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  • Level: GCSE
  • Subject: Maths
  • Word count: 3215

This experiment will show that there is a significant positive correlation between males and females who perform well academically and those who gain a high point score on a self-esteem Questionnaire

Extracts from this document...

Introduction

Psychology Coursework

An Investigation into whether self-esteem levels in boys and girls are influenced by Academic Success

Paul Buchanan

Candidate number 7026

Rastrick High School 6th form

Centre number 37307

Introduction

Self-esteem is the result of many experiences throughout life. Those with high self-esteem tend to function better and have more positive interactions than those with poor self-esteem.

According to Coopersmith (1967), self-esteem is a product of individual’s early relationships, particularly with parents. Growe (1980) found that maternal acceptance and positive interactions relate to subsequent self esteem in children. Those individuals with low self-esteem appear to be in need of positive self-relevant feedback and feel threatened when negative feedback is presented (Brown, Collins & Schmitt, 1988). In line with these findings, Smith and Smoll (1990) demonstrated that children with low self-esteem respond to highly supportive coaches in a positive manner, but when responses are low in support, the response from the individual is primarily negative.

Self-esteem is an extremely popular construct within psychology. Individually it refers to an individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates, prizes or likes him or herself (Blascovich & Tomaka, 1991). The most broad and frequent cited definition of self-esteem within psychology is Rosenberg’s (1965) who described it as a favourable or unfavourable attitude towards the self. Within psychology, self-esteem has been related to virtually every other psychological concept or domain, including personality (e.g. shyness), behavioural (e.g. task performance), cognitive (e.g. attribution bias) and clinical concepts (e.g. anxiety or depression). While some researchers have been particularly concerned with understanding the nuances of the self-esteem construct, others have focused on the adaptive and self-protective functions of self-esteem – Blascovich and Tomaka (1991) concentrated on conceptual and methodological issues.

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Middle

th form college, as the participants are over 16 informed consent from the participants parents is not required. The participants will be informed of all the aspects of this investigation that could influence willingness to participate.

Deception

No information will be withheld in this investigation, and the participants are not tricked or mislead in any way. Participants will still be fully briefed before the study and de-briefed after.

Withdrawal

Participants will be informed that they many withdraw from the study at any time, and that if they choose to withdraw then their results will be terminated and not used in any way for results.

Briefing

Hello I am Paul from the upper 6th. For my psychology coursework I am looking into self esteem among year 12 students. I would like you to fill out a simple questionnaire, if there is anything you don’t understand please ask. You may withdraw from the study at any time. The result of your questionnaire will remain confidential, and should you wish not to write your name on the questionnaire any remain anonymous that is fine. If you would like to view the results I will contact you when they become available.

De-Briefing

Thanks for taking part. Basically I am looking into the relationship between academic success and self esteem. Do you have any questions? Should you wish to speak to me or Mrs Hall at a later date please do not hesitate to ask.

Standardised Instructions

I am going to give you a questionnaire, if you would like to write your name, do so at the top, then please answer the questions in turn, take as long as you would like, there is no rush. Should you make a mistake there is a rubber available to change your answer.

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Conclusion

Conclusion

The findings from my study have shown that, in boys especially, there seems to be a positive correlation between students who perform well academically and those with high self-esteem. However I believe that self-esteem is not something that can be measured so easily, I consider outside influences to have a huge say in self-esteem and the behaviour that it entails, influences that are extremely hard to measure and detect from simple questionnaires.

Abstract

Studies in the past have related self-esteem to virtually every other psychological concept or domain, including personality (e.g. shyness), behavioural (e.g. task performance), cognitive (e.g. attribution bias) and clinical concepts (e.g. anxiety or depression). James (1890) said that academic success did have an effect on self-esteem, my investigation looks into the effect academic success has on self-esteem in boys and girls. It will be based on an adapted study of Rosenberg’s self-esteem scale. I will also be re-testing James’ hypothesis as the study was conducted over 100 years ago

In my study I am aiming to find out if self-esteem is positively effected by academic success among students aged 16-18. I predict that there will be a significant positive correlation between males and females who perform well academically and those who gain a high point score on a self-esteem Questionnaire.

I will be conducting a field experiment and the experimental design I am carrying out is a correlation one.

My IV is the gender of the participants.

My DV is the self-esteem score generated by questionnaire.

My results showed that while a positive correlation was found (in boys more than girls) outside influences may prove to be huge limitations on my results.

I conclude that my hypothesis may have been largely correct, however I cannot definitely say that my results are valid and therefore acceptable in such a study. The investigation has shown that the way self-esteem effects behaviour is hard to prove and accurately put into statistics.

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