Using an experimental design, the effect of concealing academic achievement information on adolescents’ self-concept was examined in the current study. Specifically, adolescents with low academic achievement and adolescents with average to high academic achievement (N = 129) were randomly assigned to different interview contexts wherein academic-achievement information could be concealed or not. Results showed that participants with low academic achievement in the concealing-achievement-information condition had higher levels of state self-esteem and more self-representation suppression. Their negative self-representation was also activated when they were under high cognitive load. Participants with high academic achievement in the condition in which positive achievement information was concealed had lower state self-esteem and activated the positive self-representation under high cognitive load. Overall, the results showed that concealing academic-achievement information can cause short-term change of self-concept for adolescents.
Zhang, Baoshan; Wang, Mo; Li, Juan; Yu, Guoliang; and Bi, Yan-Ling
"The Effects of Concealing Academic Achievement Information on Adolescent's Self-Concept,"
The Psychological Record:
1, Article 2.
Available at: http://opensiuc.lib.siu.edu/tpr/vol61/iss1/2