Author(s) & Title of the Research Gap/ Variable/s Research Theory / (a)Research Most Relevant Instrument Recommendation

Year of Study Research questions Theories Design Finding/s Or Survey for future
Publication problem Questionnaire/s researchers.
(a)Sampling
Design

1. Henning et The Meaning of The intricate self-perception 1. What role does Self-Concept (a) Sample The significant Herbert, W., Conducting
al. (2023) School Grades relationships (self-concept), physical self- Theory (2014) Population role that school Marsh., Rosalie, longitudinal
and Self- between and overall self- concept play in grades and self- O'neill. (2011). research
Concept for academic worth (self- the overall self- (b) concept play in Self-Description
General Self- performance, esteem) esteem of Questionnaire shaping general Questionnaire III
Esteem in self-perception, adolescents Administration self-esteem
Secondary and self-esteem compared to among
School verbal self- adolescents
Students concept?

2. How do school
grades in physical
education and
German correlate
with students' self-
concept in the
respective
domains?

2. Vrakas et al. Relation The need for a Self-concept, 1. What is the William James (a) Statistical Learning Chen, Y., Liu, Y., Explore
(2022) between self- deeper self-esteem, and correlation (1890) Self- Analysis difficulties Gao, Y., Wu, X., & intervention
concept - self- understanding of bullying between self- steem Theory significantly Mo, L. (2022) Self- effectiveness, and
esteem of high the psychological participation esteem and self- (b) Numerical affect self- Concept and Self- incorporate
school students profiles of high concept among data collection concept and Esteem Measures qualitative methods
with learning school students high school self-esteem,
difficulties and with learning students with which in turn are
participation in difficulties, learning related to
bullying. particularly in difficulties? bullying
relation to participation
bullying 2. How do self-
concept and self-
 esteem levels
differ between
high school
students with
learning difficulties
and those
without?
3. Setyadi Dimensions of Understanding of self-concept, 1. What is the Denche- (a) Sample The need for Rahmat's theory Build on the
(2024) Self-Concept in self-concept in gender and age, prevailing self- Zamorano et al. Size tailored (2013) Self- findings of the
Adolescents: adolescents and specific concept among (2023) (b) Purposive interventions Concept in current study,
An In-depth lead to more intervention junior high school Dimensions of junior high that consider Adolescents enhancing the
Analysis effective topics students aged 13- Self-Concept school students gender understanding of
Among Junior educational 18? aged 13-18 differences and self-concept in
High School strategies and 2. How do gender specific areas for adolescents
Students interventions. differences affect improvement.
self-concept
among these
students?
NAME: KAREN MAE P. CAHOY SECTION:________________ DATE:___________________

LITERATURE MATRIX

Author(s) & Title of the Research Gap/ Variable/s Research Theory / (a)Research Most Relevant Instrument Recommendation
Year of Study Research questions Theories Design Finding/s Or Survey for future
Publication problem Questionnaire/s researchers.
(a)Sampling
Design

Example Structure of the The empirical self-concept 1. Am I satisfied Marsh and a.) Random It provides (Verdugo, Arias, resolve all existing
1.Madriaga, et Personal Self- data confirm the with what I am Shavelson’s Sampling empirical Gómez, and questions regarding
al (2011) Concept (PSC) structure of the achieving in my model (1985), corroboration of Schalock, 2010). the
personal self- life? according to the proposal that Items of the composition and
concept. which global four self- Personal Self- global structure of
2. Am I depending self-concept is perceptions Concept (PSC) self-concept.
on other people made up of (one’s image of Questionnaire
more than the various oneself as a self-
majority of those domains fulfilled,
I know? (academic, autonomous,
personal, social emotionally
and physical) adjusted and
decent person),
although related,
are nevertheless
independent of
each
other.
2.Dr. Rekha Relationship Subjected to Self-concept, 1.What is the Self- a) Simple There is positive -Academic self- Suggested that
Srivastava, & between Self- many different self-esteem respondent’s Determination Descriptive correlation description future researchers
Dr.Shobhna concept and challenges, assessment of Theory (Deci & method between Questionnaire should explore
Joshi (2014) Self-esteem in stressors, and their Self- Ryan,1985) b) Purposive- academic self- -Rosenberg Self- additional types of
adolescents opportunities concept? Urban and rural concept and self- esteem social experiences.
2. What is the adolescents esteem of urban Questionnaire
respondent’s studying in and rural boys
assessment on class VIII, IX, and girls I both
their Self-Esteem? X in inter high and low
3. What is the colleges aged facility schools.
relationship 12 to 14 yrs. old
between self-
concept and self-
 esteem of the
respondents?

3.Zimmerman, How I See and domain-specific Domain-Specific 1.) Relationship Markram, K., convenience The key findings Descriptive It is recommended
et al (2020) Feel About self-concepts and Self-Concept status and Markram, sampling were that autistic statistics and that future research
Myself: global self- and H. (2010). The adults reported a correlations investigates factors
Domain- esteem in autistic Self-Esteem 2.) Psychological intense world lower sense of between influencing autism
Specific Self- adults. history theory – a power in demographic self-appraisals and
Concept and Associations unifying theory relationships and variables, autism develop
Self-Esteem in between autism of the poorer global traits, self- interventions that
Autistic Adults self-appraisals, neurobiology of self-esteem than appraisals, support individuals
perceived social autism. TD individuals, perceived social to recognize the
support and and that more support, global benefits of autism
global self- positive self- self-concept and and foster their
concept and self- appraisals of unique talents and
esteem. autism and self-esteem for strengths.
Determine which perceptions of autistic
domains of self- social support participants.
concept were were related to
most closely better global
associated with self-concept and
self-esteem. higher self-
esteem.
Karen Jean P. Cahoy

Grade 12- Cepheus

Author(s) Title of the Reseach Variable/s Research Theory / (a)Research Design Most Instrumental or Recommendation
& Year of study Gap/Research questions Theories Relevant Survey for future
Publication Problem (b)Sampling Design Finding/s Questionairre/s researchers
1.Jho Selle Self- Impact of Self- 1.What is the Bandura’s (a) Descriptive- Self- -Adolescent’s Another self-
Tus (2020) Concept, self-related concept, profile of the Social correlation concept,Self- Self-Concept related
Self-Esteem, psychological Self-esteem, researchers in Cognitive method esteem, and Short Scale psychological
Self-Efficacy perceptions Self-efficacy, terms of the Theory (1994) (b) Purposive self-efficacy -Coopersmith perceptions
and in academic Academic following : 1.1 Grade 12 do not Self-Esteem
Academic performance Performance Self-concept SHS significantly Inventory
Performance 1.2 Self- students affect SHS -General Self-
of the Senior esteem students’ Efficacy Scale
High School 1.3 Self- academic
Students efficacy performance
2.What is the
level of
academic
performance
of the
respondents?
3.Do the
respondent’s
self-concept,
self-esteem,
and self-
efficacy
significantly
affected their
academic
performance?

2. Falci Self-Esteem Experience Self-Esteem, 1.What is the Adolescent (a) Descriptive- There is a -Rosenberg Should
(2011) and Mastery significantly Mastery profile of the Developmenta correlation significant Self-Esteem investigate if SES
Trajectories steeper gains Trajectories, respondents l Theory (1999) (b) Purposive positive Scale differences in the
in High in self - Social Class, in their social Adolescent growth in self-concept
School by esteem and Gender class and in High both self - emerge during
Social Class mastery gender? School esteem and high school
and Gender 2.What is the mastery. across all
 level of self- racial/ethnic
esteem and groups.
mastery
trajectories of
the
respondents?
3. Do the
social class
and gender
affects the
self-esteem
and mastery
trajectories of
the
respondents?
3. Relationship Subjected to Self- 1.What is the Self- (a)Simple There are -Academic self- Suggested that
Srivastava Between many concept, respondents Determination Descriptive method positive description future
& Joshi Self-Concept different self-esteem assessment Theory (Deci & (b) Purposive-Urban correlation Questionnaire researchers
(2014) and Self- challenges, of their Self- Ryan,1985) and rural between -Rosenberg should explore
Esteem in stressors, and concept? adolescents academic Self-estee additional types
Adolescents opportunities 2. What is the studying in class VIII, self-concept Questionnaire of social
respondents IX, X in inter colleges and self- experiences.
assessment aged 12 to 14 yrs. esteem of
on their Self- old urban and
Esteem? rural boys
3. What is the and girls I
relationship both high
between self- and low
concept and facility
self-esteem schools.
of the
respondents?