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.
ASJC Scopus subject areas
- Developmental and Educational Psychology