Low Self-esteem, Achievement, and Attribution: A Multidimensional Approach

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dc.contributor.authorAgopian, Talar
dc.date.accessioned2024-06-25T08:18:48Z
dc.date.available2024-06-25T08:18:48Z
dc.date.issued2010
dc.description.abstractThe present study examined the variables of self-esteem, academic achievement, and attributional style, and shed light on the particular group of low self-esteem students who have high academic achievement. It sought to explain why these students maintain a low self-esteem despite continuous success in the academic domain. It relied on self-report measures where participants (N= 100) were asked to provide their academic average and fill in the following questionnaires: the Rosenberg Self-Esteem Scale, the Self-Esteem Questionnaire, and the Nowicki-Strickland Locus of Control Scale. In addition, participants were given three short stories to read followed by the State Self-Esteem Scale. The stories presented successful events in the social, family, and academic domains and were used as a multidimensional intervention model. Results were computed using analyses of correlations, regression, and variance, and t-tests. Results of this study showed and low self-esteem students tend to have an external attributional style, and that academic average positively correlates only with the school dimension of self-esteem, which might explain why self-esteem remains low in spite of academic success.
dc.identifier.citationAgopian, T. (2010). Low Self-esteem, Achievement, and Attribution: A Multidimensional Approach (SBS thesis, Haigazian University)
dc.identifier.urihttps://haigrepository.haigazian.edu.lb/handle/123456789/196
dc.titleLow Self-esteem, Achievement, and Attribution: A Multidimensional Approach
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