A Review of the Link between Female Students' Makeup Use, Self-Esteem, and Academic Performance

Makeup use is a common form of appearance management among female students and is increasingly shaped by consumer culture, peer norms, and social media exposure. This narrative review examines whether makeup use is associated with self-esteem and whether any such association may be related to academic engagement and performance. The reviewed literature suggests that makeup may enhance self-perception, body satisfaction, and social confidence in some contexts, particularly when it is used as a form of self-expression or impression management. At the same time, appearance-based pressure, social comparison, and dependence on external validation may weaken or even reverse these benefits. Evidence linking makeup use to academic performance remains indirect and mixed. Improvements in confidence and classroom participation may support academic engagement, but time costs, distraction, and beauty-related pressure may undermine study efficiency. Overall, the relationship between makeup use, self-esteem, and academic performance is complex, context-dependent, and shaped by body image, culture, and social environment. More student-centered empirical research is needed to clarify causal pathways.