Self-Concept and Educational Adjustment among Secondary School Students: A Comprehensive Review and Analytical Perspective

Self-concept and educational adjustment are two interrelated psychological constructs that play a pivotal role in shaping students’ academic achievement, emotional well-being, and overall school functioning (Marsh & Craven, 2006; Marsh & Martin, 2011). Adolescents experience fast cognitive, emotional, and social changes during secondary school, which have a big impact on how they see themselves and how well they can cope with the demands of society and academia (Eccles et al., 1993). According to Shavelson, Hubner, and Stanton (1976) and Rogers (1951), self-concept is a person's structured, dynamic, and multifaceted view of themselves that spans academic, social, and emotional realms. On the other hand, educational adjustment refers to people's capacity to successfully adjust to the intellectual, social, and emotional demands of the school setting, including peer relationships, classroom conduct, and emotional control (Baker & Siryk, 1984).The main theoretical stances and empirical research investigating the connection between secondary school students' self-concept and academic adjustment are thoroughly and methodically reviewed in this article. The review emphasizes the complexity of self-concept, how it develops during adolescence, and how it has a big impact on social conduct, academic achievement, and emotional stability (Marsh et al., 2014; Jaiswal & Choudhuri, 2017). The study concludes with significant implications for educational practice, school counseling, and policy formulation. It also covers important moderating factors that influence both self-concept formation and adjustment processes, such as gender, socioeconomic background, and school climate (Eccles & Roeser, 2011).