Self Concept : Who Am I and Who Are You – Psychology of Identity

The self-concept is a cornerstone of human psychology, shaping our perception, behavior, and relationships. Let’s explores the formation and content of self-concept, examines the psychological theories that explain identity, and investigates how individuals understand themselves and others.

1. The Eternal Question – “Who Am I?”

• Who am I?” is one of the oldest and most profound questions in human history. It transcends philosophy, religion, and psychology. Equally important is “Who are you?”—the social dimension of self-concept, without which self-awareness remains incomplete. In psychology, this inquiry leads us into the rich terrain of identity: a multidimensional construct influenced by biology, experience, culture, and interpersonal interactions.
• In psychology, this complex and evolving sense of identity is referred to as the self-concept. It includes how we perceive ourselves cognitively (“What do I think of myself?”), emotionally (“How do I feel about myself?”), and socially (“How do I fit into the world around me?”). It is influenced by myriad factors: genetics, early childhood experiences, cultural background, education, relationships, and even the media we consume.

2. Defining Self-Concept

Self-concept is the mental representation individuals hold about themselves. It encompasses how we see, feel about, and understand ourselves, both as unique individuals and as members of a social world. Self-concept integrates cognitive (thought-based) and affective (emotion-based) evaluations to answer the essential question: “Who am I?”. Psychologically, self-concept is:

• Cognitive: It includes the beliefs, perceptions, and knowledge one has about oneself.
• Affective: It contains self-directed emotions such as pride, shame, guilt, and satisfaction.
• Socially constructed: It is influenced by social interactions, feedback from others, and cultural norms.

2.1 Components of Self-Concept

Self-concept is multifaceted—it’s not just one unified entity but a constellation of interconnected parts. Below are the primary components:

2.1.1 Self-Image

This is the descriptive part of the self-concept.

• How we view our physical appearance, personality traits, roles (e.g., parent, student, leader).
• Shaped by feedback from others, media portrayals, and cultural ideals.
• May or may not align with reality.

Example: A person may see themselves as introverted, intelligent, and socially awkward—even if others perceive them differently.

2.1.2 Self-Esteem

This is the evaluative part—how we feel about ourselves.

• Influenced by experiences of success, failure, approval, and rejection.
• High self-esteem reflects self-worth, confidence, and a positive attitude toward oneself.
• Low self-esteem often leads to self-criticism, vulnerability to external validation, and emotional instability.

Note: Self-esteem can fluctuate across domains—someone may feel confident in academics but insecure in relationships.

2.1.3 Ideal Self

This is the aspirational part—who we wish to become.

• Represents personal goals, values, and standards.
• Developed through role models, cultural narratives, and personal values.
• Discrepancies between the real and ideal self can lead to motivation (growth) or distress (self-doubt, anxiety).

According to Carl Rogers, the greater the congruence between real self and ideal self, the greater the psychological well-being.

2.1.4 Social Self

This is the relational part—how we believe others perceive us.

• Often called the “looking-glass self” (Cooley, 1902).
• Derived from social roles, comparisons, and interpersonal feedback.
• Can lead to positive growth—or performance anxiety and self-consciousness.

Example: A person might adopt certain behaviors to maintain an image they believe others expect—like being the “funny one” or the “responsible one.”

2.2 Why Is Self-Concept Important?

A well-structured self-concept is foundational for psychological resilience, interpersonal functioning, and decision-making. Here’s why:

2.2.1 Provides Identity and Coherence

• Offers a consistent narrative about who we are, even in changing circumstances.
• Helps us navigate complex social roles (e.g., being a mother, employee, friend).
• Gives us a sense of continuity and uniqueness across time.
• Without self-concept, we are like actors without a script or stage.” – Psychodynamic View

2.2.2 Guides Behavior and Decision-Making

• Influences the choices we make: careers, relationships, hobbies.
• Acts as an internal compass for moral, social, and practical judgments.
• Determines the standards by which we evaluate success and failure.
• Example: A person who sees themselves as a leader is more likely to pursue roles that involve authority and influence.

2.2.3 Supports Emotional Stability and Regulation

• People with a clear and positive self-concept manage stress and criticism more effectively.
• Reduces internal conflict and emotional reactivity.
• Enhances self-acceptance and resilience in the face of setbacks.

2.2.4 Enables Empathy and Social Understanding

• Understanding our own motivations and emotions helps us understand others.
• Promotes perspective-taking and emotional intelligence.
• Strengthens interpersonal relationships by reducing projection and increasing authenticity.

2.2.5 Facilitates Growth and Self-Reflection

• A conscious self-concept allows for evaluation and transformation.
• Encourages lifelong learning and self-improvement.
• Central to therapeutic work and personal development practices like journaling, coaching, or meditation.

3. Formation of the Self

The self is not a pre-existing entity that emerges fully formed at birth—it is gradually constructed through development, cognition, emotion, and social interaction. From mirror recognition in infancy to complex identity narratives in adulthood, the formation of the self is a dynamic process shaped by both internal maturation and external influences.

3.1 Developmental Foundations: The Lifespan Approach

The developmental trajectory of the self begins in early childhood and evolves across stages of life:

3.1.1 Infancy (0–2 years): Emergence of Self-Awareness

• Mirror recognition test (18–24 months) is a classic experiment where toddlers recognize themselves in a mirror, signaling the birth of physical self-awareness.
• This stage reflects the transition from undifferentiated consciousness to a basic sense of “me” as distinct from others.

3.1.2 Early Childhood (3–6 years): Categorical Self

• Children begin describing themselves using concrete categories such as age, gender, appearance, toys, and simple traits (“I am a boy,” “I have a red ball”).
• Self-concept is egocentric and externally focused, shaped largely by observable characteristics and adult feedback.

3.1.3 Middle Childhood (7–11 years): Social Comparison and Trait-Based Identity

• Children now integrate internal psychological traits (e.g., “I’m smart,” “I’m kind”) and start comparing themselves with peers.
• They develop a more stable self-concept and begin to experience self-evaluative emotions like pride, guilt, and shame.

3.1.4 Adolescence (12–18 years): Abstract Thinking and Identity Exploration

• This is the critical period for identity formation. Teens start asking abstract questions like “Who am I?” and “What do I value?”
• Development of the “narrative self” begins—a coherent story integrating past, present, and future.
• Erik Erikson’s psychosocial stage of Identity vs. Role Confusion emphasizes the adolescent struggle for a stable sense of self.

3.2 Socialization and the Role of Others

Self is not created in isolation; it is co-constructed through our interactions with others. Socialization agents such as family, peers, teachers, culture, and media influence how we see ourselves and what roles we believe we can play.

3.2.1 Family

• Provides the first mirror of self-worth through attachment, discipline, and feedback.
• Parenting style (authoritative, authoritarian, permissive, neglectful) influences self-esteem and autonomy.

3.2.2 Peers

• Offer comparison points and social reinforcement.
• Friendships during middle childhood and adolescence provide opportunities for self-expression, experimentation, and feedback.

3.2.3 Media and Culture

• Cultural narratives about success, gender roles, beauty standards, and values shape ideal selves and perceived deficiencies.
• Social media platforms, in particular, contribute to curated self-presentations and identity experimentation.

3.3 The Looking-Glass Self (Charles Horton Cooley, 1902)

Charles Horton Cooley introduced this metaphor to explain how our self-concept—our internal sense of “who we are”—is not formed in isolation, but through social interaction and perception. Rather than being a fixed or private entity, the self is reflected, shaped, and constructed in the “mirror” of how we imagine others perceive us.

Cooley’s theory highlights the socially reflexive nature of identity: we become who we believe others think we are. Cooley identified a three-step psychological process through which the self develops in response to social feedback:

3.3.1 Imagining How We Appear to Others

• This is our internal simulation: “How do others see me?”
• We construct mental images of how we might be perceived by family, friends, teachers, or strangers.
• These imagined perceptions are not necessarily accurate—they are subjective interpretations, influenced by our experiences, biases, and emotional states.

Example: A student giving a class presentation may imagine they appear nervous and unprepared—even if they are doing well—because they believe others perceive them that way.

3.3.2 Imagining the Judgments of Others

• After imagining how we appear, we assess what others might think about that appearance or behavior.
• We anticipate approval, disapproval, indifference, or judgment.
• This involves projecting others’ values, standards, or preferences onto our self-image.

Example: A teenager may believe their peers think they are “uncool” for liking certain music, leading them to feel inadequate—even without any explicit criticism.

3.3.3 Developing Emotional Reactions Based on These Judgments

• The imagined judgments then generate self-feelings, such as:
  • Pride (if we believe we’re admired),
  • Shame (if we think we’re ridiculed),
  • Embarrassment, confidence, or self-doubt.
• These emotions are powerful because they shape our self-worth and influence future behavior.

Example: If a child believes a parent views them as intelligent and capable, they may develop confidence. If they perceive rejection or disapproval, they may internalize self-doubt.

3.4 Social Comparison Theory (Festinger, 1954)

We learn about ourselves, not in isolation, but by seeing how we measure up to others. eon Festinger’s Social Comparison Theory builds on the idea that people have an innate psychological need to evaluate themselves. When objective measures (e.g., test scores, direct feedback) are unavailable or ambiguous, individuals turn to comparison with others to assess their:

• Self-worth
• Abilities
• Opinions

3.4.1 Key Assumptions of Festinger’s Theory

• Discrepancies in comparison influence motivation, self-perception, and emotional states.
• People have a fundamental drive to evaluate themselves.
• In the absence of objective standards, they compare themselves with others.
• The more similar the other person is, the more relevant the comparison.

3.4.2 Upward Social Comparison

Comparing oneself with others who are perceived to be better off, more successful, more attractive, or more accomplished.

Benefits:

• Can motivate self-improvement (“If they can do it, maybe I can too.”)
• Encourages goal-setting and aspiration
• Inspires role modeling behavior (e.g., children looking up to parents or athletes)

Risks:

• May lead to:
  • Envy
  • Inferiority complex
  • Low self-esteem, especially if the gap feels unbridgeable
• Often triggered by idealized portrayals in media or social platforms (e.g., Instagram)

Example: A student who compares their average grades to a top-performing classmate may feel inspired to study harder—or demoralized and give up, depending on self-beliefs and coping style.

3.4.3 Downward Social Comparison

Comparing oneself with others who are worse off, struggling, or perceived to be less competent.

Benefits:

• Acts as a defense mechanism to protect self-esteem.
• Reinforces gratitude and resilience (“At least I’m not that bad.”)
• Helps in coping with failure, rejection, or illness.

Risks:

• May foster:
  • Complacency
  • Superiority bias
  • Lack of motivation to improve
• Can result in schadenfreude (pleasure in others’ misfortune) if misused.

Example: Someone who recently lost their job may feel better by observing others in worse economic situations, but this may also stall efforts to upskill or job-hunt.

3.4.4 Psychological Effects of Social Comparison

Social comparison is ubiquitous, often unconscious, and shapes core dimensions of mental and emotional functioning.

A. Impact on Self-Esteem

• Constant upward comparisons can erode self-worth and create chronic feelings of “not good enough.”
• Downward comparisons may artificially inflate ego but hinder personal growth.

B. Influence on Mood and Emotions

• Upward comparison may induce:
  • Envy
  • Depression
  • Shame
• Downward comparison may provide:
  • Relief
  • Gratitude
  • Defensive optimism

C. Life Satisfaction and Happiness

• Studies show that perceived relative status often affects happiness more than absolute status.
• People feel happier when they believe they are doing better than peers—even if their objective circumstances haven’t changed.

4. Self-Esteem and Self-Efficacy: Evaluative Aspects of the Self

As individuals navigate the complexities of personal identity and capability, two fundamental constructs shape their psychological landscape: self-esteem and self-efficacy. While they are closely related and often interact, they serve distinct functions within the self-system.

• Self-esteem refers to one’s sense of self-worth.
• Self-efficacy concerns one’s belief in their ability to perform tasks and influence outcomes.

4.1 Self-Esteem: The Evaluative Core of the Self

Self-esteem is the evaluative dimension of self-concept. It involves the judgments people make about their own value, worthiness, and acceptability.

“Self-esteem is the extent to which one prizes, values, approves of, or likes oneself.”
— Morris Rosenberg (1965)

4.1.1 Two Types of Self-Esteem

1. Trait Self-Esteem
   • A stable, enduring aspect of personality.
   • Reflects long-term beliefs about self-worth.
   • Example: A person with high trait self-esteem generally feels competent and worthy regardless of daily fluctuations.
2. State Self-Esteem
   • A temporary, situational response to specific events or outcomes.
   • Highly responsive to external feedback (e.g., praise, rejection).
   • Example: A confident student may feel a dip in self-esteem after failing a test.

4.1.2 Benefits of Healthy Self-Esteem

Numerous studies link positive self-esteem with:

• Better mental health (reduced risk of depression and anxiety)
• Greater resilience in the face of adversity
• Stronger interpersonal relationships
• Increased motivation and willingness to try new things

4.1.3 Dangers of Excessive or Fragile Self-Esteem

• Narcissistic self-esteem can lead to:
  • Grandiosity
  • Fragile ego and hypersensitivity to criticism
  • Poor empathy and interpersonal conflict
• Contingent self-esteem (based on external validation) is unstable and vulnerable to:
  • Social comparison
  • Performance failure
  • Rejection sensitivity

4.1.4 Sources of Self-Esteem

The development of self-esteem is shaped by multiple factors, especially in early life:

• 1. Parental Support : Warmth, unconditional regard, and consistent caregiving lay the groundwork for secure self-worth.
• 2. Academic and Professional Competence : Success in school or career builds self-confidence and contributes to positive self-appraisal.
• 3. Body Image and Social Approval : Physical appearance and peer validation are especially influential during adolescence.
• 4. Alignment with Internal Values : Living in congruence with personal ethics, goals, and values fosters authentic self-esteem, which is more stable than appearance- or performance-based self-worth.

4.2 Self-Efficacy: The Agentic Aspect of the Self

Coined by Albert Bandura (1977), self-efficacy is the belief in one’s ability to organize and execute actions required to manage prospective situations.

“Self-efficacy is the belief in one’s capabilities to organize and execute the courses of action required to produce given attainments.”
— Albert Bandura

Unlike self-esteem, which is broad and evaluative, self-efficacy is task-specific and changeable. It governs how people approach goals, tasks, and challenges.

4.2.1 Sources of Self-Efficacy (Bandura, 1977)

1. Mastery Experiences
   • Success builds efficacy; failure undermines it.
   • Repeated successes in a domain reinforce the belief: “I can do this.”
2. Vicarious Experiences (Modeling)
   • Observing someone similar succeed can boost one’s own confidence.
   • Role models play a critical role, especially in unfamiliar tasks.
3. Verbal Persuasion
   • Encouragement and feedback from mentors, peers, or parents can enhance self-belief.
4. Physiological and Emotional States
   • Stress, fatigue, or anxiety can undermine efficacy beliefs.
   • Calmness and energy support higher perceived control.

4.2.2 Benefits of High Self-Efficacy

• Greater motivation and goal commitment
• Enhanced problem-solving and adaptability
• Increased resilience to failure or criticism
• Higher performance in academic, athletic, and professional domains

4.2.3 Risks of Low Self-Efficacy

• Avoidance of challenging tasks
• Learned helplessness
• Decreased persistence and increased anxiety

4.3 Interplay Between Self-Esteem and Self-Efficacy

Though distinct, the two constructs interact in meaningful ways:

• Success in tasks (high efficacy) often boosts self-esteem.
• Low self-esteem may undermine motivation, even if efficacy beliefs are present.
• Feedback from success, failure, and social cues often affects both domains simultaneously.

Example: A student who learns to code successfully (mastery experience) develops self-efficacy in programming, which in turn enhances their confidence and self-esteem.

5. Cognitive and Social Roots of Identity

The self is not merely a product of internal reflection or emotional development—it is also constructed through cognitive processing and social positioning. Understanding how the mind organizes self-related information and how group affiliations shape personal identity is central to modern psychological thought. This section explores three critical frameworks that contribute to the formation and maintenance of self-concept:

• Schema Theory
• Social Identity Theory
• Narrative Identity

5.1 Schema Theory: Mental Frameworks for the Self

5.1.1 What Are Schemas?

In cognitive psychology, schemas are mental structures or frameworks that help us process, categorize, and interpret information. Schemas are formed through experience and become deeply ingrained cognitive shortcuts for understanding the world.

“Schemas are cognitive generalizations about the self, derived from past experience, that organize and guide the processing of self-related information.”
— Markus (1977)

5.1.2 Self-Schemas: Filters for Experience

A self-schema is a specific type of schema that pertains to how we perceive ourselves. It helps individuals:

• Pay attention to certain information
• Interpret ambiguous experiences
• Remember events that confirm existing beliefs

Example:

• A person with a “competence schema” views the world through the lens of their abilities.
  • Successes reinforce their belief: “I’m capable.”
  • Failures are deeply internalized: “I’m not good enough.”
• Conversely, a person with a “social rejection schema” may:
  • Perceive neutral behavior as criticism
  • Avoid new relationships out of fear

5.1.3 Function of Schemas in Identity

• Schemas simplify complex social environments, making identity coherent.
• They serve as internal consistency tools, allowing individuals to maintain a stable sense of self.
• However, they can also distort reality when too rigid, leading to cognitive biases or self-fulfilling prophecies.

5.2 Social Identity Theory (Henri Tajfel & John Turner, 1979)

5.2.1 Identity Through Group Membership

Social Identity Theory (SIT) posits that identity is not solely personal—it is also defined by our membership in social groups. These groups serve as psychological anchors for belonging, comparison, and self-definition.

“Social identity is that part of an individual’s self-concept which derives from their knowledge of their membership in a social group.”
— Henri Tajfel

5.2.2 Components of Social Identity

1. Personal Identity
   • Traits unique to an individual (e.g., optimistic, introverted, creative)
2. Social Identity
   • Derived from group memberships (e.g., Indian, Muslim, female, environmentalist)
   • Shapes attitudes, behaviors, and even cognitive processing

5.2.3 In-Group vs. Out-Group Dynamics

• In-group: The group to which an individual belongs
• Out-group: Groups perceived as “others”

Humans have a natural tendency to:

• Favor the in-group (in-group bias)
• Stereotype the out-group
• Use group status as a measure of self-worth

5.2.4 Psychological Effects:

• In-group affiliation enhances self-esteem and social cohesion.
• Intergroup conflict, prejudice, and discrimination often stem from these identity divisions.

📌 Example:

• A person might feel proud of their national identity during international sports events.
• The same identity may create conflict during geopolitical tensions.

5.3 Narrative Identity: The Story of the Self

5.3.1 Life as a Personal Narrative

According to psychologist Dan P. McAdams, identity is not just stored in facts or group roles—it’s storied. People make sense of their lives by constructing a narrative that integrates past events, present roles, and imagined futures.

“Narrative identity is an internalized and evolving story of the self that provides a person with a sense of unity and purpose.”
— Dan McAdams

5.3.2 Why Narrative Identity Matters

• It gives meaning to life events, even traumatic or mundane ones.
• It helps individuals make coherent sense of discontinuities in life (e.g., career changes, personal loss).
• It integrates emotion, memory, cognition, and morality into a single framework.

5.3.3 Elements of Narrative Identity

1. Autobiographical Memory
   • Drawing from past experiences (e.g., childhood, turning points)
2. Character Themes
   • Stories often reveal central themes like resilience, redemption, or failure
3. Future Scripts
   • People construct possible selves—ideal and feared futures that guide current choices

Example:

• A survivor of childhood trauma might develop a redemption narrative:
  • “I went through hardship, but it made me strong. Now I help others.”
• A professional may view themselves as a ‘mentor figure’ in their life story, reinforcing behaviors aligned with wisdom and guidance.

5.3.4 Narrative Therapy & Identity Healing

Narrative identity is also used in therapeutic settings:

• Helps clients re-author negative or fragmented stories
• Encourages empowerment and reinterpretation of suffering
• Builds a coherent self-image after trauma or identity crisis

6. Enhancing Self-Awareness and Self-Growth

Self-awareness is the cornerstone of psychological maturity and self-concept development. Without deliberate self-reflection and growth strategies, individuals may remain stuck in distorted self-perceptions, maladaptive patterns, or unexamined beliefs. Enhancing self-awareness is both a personal journey and a psychological process that unfolds over time through practices, therapy, and mindset shifts.

6.1 Reflective Practices: Tools for Inner Clarity

Engaging in consistent reflective practices enables individuals to access deeper layers of consciousness, question core beliefs, and develop emotional literacy. These techniques promote metacognition—the ability to think about one’s own thinking.

6.1.1 Journaling

• Encourages narrative coherence, emotional articulation, and cognitive clarity.
• Helps track patterns in behavior, mood, and self-talk.
• Prompts like “What did I feel today and why?” or “What story am I telling myself?” help reveal core schemas and assumptions.

Research shows expressive writing can reduce anxiety, enhance self-insight, and support goal clarification (Pennebaker & Chung, 2011).

6.1.2 Mindfulness Meditation

• Fosters non-judgmental present-moment awareness.
• Increases awareness of internal states (e.g., thoughts, emotions, bodily sensations).
• Regular mindfulness practice rewires the brain’s default mode network (DMN), improving emotional regulation and reducing self-critical rumination.

Studies (e.g., Davidson et al., 2003) link mindfulness with greater emotional intelligence and cortical thickening in areas related to introspection.

6.1.3 Narrative Therapy

• Developed by Michael White and David Epston, narrative therapy helps individuals “externalize” problems and reshape their identity through storytelling.
• Reframing problems as “stories” rather than “truths” allows people to reclaim agency over their lives.

Example: A client might shift from “I am broken” to “I have endured hardship and am learning to heal.”

6.2 Psychotherapeutic Interventions: Structured Paths to Self-Understanding

While reflective practices are self-directed, psychotherapeutic approaches provide guided, professional frameworks for self-awareness and transformation. Different modalities address various dimensions of the self.

6.2.1 Cognitive Behavioral Therapy (CBT)

• Focuses on identifying and restructuring maladaptive thoughts and core beliefs.
• Enhances awareness of the cognitive distortions (e.g., catastrophizing, black-and-white thinking) that shape negative self-concept.
• Encourages behavioral experiments to test new beliefs and build confidence.

Developed by Aaron Beck, CBT remains one of the most empirically supported therapies for depression, anxiety, and self-esteem issues.

6.2.2 Humanistic Therapy (Carl Rogers)

• Based on the belief that individuals possess an innate tendency toward growth and self-actualization.
• Uses unconditional positive regard, empathy, and congruence (alignment between self-image and experience) to promote self-acceptance.

“The curious paradox is that when I accept myself just as I am, then I can change.” — Carl Rogers

• Helps clients move from incongruence (inner conflict between real self and ideal self) to authenticity.

6.2.3 Existential Therapy

• Confronts fundamental human concerns: death, freedom, isolation, and meaning.
• Encourages individuals to take responsibility for their lives and create authentic values.
• Often used with clients facing identity crises, life transitions, or existential anxiety.

Influenced by Viktor Frankl, Irvin Yalom, and Rollo May, this approach fosters deep philosophical self-reflection and purpose discovery.

6.3 Self-Compassion and Resilience: The Heart of Healing

Beyond self-awareness lies self-acceptance, which is central to healing and growth. Many individuals struggle not due to lack of insight, but because they treat themselves with judgment, harshness, or isolation.

6.3.1 Kristin Neff’s Model of Self-Compassion

Neff conceptualizes self-compassion as a healthier alternative to self-esteem, especially when dealing with failure, inadequacy, or imperfection. It includes three interrelated components:

B. Self-Kindness vs. Self-Judgment

• Responding to one’s pain with understanding rather than criticism.
• Acknowledging human fallibility without falling into shame.

Example: Saying “It’s okay to struggle sometimes” rather than “I’m a failure.”

B. Common Humanity vs. Isolation

• Recognizing that suffering, imperfection, and failure are universal human experiences.
• Prevents individuals from feeling uniquely broken or disconnected.

“You are not alone. Everyone is going through something.”

C. Mindfulness vs. Over-Identification

• Maintaining balanced awareness of thoughts and emotions.
• Avoiding over-identification with negative narratives or emotional spirals.

This allows individuals to observe suffering without being consumed by it.

6.2.3 Building Resilience Through Self-Compassion

Self-compassion is strongly linked to resilience—the ability to adapt and bounce back from adversity. Individuals with high self-compassion:

• Experience less anxiety and depression
• Have more emotional agility and coping flexibility
• Are better equipped to maintain relationships and pursue goals

According to Neff & Germer (2013), self-compassion training increases psychological resilience and motivation.

7. SantoshV Take

• The self is a dynamic and socially constructed concept shaped through ongoing interactions and cognitive-emotional processes. It reflects both individual experiences and collective influences, evolving over time within social relationships.
• Psychology students must explore the self through interdisciplinary perspectives, including developmental psychology, sociology, philosophy, and neuroscience. These fields reveal how identity forms, is maintained, and adapts across different contexts.
• In today’s fluid and interconnected world, fostering self-awareness, building self-efficacy, and developing empathy are essential. These qualities not only enhance personal growth and mental well-being but also improve social understanding and promote healthier interpersonal and group relationships.