ArticleJournal of youth and adolescence2026
Educational Pathways, Parenting, and the Development of Self-Esteem from Adolescence to Young Adulthood: Evidence from South Korea.
Article in Journal of youth and adolescence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Despite strong research traditions in educational stratification and parenting, few studies have simultaneously examined how educational tracks and parenting styles jointly predict self-esteem from adolescence into young adulthood, particularly in the East Asian context where status and pressure are markedly salient. This study examines how educational pathways and parenting dimensions shape self-esteem trajectories from early adolescence to post-high school in South Korea. Using three waves of data (2010-2016, ages 13 to 19) from the nationally representative Korean Children and Youth Panel Survey (KCYPS) (N = 1,484, 52% females; Mage = 15.89 years, SD = 0.34), results indicated pathway stratification in self-esteem. Compared with the academic-to-university pathway (56%), adolescents in the academic-to-junior (21%) and technical-to-postsecondary (10%) pathways reported significantly lower self-esteem across waves, though no significant differences emerged for the technical-to-labor market (9%) and academic-to-labor market (4%) pathways. Parenting dimensions showed robust associations: affection was positively associated with self-esteem, whereas excessive expectations and excessive interference were negatively associated. Moderation analyses revealed parenting operates as a context amplifier, primarily among the technical-to-postsecondary pathway. The results demonstrate that self-esteem development in adolescence is shaped by an integrated framework that combines macro-level educational structures with micro-level family processes, suggesting a practical need for school-family partnerships and parent education programs that emphasize warm and autonomy-supporting parenting, especially for youth experiencing major educational transitions.
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