Self Esteem
This study investigated self-esteem and how it impacts and/or how is it impacted by GPA, sociability and time it takes to get ready in the morning. This was a sample of convenience of 40 students at Kean University. Each participant filled out a Rosenberg Self-Esteem Scale and a Demographic Survey. Correlation results showed significant relationships between GPA and sociability, as well as self-esteem and sociability. Two limitations were found, and if this study was to be redone, it is suggested that a bigger and more varied group of people be surveyed.
Introduction 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
Participants 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.
Table 1
Demographics of Sample (n=40)
Introduction 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
Participants 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.
Table 1
Demographics of Sample (n=40)