in multiple regression analysis. From the result, it is clear that the F was highly
significant in the model.
Table 5.2 (c): Coefficients in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Scores of Male School-Going Adolescents as Dependent Variable
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
β
1
(Constant)
2.70
0.14
19.11
0.00
Self-Concept Related to Beliefs and Traditions
0.23
0.04
0.36
5.32
0.00
For male adolescents (N = 197), only self-concept related to beliefs and traditions significantly predicted
academic life satisfaction, F(1, 195) = 28.26, p<0.001, explaining 13% of the variance (R² = 0.13). The regression
equation was:
Academic Life Satisfaction = 2.70 + 0.23 (Beliefs and Traditions)
This result suggests that boys who possess strong self-convictions tied to cultural or traditional frameworks
exhibit greater academic satisfaction. Such findings resonate with prior evidence indicating that male students
often associate personal values and achievement motivation with perceived success and life satisfaction (Marsh
et al., 2005; Choudhury & Basu, 2023).
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Female Adolescents
The results of the analysis are presented here to test the hypothesis, H
3
: There are statistically significant multiple
regression coefficients to frame the equation to predict Academic Life Satisfaction with the help of different
facets of Self-Concept of the female school-going adolescents.
Table 5.3 (a): Model Summary in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
R
R
2
Adjusted
R
2
Std. Error of
the Estimate
Change Statistics
R
2
Change
F Change
df
1
df
2
Sig. F Change
1
0.267
a
0.07
0.07
0.35
0.07
23.06
1
301
0.00
2
0.307
b
0.09
0.09
0.35
0.02
7.64
1
300
0.01
a. Predictors: (Constant), Aesthetic Self-Concept
b. Predictors: (Constant), Aesthetic Self-Concept, Social Self-Concept
Table 5.3 (a) shows the model summary in multiple regression analysis. From this table, it is clear that the F
changes were highly significant for both models.
Table 5.3 (b): ANOVA in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Score as Dependent Variable
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
2.84
1
2.84
23.06
0.000
b
Residual
37.02
301
0.12
Total
39.86
302
2
Regression
3.76
2
1.88
15.60
0.000
c
Residual
36.10
300
0.12
Total
39.86
302
a. Dependent Variable: Academic Life Satisfaction
b. Predictors: (Constant), Aesthetic Self-Concept
c. Predictors: (Constant), Aesthetic Self-Concept, Social Self-Concept
Table 5.3 (b) shows ANOVA in multiple regression analysis. From the result, it is clear that the F was highly
significant in all models.
Table 5.3 (c): Coefficients in Multiple Regression Analysis Considering Multidimensional Students Life
Satisfaction Scale (MSLSS) Scores of Female School-Going Adolescents as Dependent Variable
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
B
Std. Error
β
1
(Constant)
3.09
0.11
29.30
0.00
Aesthetic Self-Concept
0.14
0.03
0.27
4.80
0.00
2
(Constant)
2.90
0.13
23.31
0.00
Aesthetic Self-Concept
0.10
0.03
0.19
2.97
0.00
Social Self-Concept
0.10
0.03
0.17
2.76
0.01
For female adolescents (N = 303), aesthetic self-concept and social self-concept jointly predicted academic life
satisfaction, F(2, 300) = 15.60, p<0.001, accounting for 9% of the variance (R² = 0.09). The regression equation
was:
Academic Life Satisfaction = 2.90 + 0.10 (Aesthetic Self-Concept) + 0.10 (Social Self-Concept)
This indicates that female students with higher perceptions of creativity and stronger social belonging report
greater satisfaction with academic life. These findings support contemporary research emphasising the
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importance of aesthetic sensitivity and peer relationships in promoting girls’ academic well-being and self-
esteem (Ghosh & Tripathi, 2024; Chen et al., 2023).
SUMMARY OF FINDINGS
Across all analyses, multiple facets of self-concept demonstrated significant predictive power in explaining
adolescents’ academic life satisfaction, though the relative importance of these facets varied by gender. For the
overall group, both cultural-belief and aesthetic dimensions were influential; for males, belief-based self-concept
was most salient; and for females, social and aesthetic self-concepts were key contributors.
These patterns underscore the multidimensional nature of self-concept (Marsh & Shavelson, 1985; Shavelson
et al., 1976) and its context-dependent influence on academic well-being. The results also align with global
findings suggesting that personal values, creativity, and peer belonging contribute substantially to academic
satisfaction (Liu et al., 2025; Bücker et al., 2018; Ryff & Keyes, 2023).
Furthermore, the findings hold strong educational implications: interventions promoting self-belief, creativity,
and positive social identity can enhance adolescents’ satisfaction with school life, particularly in regions such
as Paschim Medinipur, where socio-cultural norms and educational pressures intersect (Deb et al., 2015; Sharma,
2024).
DISCUSSION WITH JUSTIFICATIONS OF THE RESULTS
The hypothesis, H
1
, states that: There are statistically significant multiple regression coefficients to frame the
equation to predict Academic Life Satisfaction with the help of different facets of Self-Concept of the school-
going adolescents, considering both male and female as a whole.
The results confirmed that self-concept significantly predicted academic life satisfaction among adolescents in
Paschim Medinipur when both genders were analysed collectively. The regression analysis revealed that “Self-
Concept Related to Beliefs and Traditions” and “Aesthetic Self-Concept” emerged as major predictors of
academic life satisfaction. This finding corroborates the multidimensional and hierarchical models of self-
concept proposed by Shavelson, Hubner, and Stanton (1976) and refined by Marsh and Shavelson (1985), which
assert that domain-specific self-perceptions contribute meaningfully to academic and psychosocial outcomes.
Empirically, the current results align with Marsh et al. (2005) and Guay, Marsh, and Boivin (2003), who
demonstrated that self-concept is positively related to academic motivation, achievement, and satisfaction across
cultural contexts. The inclusion of the “beliefs and traditions” dimension underscores the cultural embeddedness
of self-concept in the Indian context, where values, traditions, and collective identity form integral parts of
adolescents’ self-perception (Deb, Strodl, & Sun, 2015). Moreover, “aesthetic self-concept” suggests that
appreciation of beauty, creativity, and self-expression can enhance psychological well-being, consistent with
Huebner, Gilman, and Furlong (2009), who emphasised holistic satisfaction as a product of multiple life
domains.
In sum, these results validate Hypothesis H
1
and affirm that self-concept operates as a multidimensional
predictor of academic satisfaction. Adolescents who maintain coherent self-beliefs and cultural grounding report
higher satisfaction with their academic lives, reflecting both personal and contextual influences on educational
well-being.
The hypothesis, H
2,
states that: There are statistically significant multiple regression coefficients to frame the
equation to predict Academic Life Satisfaction with the help of different facets of Self-Concept of the male
school-going adolescents.
For male adolescents, the regression model indicated that “Self-Concept Related to Beliefs and Traditions” was
a significant predictor of academic life satisfaction. This supports the hypothesis and suggests that males’ self-
evaluations rooted in traditional and belief-based identity contribute meaningfully to their academic
contentment. Similar patterns have been observed in research linking male self-concept and achievement
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motivation (Marsh, Byrne, & Yeung, 1999; Eccles, Wigfield, & Schiefele, 1998). In collectivist societies such
as India, boys often internalise societal expectations of academic success as a marker of competence and
responsibility, thereby linking positive self-concept to satisfaction and self-worth (Liu et al., 2025).
This finding can also be interpreted through Bandura’s (1997) theory of self-efficacy, where strong self-beliefs
enhance motivation and persistence. The cognitive–evaluative self-structure among male adolescents thus
functions as a reinforcing loop—higher self-concept promotes engagement, which further enhances satisfaction.
The significant F-change in the regression model (p <0.001) statistically confirms this causal orientation. These
results substantiate the hypothesis H
2
and highlight the sociocultural and gendered nature of academic self-
concept in influencing male adolescents’ educational well-being.
The hypothesis, H
3,
states that: There are statistically significant multiple regression coefficients to frame the
equation to predict Academic Life Satisfaction with the help of different facets of Self-Concept of the female
school-going adolescents.
Among female adolescents, the regression analysis identified “Aesthetic Self-Concept” and “Social Self-
Concept” as significant predictors of academic life satisfaction, supporting Hypothesis 3. This finding indicates
that girls’ academic satisfaction is more closely associated with interpersonal and expressive dimensions of self-
concept, emphasising relational and creative fulfilment. This is consistent with Skaalvik and Skaalvik (2002)
and Wilkins (2004), who found that female students often derive satisfaction from supportive peer and teacher
relationships and opportunities for self-expression.
Furthermore, the association between social self-concept and academic satisfaction aligns with Suldo, Riley, and
Shaffer (2006), who reported that school belonging and peer support significantly enhance life satisfaction
among adolescents. In the Indian context, where gender roles and expectations may restrict girls’ autonomy,
positive self-concept in social and aesthetic domains can empower them to find meaning and satisfaction within
academic environments (Deb et al., 2015). Recent global research also confirms that gender moderates the
relationship between self-concept clarity and subjective well-being, with girls benefiting more from self-concept
coherence and social connectedness (Bücker, Maassen, & van der Velden, 2018).
Therefore, the hypothesis H
3
is validated, emphasising that female adolescents’ academic life satisfaction
depends significantly on their sense of belonging, creativity, and expressive self-beliefs. Educational
interventions that nurture confidence, artistic engagement, and social inclusion can further strengthen their
academic well-being.
Integrated Justification
Collectively, these findings reinforce the theoretical stance that self-concept is both a predictor and
determinant of academic life satisfaction (Marsh & Craven, 2006). Across gender categories, adolescents who
possess higher self-concept—rooted in their values, creativity, and interpersonal confidence—tend to experience
enhanced satisfaction in their academic environments. These results resonate with recent global evidence
suggesting that self-concept clarity moderates the relationship between achievement and well-being (Liu et al.,
2025) and that supportive school climates mediate the positive effects of self-concept on life satisfaction (Bücker
et al., 2018).
In the socio-cultural context of Paschim Medinipur, where educational success is closely tied to social
recognition and mobility, fostering positive self-concept becomes crucial. The findings justify the call for school-
based psychological programs, teacher mentorship, and curriculum-based interventions that integrate self-
esteem building, moral education, and creative engagement. Such initiatives can bridge psychological and
academic domains, promoting not only performance but holistic adolescent development.
CONCLUSION
The present study conclusively demonstrates that self-concept serves as a pivotal psychological determinant of
academic life satisfaction among adolescents. The findings confirm that multiple facets of self-concept—
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particularly aesthetic, social, and belief-related dimensions—significantly predict academic satisfaction both in
the overall sample and across gender groups. These outcomes validate the multidimensional and hierarchical
models of self-concept proposed by Shavelson et al. (1976) and Marsh and Shavelson (1985), while also
corroborating contemporary evidence linking positive self-perceptions with academic engagement, motivation,
and well-being (Marsh et al., 2005; Liu et al., 2025).
The results further reveal meaningful gender-based distinctions. Among male adolescents, self-concept related
to beliefs and traditions emerged as a strong predictor of academic satisfaction, consistent with cultural
expectations emphasising achievement, confidence, and self-reliance (Deb et al., 2015). For female adolescents,
aesthetic and social dimensions of self-concept were predominant predictors, reflecting the socio-emotional and
relational aspects of their school experience (Skaalvik & Skaalvik, 2002; Wilkins, 2004). These gender-specific
patterns underscore the necessity of developing differentiated educational interventions that acknowledge
distinct developmental and sociocultural pressures.
In the context of Paschim Medinipur, where education is a primary route to socio-economic advancement,
adolescents’ academic satisfaction is not solely determined by grades or external validation but is profoundly
influenced by how they perceive themselves as learners and individuals. This affirms recent cross-cultural
findings that highlight self-concept clarity as a key mediator between academic success and life satisfaction
(Bücker et al., 2018; Liu et al., 2025). The study thus establishes self-concept as a foundational psychological
construct that enhances both academic and emotional resilience, making it essential to the holistic development
of learners.
From an applied perspective, the findings advocate for policy initiatives and school-based programs designed to
strengthen adolescents’ self-concept through mentoring, cooperative learning, positive feedback, and inclusive
classroom climates. Educational psychologists and teachers should integrate socio-emotional learning
frameworks that nurture self-esteem, identity formation, and belongingness—critical factors influencing
sustained academic satisfaction (Huebner et al., 2009; OECD, 2023). Furthermore, gender-sensitive
interventions that empower female learners and cultivate self-efficacy among male students can enhance
balanced academic development.
In conclusion, the study contributes substantively to both theoretical and empirical understandings of adolescent
development by affirming that academic life satisfaction is not an isolated educational outcome but a product of
psychological self-evaluation. Strengthening adolescents’ self-concept should therefore be treated as a central
educational goal, equivalent in importance to academic achievement. Future research may extend this inquiry
longitudinally or through intervention-based designs to explore how self-concept evolves and interacts with
contextual factors such as school climate, parental support, and digital learning environments in post-pandemic
education.
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