The hypothesis we focused on was whether or not self-esteem was affected by sociability, GPA and time it takes to get ready in the morning.
A study done by John Lane (2004) found that there was a significant correlation between self-efficacy and academic performance, just as a study done by Aspelmeier et al. (2012) said the same. What was interesting about Aspelmeiers’ study was that they also found a difference between males and females in terms of how they see failure. It was observed that females attributed both success and failure to their efforts, while males did not. METHOD
The study used 40 participants. As can be seen in Table 1, there were 11 males
and 29 females. With regard to race 11 participants were Caucasian, 2 were White-Non
Hispanic, 12 were African, 9 were Hispanic, 4 were Asian/Pacific Islander, 0 were Native
American and 2 classified themselves as other. 9 of the participants were freshmen, 16
were sophomores, 6 were juniors, 4 were seniors and 5 were classified as other. As far as
rank in school, 9 were freshmen, 16 were sophomores, 6 were juniors, 4 were seniors and
5 classified themselves as other. Eight of our participants were 18, ten were 19, four were
20, seven were 21, three were 22, one was 23, two were 24, two were 26, one was 27, \
one was 28, and one was 32.
Demographics of Sample (n=40)
________________________________________________________________________ VariableLevel NumberPercent
White/Non-Hispanic 2 5.0
Other 2 5.0
The Rosenberg Survey, used also in Lanes’ study (Self-efficacy, self-esteem and
their impact on academic performance, 2004), had 10 items, each item was
followed by 4 response choices ranging from strongly agree to strongly disagree, and five
items were reverse keyed. The Coefficient alpha estimate of reliability was .88.
The Demographic Survey had 7 items, 3 of which were answered by choosing one of the
multiple choice answers, 3 others were fill-ins, and 1 was a Likert Scale.
Potential participants were approached on a college campus. The participants were all approached in the same way because a script was used with each participant. Each person was asked if they could take a few minutes to fill out two surveys, if they said yes, they were given an informed consent sheet to read and sign, then given the two surveys. Once completed they were given a debriefing form explaining the purpose of the surveys and contact information for any follow up questions. They were then thanked for their participation.
Our study found similar results to the other two studies in terms of seeing that self-esteem and GPA are correlated, we also found that self-esteem is tied to sociability. Results supported the hypothesis that self-esteem is influenced by...