THE RELATIONSHIP BETWEEN SELF-ESTEEM IN ADOLESCENCE AND LANGUAGE LEARNING PROCESSES
Abstract
Adolescence is a critical developmental stage characterized by profound psychological, social, and cognitive changes. Among the central psychological constructs during this period is self-esteem, which significantly influences academic performance, including foreign language acquisition. This article explores the relationship between adolescent self-esteem and language learning processes, examining motivational factors, classroom interaction, emotional barriers, and academic outcomes. Drawing upon theoretical perspectives such as Erik Erikson’s psychosocial development theory and Abraham Maslow’s hierarchy of needs, as well as contemporary research in second language acquisition, the paper analyzes how self-perception shapes communicative competence and learning persistence. The findings suggest that positive self-esteem enhances motivation, reduces anxiety, and promotes active engagement in language classrooms, whereas low self-esteem may create psychological barriers that hinder linguistic progress.