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Excessive implicit self-esteem may impair girls’ academic performance: A survey of Japanese junior high school students

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  • Kazuo MORI
  • Akitoshi UCHIDA

Abstract

This study investigated (1) whether self-esteem levels predict academic performance and (2) whether this relationship differs by gender. A total of 158 seventh-grade students (81 boys, 77 girls) at a Japanese junior high school were assessed for self-esteem using both a group-administered Implicit Association Test (IAT) and a self-report questionnaire. Students were classified into groups based on implicit and explicit self-esteem levels, and their academic achievement (standardized Z-scores) was tracked across five testing periods during the school year. While girls outperformed boys overall, students with higher explicit self-esteem—regardless of gender—achieved better academic results. However, patterns differed for implicit self-esteem: boys with high implicit self-esteem improved over time, whereas girls with similarly high levels experienced a decline. These findings suggest that excessive implicit self-esteem may hinder academic progress in girls.

Suggested Citation

  • Kazuo MORI & Akitoshi UCHIDA, 2025. "Excessive implicit self-esteem may impair girls’ academic performance: A survey of Japanese junior high school students," Journal of Contemporary Research in Social Sciences, Learning Gate, vol. 7(2), pages 79-86.
    • Handle: RePEc:ajp:jocrss:v:7:y:2025:i:2:p:79-86:id:9638
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