Identity, self‑concept and subject‑specific esteem

• Self‑concept can be global (a general “I’m capable”) or domain‑specific (e.g., “I’m good at maths, not at languages”).
• Students carry different self‑concepts into each subject. A student who is confident in art may be anxious in math.
• Feedback and grading directly affect self‑esteem: when students receive lower than expected grades and interpret them as “I’m not worth it,” motivation drops.
• Gender and identity patterns: some research shows boys’ outcomes are more sensitive to teacher approval and to the availability of subject choices that link to their interests (e.g., more hands‑on/technical “boys’ subjects” in some cultures). Where teacher–student interaction is safe, boys’ performance can equal or outpace girls’—so social factors matter more than innate ability.

What to do about identity:

• Build subject‑specific competence experiences: early successes help anchor later learning.
• Use growth‑oriented language: emphasize progress and strategy, not fixed ability.
• Offer varied task types so different learners can show competence (visual, hands‑on, verbal).

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