Regis College Senior Honors Program
Thesis - Open Access
Number of Pages
This meta-analysis examines the correlation between self-esteem and academic achievement in African Americans across 27 separate studies (resulting in 41 measures of effect size) that included 9872 individuals in total. Statistical analysis indicates that overall, self-esteem accounted for 4% of the variation in academic achievement (�̅ = .21, n = 9872, Bayesian 95% CI = 0.14-0.27, p < .05). In line with the common research practice utilized in examining the relationship between self-esteem and academic achievement, the effects of global self-esteem measures and academic-specific self-esteem measures were examined separately (Bachman & O’Malley, 1986; Bouchey & Harter, 2005; Dusek, 2000; Fuligni, 1997; Harter, Waters, Whitesell, & Kastelic, 1998; Mann, Hosman, Schaalma, & de Vries, 2004; Scheier, Botvin, & Griffin, 2000; Tafarodi & Miline, 2002; Wigfield, Eccles, & Schiefele, 2007), and individual effect sizes were calculated for both global measures and academic specific measures of self-esteem. These analyses indicate that global measures of self-esteem account for less than 1% of the variation in academic achievement (�̅ = .1, n = 5808, k = 23, Bayesian 95% CI = 0.06-0.14, p < .05), whereas academic specific self-esteem accounts for almost 13% of the variation in academic achievement (�̅ = .36, n = 4046, k = 18, Bayesian 95% CI = 0.34-0.37, p < .05). These results are discussed in the context of reducing the academic achievement gap.
Date of Award
© Pearl Lackner
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Lackner, Pearl, "A Meta-Analysis Investigating the Correlation Between Self-Esteem and Academic Achievement in African Americans: Merging Social Psychology and a Jesuit Educataion" (2015). Regis University Student Publications. 646.