| Janis Brown
Howard University
Parental involvement and the dimensions of self-esteem: Implications for education policy
Self-concept is an area of research that has been widely explored over the years. However, a review of the literature will reveal many inconsistencies regarding the definitions of self-related concepts and the nature of the construct. While there is no universally accepted operational definition of self-esteem, in recent years researchers have viewed self-esteem as a multidimensional construct. In addition, few studies focus on the development of self-esteem in the later stages of adolescence. The family also has an influence on adolescent self-esteem. While the literature often documents the effects of family structure on self-esteem, little research focuses on the quality of the relationship between parent and child. The quality of the parent relationship can be assessed by the degree of interaction within the parent-adolescent dyad. Parental involvement has been found to affect self-esteem in its earlier stages of development. However, it may create differing outcomes as a child enters the later stages of adolescence. Explicit information on the relationship between involvement and the dimensions of self-esteem would have national policy implications. The purpose of this research is to increase understanding concerning the relationship between parental involvement and the dimensions of self-esteem and its stability over time. Knowledge of the relationship could inform policymakers, teacher, and parents of the achievement benefits of high self-esteem within the various dimensions. The intent of this research is also to add to the body of literature and to bring some clarity to the research concerning self-esteem.
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