The role of self-assessment in the formation of communication style in middle school children
Abstract
Background Adolescence (ages 14–15) is a critical period for the formation of self-concept and communicative competence. While previous research has explored these constructs independently, the relationship between self-esteem and communication styles in the context of gender and regional factors remains insufficiently studied, particularly within standardized educational frameworks. Methods This study utilized the ‘I-psychodiagnostics.kz’ SMART platform to assess 303 students (N = 303) using the Piers–Harris Children’s Self-Concept Scale and the Children’s Assertive Behavior Scale (CABS). Data were analyzed using descriptive statistics, Student’s t-tests, and one-way ANOVA. Results Self-perception among girls and boys was assessed using the Piers–Harris Children’s Self-Concept Scale. The girls demonstrated more positive self-evaluations in the Intellectual and School Status domain (M = 12.69). In contrast, the boys scored higher in Behavioral Adjustment (M = 11.64). These findings confirm the absence of statistically significant gender differences, as adolescent development is more heavily shaped by the immediate social circle, the need for peer acceptance, and the institutional school environment. The assessment of tendencies toward non-assertive behavior also revealed no significant differences between the cohorts. Such tendencies were found to be context-dependent. Furthermore, self-esteem levels influenced communication styles regardless of gender. High self-esteem had the most substantial impact on the active-constructive communication style, as observed in both girls (91%) and boys (94%). High self-esteem was also associated with advanced communication proficiency. This relationship remained independent of regional factors (students from schools located in different settlements) or the status of the educational institutions (F = 1.01). Conclusion The results suggest that internal psychological resources, specifically self-esteem, are more critical for developing communicative confidence than external environmental or institutional factors. These findings provide a robust empirical basis for developing school-based interventions focused on enhancing self-regulatory capacities and socio-emotional learning.