Studies on this subject have always not shown the same findings. I believe there are other underlying factors which are integral part of a person that may be interfering with ones achievement, ability, creativity and skill in a tender age. what is the role of the teacher in finding this out and how is the teacher going to help the teenager.
Dear Dr, Naomi Nkiru,
"Can self-efficacy, self-esteem, self-concept, self-acceptance/rejection affect one's academic achievement, creativity and skill among teenagers?". As a psychologist, I think that that is the case. For example, research carried out by the USA psychologist Albert Bandura (1977, 1986) has shown that self-efficacy affects positively people's academic achievement, creativity and others skills. Even so, these factors are not alone in the production of academic achievement, creativity and others skills. There are a plethora of variables that affect the occurrence of such outcomes. Talent, hard-working, patience, perseverance, delay of gratification, motivation, curiosity and socio-economic status are but eight examples of factors that affect the occurrence of such outcomes. Consider this to be a short answer to your question.
of course, self-efficiacy, self-esteem and self-acceptance have an impact on the academic achievements of teenagers. Low self-esteem leads to the fact that the child closes in on himself, is not sure of his judgments and his opinion, despite the fact that it may be correct. Such a teenager is afraid of being judged by peers or teachers. And in adolescence, self-esteem is a reflection of other people's assessment. Self-efficacy results are more objective than self-esteem and certainly affect academic achievement. However, academic achievement is influenced by a huge number of factors, from material to psychological and physical. So, in the case of a sharp deterioration in academic performance of a teenager, it is recommended to pay attention first of all to the psychological atmosphere in his family.
I encourage you to consider the work of James P. Comer at the Yale Child Study Center. Comer's work is an excellent entry point to understanding the Effective Schools movement, which dealt with the topics that you described.
We've explored the relationships between creative self-efficacy and young people's likelihood of undertaking meaningful community work:
Technical Report Understanding the role of creative self-efficacy in youth so...
and undertaken a preliminary analysis of the relationshiop between creativity and achievement in schools:
Article The impact of Critical and Creative Thinking on achievement ...
Certainly the factors enumerated in the question have impacts on student achievement in the school setting. However, the same student can have different characteristics and behaviors in the school setting and in out of school settings. For example, a student could perform badly in math in a school setting in which he experiences the factors mentioned in the question, but still use math very successfully and creatively in an interest pursued outside of school.
Certainly self esteem,self -efficacy,self concept and self acceptance have a strong impact on academic achievements of teenager. Positive self plays key role in the well-being and overall development of teens. High self esteem boost their physical, mental and emotional energy which leads to new creativity, learning and experimentation.
Naomi, in addition to the self aspects that are vital in educational attainment and achievement, studies have also highlighted the critical role that the socio-economic, socio-emotional and environmental aspects are important in closing attainment gaps (see for examples, Becker & Luthar, 2002; Minnis et al., 2013). Interesting point to debate and discuss...