Journal Article

Attempting to Improve the Academic Performance of Struggling College Students by Bolstering Their Self–esteem: An Intervention that Backfired

Burnette, Jeni L., Baumeister, Roy F., Forsyth, Donelson R., Lawrence, Natalie K.

2007

Overview

Theory and prior research suggest that (a) a positive sense of self-worth and (b) perceived control over one's outcomes facilitate constructive responses to negative outcomes. We therefore predicted that encouraging students to maintain their sense of self-worth and/or construe their academic outcomes as controllable would promote achievement. In a field experiment, low-performing students in a psychology class were randomly assigned to receive, each week, review questions, review questions plus self-esteem bolstering, or review questions plus exhortations to assume responsibility and control. Contrary to predictions, the D and F students got worse as a result of self-esteem bolstering and students in the other conditions did not change. These findings raise ethical and practical questions about the widespread practice of bolstering self-esteem in the hope of improving academic performance. [PUBLICATION ABSTRACT]

• Publisher: Guilford,Guilford Press
• Subject: Academic achievement / Biological and medical sciences / Children & youth / College students / Control / Data analysis / Educational psychology / Elementary schools / Ethics / Field work / Fundamental and applied biological sciences. Psychology / Intervention / Locus of control / Perceived control / Psychological effects / Psychology / Psychology. Psychoanalysis. Psychiatry / Psychology. Psychophysiology / Pupil and student. Academic achievement and failure / Questions / Responsibility / Self concept / Self esteem / Self-determination / Selfesteem / Selfworth / Students / Undergraduate students