Dynamic associations between daily events and state self-esteem during the student-to-teacher transition

Daily experiences are considered important antecedents of self-esteem, yet evidence remains scarce, leaving questions about the type of experiences and directionality of effects. We examined the within-day associations between daily events and state self-esteem during the student-to-teacher transition. We followed N = 333 Dutch teacher education students (Mage = 20, 81% female) in 3 measurement waves across 8 months, during which participants gained increasing work experience. We assessed self-esteem (8451 datapoints) and success and valence appraisals of study/work and social events three times a day for 14 days at each wave. Using dynamic structural equation modelling, we examined bidirectional within-person effects. First, positive and successful study/work events and positive social events predicted state self-esteem across hours. Valence but not success appraisals predicted later state self-esteem. Appraisals of events in study/work, social, and events related to both domains were concurrently related to state self-esteem. Second, most of the individuals differed in the magnitude of effects between daily event appraisals and state self-esteem. Third, participants with a stronger (vs. weaker) teacher identity fluctuated less in response to daily study/work events. These findings inform theories of self-esteem development by suggesting that both agentic and communal experiences can impact self-esteem across hours.