CityU Institutional Repository >
Outstanding Academic Papers by Students >
OAPS - Dept. of Applied Social Studies >
Please use this identifier to cite or link to this item:
|Title: ||Expectation matters: The effect of cognitive dissonance on self-esteem, academic disengagement, achievement and associated emotions|
|Authors: ||Liu, Yi Rui (劉奕銳)|
|Department: ||Department of Applied Social Studies|
|Issue Date: ||2008|
|Course: ||SS4708 Research Project in Psychology|
|Programme: ||BSocSc (Hons) in Psychology|
|Instructor: ||Dr. Vincent W. S. Tse|
|Subjects: ||Motivation in education|
Learning, Psychology of
|Abstract: ||Objective. This study examined the effect of achievement dissonance on academic
disengagement, academic achievement, self-esteem and associated emotions. The
main objective of this study was to investigate if a discrepancy between desired
achievement and actual achievement would affect the motivation to study.
Methods. Participants were 124 undergraduate students. They were categorized into
three groups, the neutral, negative and positive dissonance group. Students who got a
lower mark than expected were classified into the negative group and those who got a
higher mark than expected were labeled the positive group. Neutral group indicated
that there was no difference between the actual and expected marks. They had to fill
in 3 sets of questionnaire in 3 intervals.
Results. Results showed that the negative dissonance group had significant
differences in academic disengagement, associated emotions and self-esteem as
compared with the other two groups. Both positive and negative groups disengaged
significantly than the neutral group.
Conclusion. Academic dissonance did have effects on the motivation of studying.
The role of self-esteem had important influences on the dissonance process.|
|Appears in Collections:||OAPS - Dept. of Applied Social Studies|
Items in CityU IR are protected by copyright, with all rights reserved, unless otherwise indicated.