The relationship between cognitive schemas of appearance, self-esteem and self-efficacy in university teachers

Abstract

factors affecting their professional well-being are gaining a significant role. One such factor is teacher's attitude toward their own appearance, which is formed by cognitive schemas that determine the importance of appearance and the degree of concern about it. The aim of the study was to examine the relationships between cognitive schemas about appearance, self-esteem, and self-efficacy in university teachers.

Forty-eight university teachers from five universities in Almaty participated in the study. The Appearance Schema Inventory (ASI-R), the Rosenberg Self-Esteem Scale (RSES), and the General Self-Efficacy Scale (GSES) were used for assessment. Statistical analysis included descriptive analysis, Pearson correlation analysis, and subgroup analysis based on years of teaching experience. The results revealed statistically significant positive correlations between all studied variables: appearance schemas and self-esteem (r = 0.638; p < .001), appearance schemas and self-efficacy (r = 0.632; p < .001), and self-esteem and self-efficacy (r = 0.789; p < .001). Additionally, all three indicators tended to increase with increasing teaching experience.

These findings demonstrate the importance of personality and psychological factors in teachers' professional adaptation and highlight the need to implement support programs aimed at developing positive self-perception and strengthening psychological resources.

Keywords: cognitive schemas of appearance, self-esteem, self-efficacy, university teachers, psychodiagnostics, professional well-being.