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Publication Date
2025
Document Type
Poster
Degree Type
Undergraduate
Department
Psychology
Mentor
Dr. Dawn McBride
Mentor Department
Psychology
Abstract
Self-esteem is widely recognized as an influential factor in academic performance, yet existing literature presents conflicting findings regarding the strength and nature of this relationship. Thus, the present study aimed to clarify these discrepancies by examining the relationship between self-esteem and academic performance among undergraduate students. A sample of 55 students enrolled in a Research Methods in Psychology course at a large Midwestern university completed the Rosenberg Self-Esteem Scale, while academic performance was assessed using their first exam and major writing assignment scores. A regression analysis found no significant relationship between self-esteem and academic performance, suggesting that self-esteem accounts for only a negligible portion of academic success. Descriptive analyses revealed that self-esteem scores were generally low-to-moderate, while academic performance exhibited a ceiling effect, with most students scoring near the upper limit. These results indicate that self-esteem alone is not a meaningful predictor of academic performance in this sample. One possible explanation for the lack of a significant result is that the academic performance scores were clustered at the upper end, resulting in limited variability and making it difficult to detect an association. Instead, factors such as academic self-efficacy, engagement, and study habits may play a more significant role. Future research should explore these alternative predictors and utilize diverse samples with a broader range of self-esteem levels to better understand the relationship between confidence and academic success.
Recommended Citation
Charles, Michael, "Confidence and Success: Investigating Self-Esteem’s Role in Academic Performance" (2025). University Research Symposium. 491.
https://ir.library.illinoisstate.edu/rsp_urs/491
