The self-concept of students with disciplinary problems: A systematic review

Background and Purpose: Self-concept significantly influences adolescents’ behavioural development, with studies showing a complex association between disciplinary problems and students’ self-perceptions. Despite extensive research, a comprehensive synthesis remains limited. Methodology: This systematic review, guided by PRISMA 2020, examined empirical studies published between 2017 and 2025 from Scopus and Web of Science. Findings: Using the Mixed Methods Appraisal Tool (MMAT), 36 studies were analysed, revealing five main themes and 19 subthemes: (1) disciplinary problems diminish self-concept through negative and reciprocal effects; (2) academic and family-related behaviours most strongly affect self-concept dimensions; (3) physical self-concept often remains resilient despite other declines; (4) multiple self-concept dimensions experience overall deterioration; and (5) self-concept tends to worsen progressively over time. Contributions: The review emphasizes the multidimensional and dynamic relationship between self-concept and disciplinary behaviours among adolescents across cultural contexts. These findings underscore the importance of developing targeted interventions that strengthen vulnerable self-concept domains while utilizing resilient aspects to better support at-risk students through evidence-based educational and counselling strategies. Keywords: Self-concept, behaviour, disciplinary problems, adolescents, systematic review. Cite as: Khalid, N. F., Mohd Sahell, A. M., Syed Abdullah, S. M., & Ahmad, N. S. (2026). The self-concept of students with disciplinary problems: A systematic review. Journal of Nusantara Studies,11(1), 246-275. http://dx.doi.org/10.24200/jonus.vol11iss1pp246-275