The Impact of Affirmations on Self-Concept, Motivation, and Emotional Regulation among Adolescent Students at CCC Mankon Secondary School: A Mixed Methods Study

Adolescence represents a critical developmental period during which self-concept, academic motivation, and emotional regulation undergo significant transformation. Within educational settings, internal self-dialogue plays an important role in shaping students’ perceptions of competence, resilience, and engagement with learning tasks. This study examined the impact of structured affirmation practices on self-concept, academic motivation, and emotional regulation among adolescent students at City College of Commerce Mankon, Bamenda in Cameroon. A mixed methods research design integrating quantitative and qualitative approaches was employed. Eighty students aged 13 to 18 participated in the study and were divided into experimental and control groups. The experimental group engaged in daily affirmation exercises over a six-week period, while the control group continued with regular academic activities. Quantitative data were collected using standardized scales measuring self-concept, academic motivation, and emotional regulation, and were analyzed using descriptive statistics, paired sample t tests, and analysis of variance. Qualitative data were obtained through semi-structured interviews, focus group discussions, and student reflection journals, and were analyzed using thematic analysis. The results revealed significant improvements in self-concept, motivation, and emotional regulation among students exposed to the affirmation intervention. Qualitative findings indicated that affirmation practices contributed to increased confidence, stronger academic persistence, and improved emotional awareness. The study suggests that structured affirmation practices can serve as accessible psychological tools for enhancing adolescent wellbeing and academic engagement in school environments. The findings carry important implications for integrating psychological development practices within educational systems in African contexts.