Causal ordering of grades and self-esteem

Abstract

The relationship between self-esteem and grades has been one of the central issues of research in the educational context. The goal of the study was to establish a causal ordering between self-esteem and grades in a longitudinal study. We accomplished this goal by using a cross-lagged two-wave design panel design. This design has been frequently used to examine relationships between variables for which a reciprocal relationship is hypothesized. We tested four hypotheses: Ho: Self-esteem do not have a positive effect on grades, neither does grades on self-esteem; H1: Self-esteem have a positive effect on grades, but grades does not have a positive effect on basic psychological needs; H2: Grades has a positive effect on self-esteem, but self-esteem do not have a positive effect on grades; H3: Grades and self-esteem have a reciprocal relationship: Self-esteem predict grades, and grades predicts self-esteem. A total of 1789 students (51% males) from seven high schools took part in this study. Participants completed the questionnaires at the beginning and at the end of the semester. The fit indices were χ2 (1788, 25) = 701.496 (p < 0.001), RMSEA = .084 (.079, .090), CFI = .947, TLI = .932. Grades predicted self-esteem β = .177 (.117, .237) and self-esteem did not predict grades β = .002 (-.015, .019). In the light of the evidence, we accepted the H2 hypothesis. In conclusion, we may affirm that, during an academic year, grades predicts self-esteem.