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Article

Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers

by
Óscar Gavín-Chocano
1,
Guillermo Sanz-Junoy
1 and
David Molero
1,2,*
1
Deparment of Education, University of Jaén, 23071 Jaén, Spain
2
Research Group—Lifelong Education, University of Jaén, 23071 Jaén, Spain
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(6), 673; https://doi.org/10.3390/educsci15060673
Submission received: 26 March 2025 / Revised: 26 May 2025 / Accepted: 27 May 2025 / Published: 29 May 2025
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Abstract

:
Over the last two decades, the number of people who practice activities in the natural environment has increased and the demand for teachers for these activities has grown. It is necessary to analyze the impact of different psychosocial and emotional factors, such as self-concept, self-esteem, satisfaction with life and well-being, in teachers of special regime sports education, as regulated training in the Spanish educational system. The purpose of this study is to analyze the relationship between physical, emotional and social self-concept and self-esteem and to study the influence of self-esteem between self-concept and life satisfaction in teachers. The participants of the study were 788 teachers of special regime sports education, from the regulated training educational system of Spain. The instruments used were the Self-Concept-Scale-AF5, the Rosenberg Self-Esteem Questionnaire and the Satisfaction with Life Scale. To present the results of the study, a structural equation model, PLS-SEM, was developed based on the theoretical framework analyzed, with an explanatory-predictive approach. The evidence showed the coefficients of determination for self-esteem (R2 = 0.395; Q2 = 0.268) and life satisfaction (R2 = 0.334; Q2 = 0.237) as being the appropriate adjustment. The acquisition of an adequate self-concept and correct self-esteem allows practitioners of sports disciplines in the natural environment to have greater life satisfaction.

Graphical Abstract

1. Introduction

Activities in natural environments necessitate a diverse array of physical and mental proficiencies, alongside the requisite levels of self-esteem and self-image. Presently, a substantial cohort exhibits an interest in engaging in outdoor pursuits, thus demanding a commensurate number of educators within a regulated educational framework. Consequently, a need arises to delve into the psychosocial determinants inherent in these activities (Gavín-Chocano et al., 2023), such as self-concept (Casino-García et al., 2021), self-esteem (Šagát et al., 2021), and life satisfaction (Szcześniak et al., 2022). These variables exert influence over both the performance and life contentment of participants, as well as the personal and professional maturation of their instructors. The development of educational interventions intertwined with physical activity is posited as a conduit for fostering personal potential and refining facets of human personality (Martín-Talavera et al., 2023).
The pedagogical approach of educators is paramount for the development of psychosocial aspects, including self-awareness and self-esteem (Šagát et al., 2021). Fostering these variables will significantly influence the acquisition and development of a comprehensive sense of self (Casino-García et al., 2021). Consequently, it is crucial to analyze these aspects among faculty responsible for the special regime sports education, which is integrated within the Spanish educational framework and grants official vocational training qualifications at the intermediate and higher levels.

1.1. Self-Concept

Self-concept refers to the mental image or representation that individuals hold regarding their characteristics, abilities, limitations, values, and roles across various life domains, including social, emotional, physical, and academic aspects (Martín-Talavera et al., 2023). This image can be influenced by prior experiences, social interactions, values, and expectations (Pehlivan, 2017). In educators, self-concept is a crucial factor that can significantly impact performance and teaching efficacy (Brymer & Schweitzer, 2017). A robust self-concept can enhance motivation, confidence, resilience, and the capacity to overcome challenges and achieve goals. Conversely, a diminished self-concept may precipitate feelings of insecurity, anxiety, and stress, adversely affecting performance and professional fulfillment.
The self-concept model employed herein encompasses emotional, social, academic, physical, and familial dimensions (García & Musitu, 2014). The physical dimension has been positively correlated with physical self-concept and motor coordination (Vedul-Kjelsås et al., 2012), engagement in sports and physical activities (Goltz & Brown, 2014), and is associated with health and physical fitness (Torre-Cruz et al., 2019).
The relationship between physical activity and self-concept has been investigated in student populations, with Lemoyne et al. (2015) demonstrating a positive correlation between the level of physical activity participation and self-concept. Various studies have explored the association between physical activity and body image in novice educators (Torre-Cruz et al., 2019), concluding that more physically active individuals exhibit greater satisfaction with their body image, reflecting an enhancement in both physical and general self-concept (Martín-Talavera et al., 2023). The analysis of self-concept in trainers revealed a significant relationship with self-esteem (Yildirim & Atilla, 2020) and life satisfaction (Hawi & Samaha, 2017).
According to Martín-Talavera et al. (2023), physical self-concept and self-esteem significantly influence engagement in outdoor activities, highlighting the importance of these variables in educators within these disciplines. Educators’ emotional self-esteem and self-concept are susceptible to external pressures, including social expectations and interpersonal competition. Elevated self-esteem is generally associated with a positive emotional self-concept, even under challenging conditions (Glotova & Wilhelm, 2014). Social self-concept and self-esteem are modulated by diverse factors such as technical proficiency, teamwork aptitude, and decision-making capabilities (Pehlivan, 2017). Consequently, educators with a robust social self-concept tend to exhibit greater confidence and competence in collaborative and decisive roles, which in turn enhances their self-esteem (Harris & Orth, 2020).

1.2. Self-Esteem

Self-esteem is defined as an individual’s evaluation of their self-worth in relation to their self-image. Healthy self-esteem is a critical factor for success in all domains of life and is particularly crucial for educators. Teachers in specialized educational settings require robust self-esteem to effectively navigate challenges and maintain focus on long-term objectives. The correlation of self-esteem with other variables has revealed that certain subtypes of self-concept, such as the social dimension, exhibit a negative relationship with self-esteem in athletes (Pehlivan, 2017). This is particularly relevant as individuals with diminished self-esteem often encounter difficulties in social adaptation (Harris & Orth, 2020).
A more in-depth analysis of the relationship between self-esteem and self-concept suggests the involvement of both cognitive and affective factors in an individual’s self-perception (Molina-Gómez et al., 2024). Self-esteem, as a form of self-evaluation, involves introspection concerning one’s feelings, abilities, and achievements, and can be enhanced through engagement in natural environments, given the established association between nature exposure, body image, and self-esteem (Swami, 2024). Inadequate development of these variables may result in demotivation and impaired outcomes in teaching and learning processes (Añez et al., 2018). Positive self-esteem significantly aids sports education teachers and their students in overcoming adversities. Conversely, low self-esteem is associated with insecurity and a lack of self-confidence.

1.3. Life Satisfaction

Life satisfaction is a concept related to subjective well-being and quality of life, and it can be evaluated in educators to understand its relationship with teaching practice. Life satisfaction refers to the perception one has of one’s own life, the judgment about one’s life (López-Gómez et al., 2020). This implies that life satisfaction plays a relevant role in the lives of teachers and is affected by various factors such as employment status, age, and health, among others (Casino-García et al., 2024; Prémusz et al., 2023).
The achievement of psychological well-being, and therefore life satisfaction, requires a series of components. According to Mosquera-Castro et al. (2021), these are necessary to attain better levels of well-being. These components include self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth (Iranian-Pahrabad et al., 2016).
Gavín-Chocano et al. (2023) analyzed the satisfaction in training processes in natural environments with the self-perceived well-being produced by this activity, finding relationships between them. It has also been shown that outdoor sports activity in a natural environment improves self-esteem and is more restorative than activity in an urban environment (Schebella et al., 2019).
Valdés-Badilla et al. (2020) demonstrated that training activities in outdoor sports were positively related to life satisfaction. Aquino-Llinares and Gavala-González (2020) also concluded that sports training in natural contexts was positively related to life satisfaction. In general, it seems justified to affirm that sports training in natural environments is associated with greater life satisfaction (Martín-Talavera et al., 2024).
The relationship between self-esteem and life satisfaction can be influenced by various factors such as personality, physical image, social support, and mental health (Hawi & Samaha, 2017). Different studies have analyzed the mediating variables between life satisfaction and self-esteem (Collins et al., 2018), concluding that emotional, physical, and social self-concept can condition the relationship between life satisfaction and self-esteem in training and sports activities in natural environments (Papadopoulos et al., 2019). In our proposal, we intend to demonstrate that this relationship occurs in the teachers of the study sample.

1.4. Hypotheses

Physical self-concept represents a key dimension in the formation of global self-concept and plays a crucial role in individuals’ self-esteem and psychological well-being (Kim & Ahn, 2021). A favorable assessment of physical abilities and body image tends to promote higher self-esteem, whereas a negative self-perception in these aspects can lead to decreased self-esteem and contribute to difficulties such as body image dissatisfaction or social anxiety (Zartaloudi et al., 2023). In response to this framework:
Hypothesis 1 (H1):
Physical self-concept is positively related to self-esteem in special education teachers.
Personal self-concept comprises at least four fundamental dimensions: emotional self-concept, which refers to how an individual perceives their ability to regulate emotions and adjust emotionally; ethical/moral self-concept, which measures the extent to which an individual considers themselves as being honest and having integrity; autonomy self-concept, which encompasses the perception of control and decision-making in personal life based on one’s own criteria; and self-realization self-concept, which relates to how an individual evaluates their success in achieving life goals and objectives. A deep and balanced understanding of these dimensions, particularly emotional self-concept, can strengthen self-esteem in educational professionals, enabling them to more effectively manage both their emotional experiences and their interactions with students, thereby improving their well-being and performance in the teaching field:
Hypothesis 2 (H2):
Emotional self-concept is positively related to self-esteem in special education teachers.
Self-esteem directly influences social self-concept and the ability to adapt in social contexts. High self-esteem is associated with characteristics such as realism, creativity, independence, and a greater willingness to accept changes, fostering integration and positive social interaction. In contrast, low self-esteem tends to be associated with attitudes of fear towards novelty, conformism, submission, and inhibited behaviors, which can hinder social adaptation. Self-esteem, understood as an individual’s personal valuation, is projected in attitudes and perceptions that one has about oneself (Haeussler & Milicic, 2017). This relationship between self-esteem and social self-concept is fundamental, as a balanced self-perception not only promotes emotional well-being but also more effective social participation. In response to this framework:
Hypothesis 3 (H3):
Social self-concept will be positively related to self-esteem in teachers.
Self-esteem and self-concept are two closely related psychological constructs, although they have historically been considered ambiguous and subject to debate in the scientific literature (Pepe et al., 2021). Self-concept is the result of various partial self-perceptions, structured into beliefs that the individual considers true about themselves, derived from an analysis and evaluation of their experiences and relationships with others. The multidimensional perspective of self-concept includes both descriptive and cognitive aspects, which are part of self-esteem (Marsh & Craven, 2006). Self-esteem can mediate how self-concept influences life satisfaction, particularly in professionals such as sports coaches. Low self-esteem, as a mediating variable, can be negatively associated with life satisfaction, as it leads to difficulties in social adaptation and the perception of personal competence. Conversely, high self-esteem reinforces positive social adaptation and a sense of autonomy, promoting general well-being and greater life satisfaction (Marsh & Craven, 2006). In response to this framework:
Hypothesis 4 (H4):
Self-esteem, as a mediating variable of self-concept, will be negatively related to life satisfaction in special education teachers.

2. Materials and Methods

2.1. Participants

The sample consisted of 788 trainers from Special Regime Sports Education (EDRE, abbreviation in Spanish), integrated within the Spanish regulated education system, who carry out regulated or sports training in the field of mountain sports. The following inclusion criteria were established: participants must be over 18 years of age (legal age in Spain) and possess experience in regulated or sports training. The sample comprised 75.45% males (n = 594) and 24.65% females (n = 194). The mean age of the subjects was 49.6 years (±12.7). The minimum number of subjects required to infer sample size was calculated for a 95% confidence level and a 4% estimation error. The estimated number of subjects was 598, which was exceeded by the study participants (n = 788). A statistical power of 91.3% was obtained, surpassing the recommended threshold of 85%, with a significance level of 5%, enabling the detection of R2 values below 10%. Records without completed and signed informed consent were excluded.

2.2. Instruments

Sociodemographic Variables. Participants were requested to indicate their gender and age in years prior to completing the instruments included in the response form.
AF5 Self-Concept Scale (García & Musitu, 2014). This scale consists of 30 items, responded to on a 5-point Likert scale (1 to 5 points), reflecting the degree of agreement or disagreement. Three factors from the scale were selected (18 items, 6 items per subscale). The reliability of the scores obtained in the study sample was as follows: emotional self-concept (α = 0.806, ω = 0.812), physical self-concept (α = 0.781, ω = 0.784), and social self-concept (α = 0.753, ω = 0.764).
Rosenberg Self-Esteem Questionnaire. The original instrument was developed by Rosenberg (1965). In this study, the Spanish-validated version by Atienza et al. (2000) was used. It consists of 10 items encompassing a single factor, assessing the feeling of satisfaction an individual has with themselves. The scale employs a 5-point Likert scale (1 to 5 points), reflecting the degree of agreement or disagreement. In the present study, the scale’s reliability was α = 0.807 and ω = 0.814.
Satisfaction with Life Scale (SWLS). Developed by Diener et al. (1985), this scale measures participants’ level of satisfaction with life. Participants respond to five items on a 7-point Likert scale, indicating their level of agreement or disagreement with each item. The scale was adapted and validated in Spanish by Vázquez et al. (2013). The reliability of the scores obtained with this instrument was α = 0.884 and ω = 0.903.

2.3. Procedure

The study adhered to national and international ethical guidelines for research conduct and data collection. Data were processed in accordance with the regulations set forth in Regulation (EU) 2016/679 of the European Parliament and of the Council of 27 April 2016 concerning the protection of personal data, and Organic Law 3/2018 of 5 December, ensuring digital rights. Participants were informed that their responses would be kept anonymous and confidential, and that the information provided would be used exclusively for scientific purposes. Research instruments were administered individually via the Google® platform (Google LLC). Researchers explained the purpose of the research and the guidelines for its proper development. Data were collected ensuring at all times the ethical principles for research established in the Declaration of Helsinki (World Medical Association, 2024) and the European Code of Conduct for Research Integrity (All European Academies, 2017). The study received approval from the Ethics Committee of the University of Jaén (Spain) for human studies, with reference code JUL.23/5.LINEA, approved on 21 July 2023.

2.4. Data Analyses

The normality of the data was assessed using Mardia’s multivariate test, which was employed to examine the skewness and kurtosis of the observed variables. The data conformed to a normal distribution. Analyses were conducted to verify the assumptions of multicollinearity, homogeneity, and homoscedasticity, ensuring that the resulting distribution met the criteria for interdependence among variables. The analyses were performed using SPSS AMOS version 25, Jamovi software version 1.2, and SmartPLS version 4. The coefficients considered were the χ2/df ratio, the root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the Tucker–Lewis index (TLI) (Monzani et al., 2021). The model’s goodness of fit was deemed satisfactory, with TLI and CFI ≥ 0.95, and RMSEA was considered acceptable with a value ≤ 0.07 (Kline, 2016).
To evaluate convergent validity, the average variance extracted (AVE) was calculated, which was required to be greater than 0.50, following the recommendations of Hair et al. (2021). Regarding discriminant validity, the classical criteria of Fornell and Larcker (1981) were applied, indicating that the square root of the AVE for each variable must be greater than its correlations with the other variables. Additionally, the Heterotrait–Monotrait Ratio (HTMT) index was used, which should be less than 0.90, according to Henseler et al. (2015). To assess the significance, size, and direction of the structural model coefficients, the bootstrapping technique with 5000 samples was utilized. The results were considered statistically significant at a 95% confidence level (p < 0.05). PLS-SEM was chosen for this study due to its suitability for explaining and predicting endogenous constructs, without making assumptions about data distribution (Hair et al., 2021). No missing values or blank responses were observed; therefore, all obtained responses were considered.

3. Results

To assess multicollinearity, each dimension underwent a variance inflation factor (VIF) test. The results indicated no significant collinearity issues. To analyze the structural model, the bootstrapping technique (5000 subsamples) was employed, adhering to the criteria outlined by Henseler et al. (2015). This allowed for the verification of standard errors and t-statistics of the path coefficient, with a 95% confidence interval for the standardized regression coefficients. The coefficient of determination (R2) and cross-validated redundancy (Q2) were analyzed, along with the path between variables (Hair et al., 2021). The R2 index for self-esteem was 39.5%, and for life satisfaction was 33.4% (refer to Figure 1), suggesting a moderate coefficient of determination. Predictive relevance was also evaluated using the Stone–Geisser Q2 statistic (Hair et al., 2021). The results showed Q2 values of 0.268 for self-esteem and 0.237 for life satisfaction, indicating reduced to moderate predictive relevance (Hair et al., 2021).
Table 1 presents the results for Cronbach’s alpha coefficient, the outer loadings (rho A), and the composite reliability index (CRI) values, which account for the interrelationships of the extracted constructs. Convergent validity was assessed by estimating the average variance extracted (AVE), where values exceeding 0.5 are considered indicative of adequate representation of the observable variable’s loading, according to the criteria established by Becker et al. (2018). In all instances, the obtained AVE values are >0.5, thus indicating representativeness.
Table 2 displays the discriminant validity, following the classical criteria (Fornell & Larcker, 1981) and the Heterotrait–Monotrait (HTMT) correlations. For satisfactory discriminant validity, the bolded elements on the main diagonal must be significantly larger than the off-diagonal elements in the corresponding rows and columns.
The Heterotrait–Monotrait (HTMT) ratio of correlations demonstrates the differentiation among latent variables of each factor relative to the others, criteria that are met in this study. All HTMT values are below 0.85, as recommended in the literature (Henseler et al., 2015).
Table 3 displays hypothesis testing, following the criteria of Hair et al. (2021), where the relationship between variables can be observed. t-test values exceeding the critical value of 1.96 were obtained, indicating model consistency. In this analysis, significant results were found for: emotional self-concept → self-esteem (β = 0.244, t = 7.490, p < 0.001); emotional self-concept → life satisfaction (β = 0.100, t = 2.504, p < 0.001); physical self-concept → self-esteem (β = −0.256, t = 8.346, p < 0.001); physical self-concept → life satisfaction (β = −0.107, t = 2.655, p < 0.001); social self-concept → self-esteem (β = 0.337, t = 9.746, p < 0.001); social self-concept → life satisfaction (β = 0.230, t = 5.785, p < 0.001); and self-esteem → life satisfaction (β = 0.302, t = 6.821, p < 0.001).

4. Discussion

The purpose of this research was to establish the relationship between self-concept dimensions (emotional, physical, and social) and life satisfaction, with self-esteem acting as a mediating variable in special regime education trainers. An integral model was formulated considering emotional self-concept as an inherent factor in emotional management and regulation, physical self-concept, and social self-concept. It was concluded that the proposed theoretical model has satisfactory predictive relevance, as demonstrated in other studies (Martín-Talavera et al., 2023).
We discussed the results obtained based on the aspects considered in the hypotheses, primarily employing the results of the PLS path model analysis of structural equations performed (see Figure 1) to analyze the mediation study of the considered variables. As stated in the first hypothesis (H1), physical self-concept was positively related to self-esteem. Previous studies corroborate these results, indicating that a high level of physical ability makes teachers critical of their physical appearance (Liechty et al., 2015). In this sense, a negative physical self-concept impacts psychological well-being and life satisfaction (Molina-Gómez et al., 2024; Rangel et al., 2017).
Regarding the second hypothesis (H2), social self-concept was negatively related to self-esteem and positively related to life satisfaction. That is, high levels of self-esteem have been associated with greater social adaptation (Molina-Gómez et al., 2024). People with a high social self-concept, i.e., those who perceive themselves positively, tend to have high self-esteem (Harris & Orth, 2020). It is important to consider that the relationship between social self-concept, self-esteem, and life satisfaction is complex, being affected by individual and contextual factors. Bearing in mind that social self-concept can change throughout life and be influenced by experiences and social interactions.
For the third hypothesis (H3): Social self-concept was positively related to self-esteem and life satisfaction. Various studies have obtained evidence that supports this relationship by verifying that self-esteem, life satisfaction and well-being are related, and that social self-concept acts as a mediator between them (Papadopoulos et al., 2019). Other works have verified that self-determination was positively related to self-esteem and life satisfaction (Hawi & Samaha, 2017; Prémusz et al., 2023).
The last hypothesis (H4) considers that self-esteem, as a mediating variable of self-concept (physical, emotional, and social), is negatively related to the life satisfaction of trainers. The results obtained are related to those obtained in other works (Ruiz-González et al., 2018) by not finding a mediating role of self-esteem, although a positive correlation between self-esteem and life satisfaction is found. There seems to be some controversy in this regard, given that other studies report the effect of self-esteem on life satisfaction (Butkovic et al., 2020; Collins et al., 2018) in relation to people’s well-being.
The relationship between self-esteem and life satisfaction may vary depending on the context and individual characteristics, but in general, research suggests that both are positively related (Martín-Talavera et al., 2023). Self-esteem may have a potential negative impact on an individual’s subjective well-being when related to physical, emotional, and social self-concept. However, it is necessary to analyze this situation in detail, given the explanatory and predictive potential of self-esteem on life satisfaction. If the work and development of self-esteem are promoted in teachers, and specifically in special regime education trainers, it is possible to achieve an increase in life satisfaction levels. Psychological well-being intrinsically influences our life satisfaction (Casino-García et al., 2024), conditioning the way we face life events through different personal dimensions and psychological variables.

5. Conclusions

Prior to finalizing our proposal, we deem it necessary to reflect upon the limitations of our study, which will be considered for future investigations. Among these, the specificity of the employed sample, a cohort of educators from the special regime and sports education, should be emphasized, thereby cautioning against the extrapolation of our findings to contexts dissimilar to the one under scrutiny. Furthermore, the reliance on self-report measures may, in certain instances, introduce valuations skewed by social desirability bias among participants. These facets warrant contemplation in subsequent research endeavors addressing these variables.
In conclusion, we posit potential avenues for further inquiry, informed by both our outcomes and the study’s constraints, for consideration in prospective work. Pursuing longitudinal research designs, extending beyond the cross-sectional evaluations undertaken herein, could yield valuable insights. Additionally, participant selection might be broadened to include educators from diverse disciplines, rather than solely focusing on those in special regime sports education, alongside secondary and higher education instructors. Despite the identified limitations, this investigation contributes significantly to the body of knowledge pertaining to self-concept, self-esteem, and life satisfaction. In practical terms, our work underscores the imperative of reinforcing strategies aimed at bolstering self-concept and self-esteem to enhance educator well-being.

Author Contributions

Conceptualization, Ó.G.-C., G.S.-J. and D.M.; methodology, Ó.G.-C. and D.M.; software, Ó.G.-C.; validation, Ó.G.-C. and D.M.; formal analysis, Ó.G.-C., G.S.-J. and D.M.; investigation, Ó.G.-C., G.S.-J. and D.M.; resources, Ó.G.-C. and D.M.; data curation, Ó.G.-C., G.S.-J. and D.M.; writing—original draft preparation, Ó.G.-C., G.S.-J. and D.M.; writing—review and editing, Ó.G.-C. and D.M.; visualization, Ó.G.-C., G.S.-J. and D.M.; supervision, D.M.; project administration, Ó.G.-C. and D.M.; funding acquisition, D.M. All authors have read and agreed to the published version of the manuscript.

Funding

This research is financed with resources from the Research Group on Lifelong Education and with funding from the Innovation and Teaching Improvement Project (Project Code: PIMED-12-2022-24) of the University of Jaén (Spain).

Institutional Review Board Statement

This study was conducted in accordance with the Declaration of Helsinki and was approved by the Ethics Committee of the University of Jaén, Spain (protocol code, JUL.23/5.LINEA and approval date, 21 July 2023) on human studies.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data available in a publicly accessible repository. The original data presented in the study are openly available in FigShare repository at DOI: https://dx.doi.org/10.6084/m9.figshare.28694729.

Acknowledgments

This investigation was made possible thanks to the collaboration provided by the Spanish Federation of Mountain Sports and Climbing.

Conflicts of Interest

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

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Education 15 00673 g001
Figure 1. PLS, Path Modeling and Results Estimation.
Figure 1. PLS, Path Modeling and Results Estimation.
Education 15 00673 g001
Table 1. Reliability estimates and convergent validity statistics.
Table 1. Reliability estimates and convergent validity statistics.
αCRIrho AAVE
Emotional Self-Concept0.8060.8100.8720.631
Physical Self-Concept0.7810.8160.8430.578
Social Self-Concept0.7530.7700.8280.549
Self-Esteem0.8580.8760.9020.698
Life Satisfaction0.9020.9190.9280.724
Note. α = Reliability estimation; CRI = Composite Reliability Index; rho A = Outer Loadings; AVE = Average Variance Extracted.
Table 2. Discriminant validity (Fornell–Larcker criterion). Heterotrait–Monotrait correlations (HTMT).
Table 2. Discriminant validity (Fornell–Larcker criterion). Heterotrait–Monotrait correlations (HTMT).
Fornell–Larcker Criterion12345
Emotional Self-Concept0.794
Physical Self-Concept−0.2210.692
Social Self-Concept0.512−0.2580.670
Self-Esteem0.473−0.3970.5280.835
Life Satisfaction0.384−0.3080.4690.5130.851
HTMT Ratio of Correlations
Emotional Self-Concept
Physical Self-Concept0.287
Social Self-Concept0.6580.300
Self-Esteem0.5570.4400.636
Life Satisfaction00.4400.3570.5470.563
Note. Fornell–Larker criterion = discriminant validity; HTMT = Heterotrait–Monotrait ratio of correlations. Bold diagonal elements are highlighted in bold to visualize that they should be significantly larger than off-diagonal elements in the corresponding rows and columns.
Table 3. Path Coefficient β (Standardized Regression Coefficient).
Table 3. Path Coefficient β (Standardized Regression Coefficient).
(β)SDtp
Emotional Self-Concept -> Self-Esteem0.2440.0337.490***
Emotional Self-Concept -> Life satisfaction0.1000.0402.504***
Physical Self-Concept -> Self-Esteem−0.2560.0318.346***
Physical Self-Concept -> Life Satisfaction−0.1070.0402.655***
Social Self-Concept -> Self-Esteem0.3370.0359.746***
Social Self-Concept -> Life Satisfaction0.2300.0405.785***
Self-Esteem -> Life Satisfaction0.3020.0446.821***
Note. (β) = Standardized Regression Coefficient Path β; SD = Standard Deviation; t = t-test; p = probability; *** = p < 0.001.
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Gavín-Chocano, Ó.; Sanz-Junoy, G.; Molero, D. Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers. Educ. Sci. 2025, 15, 673. https://doi.org/10.3390/educsci15060673

AMA Style

Gavín-Chocano Ó, Sanz-Junoy G, Molero D. Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers. Education Sciences. 2025; 15(6):673. https://doi.org/10.3390/educsci15060673

Chicago/Turabian Style

Gavín-Chocano, Óscar, Guillermo Sanz-Junoy, and David Molero. 2025. "Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers" Education Sciences 15, no. 6: 673. https://doi.org/10.3390/educsci15060673

APA Style

Gavín-Chocano, Ó., Sanz-Junoy, G., & Molero, D. (2025). Self-Concept and Self-Esteem: Relevant Variables in the Life Satisfaction of Teachers. Education Sciences, 15(6), 673. https://doi.org/10.3390/educsci15060673

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