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h accomplishing important goals and can be addressed, the exaggeratedly positive and highly certain self-views of high self-esteem may be an obstacle to recognizing and addressing their weaknesses and accomplishing their goals. When people have successes, particularly students when performing well and having good GPA are also having higher score on self worth scale.

In general, it seems likely that both low and high self-esteem are helpful or adaptive in some situations, and not adaptive in others. Because low self-esteem people doubt their abilities and worry about whether others will accept them, they tend to integrate feedback from others (Brockner, 1984). These positive illusions can be helpful or unhelpful, depending on the state of affairs. the positive self-views associated with high self-esteem may be helpful for asking the boss for a raise, but interfere with understanding his feedback about areas in which one needs to improve before a raise is about to happen.

On the bases of previous research and theories, the research hypothesized that people more specifically students based their self-esteem in the domain of academic competence, when they have lower level of GPA must be having a lower score on the scale of CSWS. In the present studies, the research examined the overall self-worth of students at university level; the research also examined their results in GPA form and link with the domain of academic competence. a domain of importance and relevance to many college students (Crocker, Luhtanen, Cooper, & Bouvrette, 2003).and found the relationship of Academic performance have any impact on students level of self esteem or not.

Contingencies of self-worth symbolize the domains of those people who invest their self-esteem; and their success in these domains boosts self-esteem, whereas failure diminishes it (Crocker & Wolfe, 2001). A daily report study of university seniors applying to graduate school showed that academic contingency predicts an increase in self-esteem on days they accepted to graduate programs and a decrease in self-esteem on days they were rejected (Crocker, 2006). Because success and failure in domains of contingencies affect self-worth, people who have contingent self-worth seek success and avoid failure in these domains to maintain or boost their sense of self-worth.

Among the seven domains of contingencies commonly identified in university students (Crocker, Luthanen, Cooper, & Bourvrette, 2003), the research focused on all the domains of self worth and hypothesized that the significantly high level of self esteem of those students also have higher GPA score when performance academically. The study also see that where university student mostly invest their self-worth in these domains of contingencies. When students are not, sure, that success is possible or failure avoided they will disengage from the task, deciding it did not matter, rather than suffer the loss of self-esteem that accompanies failure in these domains (Crocker, et al., 2002).

The Contingencies of self-worth approach extends or challenges existing models of self-esteem in several ways. Crocker & Wolfe argument on the importance of self-esteem that lies in what it is contingent upon stands本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。