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(upbeat music)

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[DR. BRETT JONES] Hey.

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Today I'm gonna answer [br]the question,

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"What's the difference[br]between self-efficacy,

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self-concept, and self-esteem?"

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I'm here at the Citi Open [br]tennis tournament,

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because I want you to think [br]about how your self-efficacy,

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for serving in tennis,

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can be different [br]from your tennis self-concept,

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which can be different [br]from your athletic self-concept,

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your academic self-concept,

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and your overall self-esteem.

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Let's go back to Virginia Tech [br]to find out how these

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self-beliefs contribute[br]to your sense of self.

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This video is part [br]of the Ed Psych Insight series,

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in which I explain educational [br]psychology concepts.

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(buzzer buzzing)

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[INTERVIEWER] How good are you [br]at tennis?

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[DR. BRETT JONES] At tennis, [br]on a zero to ten scale,

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I would say about a seven.

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I'm pretty good, but not great.

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[INTERVIEWER] How good are you [br]at baseball?

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[DR. BRETT JONES] Baseball [br]is not my best sport.

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I'm not too bad.

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I would say, probably a three.

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(bell chiming)

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[INTERVIEWER] How good are you [br]at football?

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[DR. BRETT JONES] Well[br]I'm a pretty good wide receiver.

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I mean, compared to guys on [br]the Virginia Tech Football team,

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I'm probably a two or three[br]but, compared to guys my age,

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I'm probably like a eight,[br]or nine.

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I'm fast, and I catch the ball.

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(upbeat instrumental music)

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How you rate your ability[br]in different domains,

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is called your self-concept.

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Self-concept is[br]about your ability,

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which is also referred to [br]as your competence,

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or your level of knowledge[br]and skills in a domain.

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In the videos you just saw,

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I rated my self-concept[br]as a seven in tennis,

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a three in baseball,[br]and a two or eight in football,

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depending on who I [br]was comparing myself to.

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So the first key point,

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is that our self-concepts are[br]multi-dimensional,

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because we can have different [br]ratings,

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for different self-concepts.

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A second key point,

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is that our self-concept[br]in a particular domain,

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such as tennis or football,

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can vary depending on who[br]we're comparing ourselves to.

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My rating is much lower[br]when I compare myself

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to a Division One football [br]player,

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than when I compare myself [br]to an average guy my age.

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A third key point,

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is that our self-concepts are [br]hierarchical,

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because they are comprised [br]of broader,

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and narrower self-concepts.

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Here, you can see [br]that my tennis, baseball,

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and football self-concepts,

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are part [br]of my athletic self-concept,

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which is part [br]of my physical self-concept.

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I also have other physical [br]self-concepts,

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such as an attractiveness[br]self-concept, and others.

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In fact, if we were [br]to expand this,

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we would see [br]that we have many self-concepts,

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such as [br]an academic self-concept,

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that's comprised [br]of self-concepts in science,

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math, writing,and other domains.

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So to summarize,

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self-concept is your perception [br]of your competence,

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in a particular domain, such as[br]academics, athletics, or tennis.

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Now, let's define self-efficacy.

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[INTERVIEWER] How confident are[br]you that you can make a serve?

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[DR. BRETT JONES] [br]On a ten-point scale,

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I would say seven.

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The question,[br]"How confident are you,

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that you can do[br]a specific activity?"

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is asking about self-efficacy.

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Self-efficacy is your confidence[br]that you can complete

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a specific activity [br]within a domain.

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In the video,

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I rated my confidence [br]that I could hit a serve,

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as a seven on a ten-point scale.

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But I also have self-efficacies,

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related to solving double-digit[br]addition problems,

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and making friends [br]in biology class.

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So while self-efficacy [br]focuses on a specific activity,

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self-concepts, are your broader [br]perceptions of your abilities,

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within the domain,

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and are likely informed [br]by your self-efficacies.

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For example,[br]your math self-concept,

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would likely be higher[br]if your self-efficacy

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for solving double-digit[br]addition problems was high,

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and vice versa.

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But if you were in high school,[br]your math self-concept

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would also be informed [br]by your self-efficacy,

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in solving algebra,[br]and geometry problems.

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So as you can see,

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we have a lot of perceptions [br]about ourselves.

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One reason that self-efficacy is[br]important,

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is that it tends [br]to correlate with performance.

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For example, someone with [br]a higher self-efficacy,

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for hitting a successful serve,

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would be more likely [br]to perform higher when serving.

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Let's test this out.

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I rated my self-efficacy as[br]a seven,

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so I will estimate,

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that I should make seven[br]out of ten serves.

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It probably doesn't work exactly[br]like that,

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but it makes sense that a fairly[br]high self-efficacy rating,

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should lead to a fairly-high[br]percentage of successful serves.

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Okay, so now we're gonna test [br]this out by hitting in,

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ten balls, into the [br]service court on the other side,

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and we'll find out how many[br]I can actually make

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out of ten balls on one take, [br]no re-dos.

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(Dr. Brett chuckling)

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(buzzer buzzing)

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(bell chiming)

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(buzzer buzzing)

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(bell chiming)

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(bell chiming)

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(bell chiming)

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(bell chiming)

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(buzzer buzzing)

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(bell chiming)

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(bell chiming)

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(triumphant instrumental music)

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Okay, so my performance was [br]exactly as I predicted.

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Although by adolescence, [br]and into adulthood,

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people become pretty good [br]at estimating their ability

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to complete activities.

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Young children are not very good[br]at it,

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and they tend [br]to overestimate their abilities.

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Now that you know about [br]self-efficacy, and self-concept,

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let's talk about self-esteem.

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Self-esteem is [br]an emotional reaction,

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to your overall evaluation of[br]yourself as a person of worth.

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Basically, it's how you feel [br]about yourself overall.

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These feelings are affected[br]by how good you are,

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at what you value.

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So, for example, if you value [br]academics more than physical,

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and social abilities,

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and you have [br]a low academic self-concept,

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then you'll have [br]a lower self-esteem,

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even if you have high physical[br]and social self-concepts.

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Similarly, you may feel great [br]about yourself,

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if you have [br]a high academic self-concept,

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even if you have low physical[br]and social self-concepts,

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if you don't value those.

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As you can see,

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our self-esteem depends on being[br]good at the things we value.

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So what's the difference[br]between self-efficacy,

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self-concept, and self-esteem?

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Well, to summarize,

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self-efficacy is your confidence[br]in your ability to complete

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a specific activity,[br]such as a math problem.

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Your self-concepts are your[br]perceptions,

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about how good you are [br]in various domains,

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such as math, tennis [br]or romantic relationships.

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And self-esteem,

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includes your feelings [br]about your overall evaluation

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of yourself,[br]as a person of worth.

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And your self-esteem is affected[br]by what you value.

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As a final point,

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self-efficacy can be changed [br]relatively quickly

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if the activity doesn't take [br]too long to learn.

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For example,[br]someone's self-efficacy

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for solving double-digit [br]addition problems,

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could be increased a lot [br]in a few hours,

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if they knew how to add,

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but didn't know how [br]to add double digits

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in the problem shown here.

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Of course, it would take longer,

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maybe even several months,[br]or a year

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to increase someone's[br]math self-concept

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if they didn't believe [br]that they were good at math,

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to begin with.

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And because self-esteem is[br]dependent on self-concept,

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it would likely take more time [br]to change someone's self-esteem

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as well.

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The main differences identified[br]in this video,

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are summarized in this table,

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and you can pause the video [br]to review them.

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If you found this video helpful,[br]make sure to leave a like,

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and subscribe to my channel [br]for more videos.

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More information [br]about this topic is available

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at my website,

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and in the 'Essentials [br]of Educational Psychology' book,

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which are linked [br]in the description below.

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Thanks for watching!

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(upbeat instrumental music)

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[INTERVIEWER] How good are you [br]at quarterback?

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[DR. BRETT JONES] Well,[br]compared to the Virginia Tech

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quarterback, [br]I'm probably like a nine or ten.

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[COMMENTATOR] Here we go!

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Sorry drumline!