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The Relationship Between Multi-Layered Ecological Support, Intrapersonal Traits, and Secondary School Students'
Byeolbee Um1, Gerta Bardhoshi2, Jihyeon Choi3
1Department of Educational Psychology, The University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019, USA.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2026
Summary
Adolescent self-esteem is linked to intrapersonal factors like happiness and parental support. School counseling, however, was unexpectedly associated with lower self-esteem in secondary students.
Area of Science:
- Psychology
- Education
- Sociology
Background:
- Adolescent self-esteem is crucial for development.
- Understanding factors influencing self-esteem is vital for effective interventions.
- Ecological frameworks highlight the interplay of individual and environmental factors.
Purpose of the Study:
- To investigate the relationship between intrapersonal and environmental variables and self-esteem in secondary school students.
- To examine the specific impact of school counseling services on adolescent self-esteem.
- To provide empirical evidence for ecological models of adolescent development.
Main Methods:
- Hierarchical multiple regression analysis was employed.
- National data from 8th and 10th graders (N=1636) from the Monitoring the Future study were utilized.
- Longitudinal data collection methods provided a robust dataset.
Main Results:
- Intrapersonal traits (academic achievement, happiness, future readiness) significantly correlated with self-esteem.
- Parental academic support positively influenced student self-esteem.
- School counseling support was significantly associated with negative self-esteem.
Conclusions:
- Adolescent self-esteem is influenced by a combination of individual characteristics and environmental support.
- The findings challenge conventional views on the impact of school counseling.
- Recommendations are provided for counseling researchers and school personnel to refine support strategies.
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