CHFA | Psychology Department Showcase: Completed Projects
Factors Linked with LGBTQ+ Students’ Academic Self-Esteem
Academic Level at Time of Presentation
Senior
Major
Psychology
Minor
Gender and Diversity Studies
List all Project Mentors & Advisor(s)
Megan St. Peters, PhD
Presentation Format
Oral Presentation
Abstract/Description
Academic self-esteem is a person’s perception of their academic abilities and worth. It has been strongly linked to academic achievement (Smith et al., 1998), which is an important factor for graduate admissions and the hiring process (Sulastri et al., 2015). Preliminary data found that LGBTQ+ college students have significantly lower levels of academic self-esteem than their cis-straight peers (Cline, unpublished). The current study explored factors that may contribute to academic self-esteem in LGBTQ+ students. Thirty-six participants identified as LGBTQ+ (20 female, 5 male, 9 non-binary). Measures included academic self-esteem (Tiwari, 2011; α=.907), perceived stress (Perceived Stress Scale, Cohen, 1983; α=.860), negative affect towards college (subscale on the College Adjustment Test, Pennebaker, 1990; α=.834), number of in-person friendships, and involvement in student organizations or hobbies. It was found that low academic self-esteem was associated with high perceived stress (r(34)= -.682, p<.001) and negative affect towards college (r(34)= -.634, p<.001). It was also found that students involved in student organizations had higher academic self-esteem than those not involved (t(34) = -1.96, p=.029). Academic self-esteem was not associated with the number of in-person friendships (r(34)=.058, p=.369) nor did it vary based on involvement in hobbies (t(34) = -1.50, p=.072). Overall, results suggest that LGBTQ+ students' low academic self-esteem is related to stress and negative feelings toward college. Being involved in student organizations may help mitigate low academic self-esteem. Understanding contributing factors to one’s academic self-esteem can be used to inform advising strategies and programs that can work towards bolstering LGBTQ+ students' academic self-esteem.
Spring Scholars Week 2025
Psychology: Completed Projects
Factors Linked with LGBTQ+ Students’ Academic Self-Esteem
Academic self-esteem is a person’s perception of their academic abilities and worth. It has been strongly linked to academic achievement (Smith et al., 1998), which is an important factor for graduate admissions and the hiring process (Sulastri et al., 2015). Preliminary data found that LGBTQ+ college students have significantly lower levels of academic self-esteem than their cis-straight peers (Cline, unpublished). The current study explored factors that may contribute to academic self-esteem in LGBTQ+ students. Thirty-six participants identified as LGBTQ+ (20 female, 5 male, 9 non-binary). Measures included academic self-esteem (Tiwari, 2011; α=.907), perceived stress (Perceived Stress Scale, Cohen, 1983; α=.860), negative affect towards college (subscale on the College Adjustment Test, Pennebaker, 1990; α=.834), number of in-person friendships, and involvement in student organizations or hobbies. It was found that low academic self-esteem was associated with high perceived stress (r(34)= -.682, p<.001) and negative affect towards college (r(34)= -.634, p<.001). It was also found that students involved in student organizations had higher academic self-esteem than those not involved (t(34) = -1.96, p=.029). Academic self-esteem was not associated with the number of in-person friendships (r(34)=.058, p=.369) nor did it vary based on involvement in hobbies (t(34) = -1.50, p=.072). Overall, results suggest that LGBTQ+ students' low academic self-esteem is related to stress and negative feelings toward college. Being involved in student organizations may help mitigate low academic self-esteem. Understanding contributing factors to one’s academic self-esteem can be used to inform advising strategies and programs that can work towards bolstering LGBTQ+ students' academic self-esteem.