A Review of Studies on Self-Esteem and Automatic Thoughts among Students

Self-esteem and automatic thoughts play a central role in psychological functioning, mental health, and overall well-being. Self-esteem, broadly understood as an individual’s evaluation of their own worth, is shaped by multiple influences such as social interactions, self-concept, family environment, and demographic factors (Hosogi et al., 2012; López-Escobar, 2021; Martin, 2025). Research consistently demonstrates that higher self-esteem is associated with greater resilience, effective coping strategies, improved academic performance, better social functioning, and higher life satisfaction, whereas low self-esteem increases vulnerability to stress, anxiety, depressive symptoms, and maladaptive coping patterns (Flett, 2021). Automatic thoughts, first conceptualized by Beck (1976) within the cognitive model, refer to spontaneous and often unconscious cognitions that arise in response to everyday situations. Negative automatic thoughts, while sometimes positive, are often distorted or irrational and can lead to heightened anxiety, hopelessness, and depression. In clinical and non-clinical populations alike, frequent negative automatic thoughts are recognized both as a symptom and as a maintaining factor of psychological distress (Beck & Fleming, 2022; Burns, 1980; Stress & Development Lab, 2025). The present review aims to examine the relationship between self-esteem and automatic thoughts among student populations. Specifically, this study examines how social, demographic, and personal factors affect self-esteem, the influence of negative automatic thoughts on emotional and academic results, and how these elements combine to shape psychological functioning. The review also highlights intervention strategies, including cognitive restructuring, mindfulness, psychoeducation, and self-compassion practices, that can mitigate maladaptive cognitions and enhance self-perceptions. The study follows the PRISMA model to ensure a systematic, transparent, and methodologically rigorous approach to literature selection and synthesis. Evidence highlights consistent positive associations between healthy self-esteem and adaptive outcomes, such as improved academic performance, emotional regulation, and overall well-being, while negative automatic thoughts are strongly linked to emotional dysregulation and cognitive distortions. Importantly, cultural context, developmental stage, and individual differences moderate these relationships. Overall, the literature underscores the interconnectedness of self-esteem and automatic thoughts and emphasizes the need for targeted strategies to enhance self-perceptions, challenge cognitive distortions, and foster adaptive psychological functioning across diverse student populations.