The present study examined the role of adolescents’ self‐esteem and perceptions of family and classroom contexts on their domain specific self‐perceptions. 345 Greek junior high school adolescents aged 14–16 completed measures of domain specific self‐perceptions, self‐esteem, parenting styles and classroom climate. Hierarchical regression analyses revealed that both family and classroom contexts predicted students’ self‐perceptions, after students’ demographics, academic achievement and self‐esteem were controlled for. However, different patterns emerged in the relationship between family, classroom climate and self‐esteem depending on domain specific self‐perceptions. Academic self‐perceptions (scholastic, mathematics and language competences) were predicted by classroom climate dimensions (order and organization, student involvement, rule clarity), whereas self‐perceptions regarding relations with parents, close friends and behaviour conduct, were predicted by parenting styles. Given the fact that adolescence is a period of fluctuation in self‐understanding which renders self‐perceptions particularly malleable, the results support the critical role of the social environments where adolescents operate.
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