Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Summer 2020

Thesis Director

Jeffrey R. Stowell

Thesis Committee Member

Assege HaileMariam

Thesis Committee Member

Gary L. Canivez


This study compared the effects that academic performance and comparative feedback have on student self-efficacy and self-esteem. Through mobile device polling, participants were able to complete in-class multiple-choice conceptual questions. Participants included 35 college students in two psychology classes assigned to a control and experimental group. For the control group, the class was shown a graph of student responses following each question and the experimental group was not shown how their peers performed. This allowed individuals in the control group to compare their own scores to peer scores while the experimental condition was not provided the comparative feedback. Data were collected over the course of one week and participants were administered pre and post tests to measure their self-efficacy (Self-Efficacy Formative Questionnaire) and self-esteem (Rosenberg Self-Esteem Scale). Results indicated no significant relationship between the concept question scores and the participants’ post self-efficacy scores when compared within groups for either the experimental or the control group. Additionally, there was no significant relationship between total concept question scores and post self-esteem scores when compared within groups for the experimental or the control group. Though results indicated an overall positive increase in self-esteem scores regardless of group, when compared to their pre scores, this change was not significant. Implications as well as future research are discussed.