When grades determine self-worth: consequences of contingent self-worth for male and female engineering and psychology majors.
The impact of grades on daily self-esteem, affect, and identification with major was examined in a sample of 122 male and female students majoring in engineering and psychology. Self-esteem, affect, and identification with major increased on days students received good grades and decreased on days they received poor grades; basing self-esteem on academic competence moderated the effect of bad grades. Bad grades led to greater drops in self-esteem but not more disidentification with the major for women in engineering. Instability of self-esteem predicted increases in depressive symptoms for students initially more depressed.
D000124:Achievement; D000293:Adolescent; D000328:Adult; D000339:Affect / Q000502:physiology; D003863:Depression / Q000523:psychology; D004521:Educational Measurement; D004522:Educational Status; D004738:Engineering / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D007062:Identification, Psychological; D016014:Linear Models; D008297:Male; D011584:Psychology / Q000706:statistics & numerical data*; D012044:Regression Analysis; D012649:Self Concept; D017678:Sex Distribution; D013334:Students / Q000523:psychology* / Q000706:statistics & numerical data