Explaining the Psychological Effects of Academic Labeling in Schools on Students’ Self-Esteem, Motivation, and Developmental Pathways
Keywords:
Academic labeling, self-esteem, academic motivation, academic self-concept, students, qualitative researchAbstract
This study aimed to explain students’ lived experiences of academic labeling in schools and to identify its psychological effects on self-esteem, academic motivation, and developmental trajectories. This qualitative study was conducted using thematic analysis. The participants were 24 lower- and upper-secondary school students from Tehran, selected through purposive sampling with maximum variation from public and non-public schools. Data were collected through individual semi-structured interviews. Interviewing continued until theoretical saturation was reached; saturation occurred after the twenty-first interview, and three additional interviews were conducted to confirm conceptual adequacy. All interviews were transcribed verbatim and analyzed using NVivo software. The analytical process included open coding, code categorization, development of subthemes, and extraction of main themes. To enhance trustworthiness, member checking, peer review, analytic memoing, and constant comparison were used. Data analysis led to the identification of five main categories: internalization of labels and weakening of self-worth, transformation of academic motivation, reproduction of expectations in school interactions, changes in developmental pathways and future choices, and coping strategies and reconstruction of academic identity. The findings indicated that labels such as “weak,” “lazy,” “untalented,” “troublemaker,” and even “top student” could alter students’ perceptions of ability, competence, and future possibilities. Negative labels were associated with avoidance, performance anxiety, reduced classroom participation, and diminished academic hope. Positive labels, although seemingly supportive, sometimes produced perfectionistic pressure, fear of failure, and a restricted sense of identity. Academic labeling is not merely a linguistic act; rather, it is a psychosocial mechanism that shapes students’ motivational and developmental pathways through teacher expectations, peer comparison, academic self-concept, and the quality of feedback. Reducing its harmful consequences requires teacher training, revision of evaluative practices, growth-oriented feedback, and the creation of a school culture based on respect, flexibility, and the possibility of change.
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