TY - JOUR
T1 - Academic self-esteem and perceived validity of grades
T2 - A test of self-verification theory
AU - Okun, Morris A.
AU - Fournet, Lee M.
PY - 1993/10
Y1 - 1993/10
N2 - The hypothesis derived from self-verification theory that semester GPA would be (a) positively related to perceived validity of grades scores among high academic self-esteem college students and (b) inversely related to perceived validity of grades scores among low academic self-esteem college students was tested. Subjects were 281 undergraduates enrolled in an introductory psychology course at a large state university. A multiple regression analysis indicated that semester GPA and academic self-esteem exerted a joint effect on perceived validity of grades scores (net R2 =.04). Contrary to our prediction, simple slope analyses indicated that the slope for semester GPA was positive for low and high academic self-esteem students alike, although the slope was steeper for high relative to low academic self-esteem students. Several possible boundary conditions on self-verification effects are discussed related to the extremity, globality, and subjectivity of positive feedback provided to low self-esteem individuals.
AB - The hypothesis derived from self-verification theory that semester GPA would be (a) positively related to perceived validity of grades scores among high academic self-esteem college students and (b) inversely related to perceived validity of grades scores among low academic self-esteem college students was tested. Subjects were 281 undergraduates enrolled in an introductory psychology course at a large state university. A multiple regression analysis indicated that semester GPA and academic self-esteem exerted a joint effect on perceived validity of grades scores (net R2 =.04). Contrary to our prediction, simple slope analyses indicated that the slope for semester GPA was positive for low and high academic self-esteem students alike, although the slope was steeper for high relative to low academic self-esteem students. Several possible boundary conditions on self-verification effects are discussed related to the extremity, globality, and subjectivity of positive feedback provided to low self-esteem individuals.
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U2 - 10.1006/ceps.1993.1031
DO - 10.1006/ceps.1993.1031
M3 - Article
AN - SCOPUS:38248999363
SN - 0361-476X
VL - 18
SP - 414
EP - 426
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 4
ER -