The Effects of Self-Esteem and Academic Performance on Alienation Among Students in an Indian Educational Environment

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Abstract
The study aimed at testing certain predictions of the self-esteem and the consistency theory regarding the effects of Indian students' self-esteem and their academic performance on the experience of alienation. The Ss were classified according to a 2 (high/low self-esteem) × 2 (high/low academic performance) design of the ANOVA of alienation scores. Results revealed a significant main effect of self-esteem and an interaction effect of self-esteem and academic performance. Generally, the findings of the study failed to provide significant support for the specific predictions of the two competing theories of self and interpersonal evaluation. The two salient findings of the study were (a) a higher degree of alienation among low self-esteem Ss, irrespective of their academic performance, than among the high self-esteem Ss, and (b) a differential responsiveness of the high self-esteem Ss at varying levels of academic performance. These findings were discussed in the light of cross-cultural implications of self-esteem—academic performance interaction.

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