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Crocker & Wolfe anticipated that people with LSE would show negative responses to failure, but only if they strongly based their self-worth on academics. Specifically, students with LSE who based their self worth on academics and experienced failure expected to have lower state self-esteem and positive affect than academically contingent HSE participants, who may be more elastic to negative feedback. Experiencing failure in a domain of contingent self worth also expected to influence the self-evaluations of people with LSE at an implicit, automatic level. Specifically, LSE participants who experienced failure expected to show faster embedded associations between self and failure words versus success words, but only if they strongly based their self-worth on academics. In short, one aim of the present research was to demonstrate that not all students with LSE respond the same way to failure, only those who strongly base their self-worth in the domain of where they base their self-esteem expected to show effects. Nevertheless, these effects are limited to students' performance in this research.

Students who are on master's level are not the one who is full time students, there are almost 80% masters level students who are working or running some kind of business. Students spending less time studying and more time working are two trends that all colleges and universities will have to confront. Lowering academic standards by rewarding minimum effort and achievement (expecting less) is certainly a short-term strategy, but one that will have negative long-term consequences.

Even though students' have many variables which may contribute for creating students depressive symptoms, the most ordinary reasons involve are academic recital, economic problems, social stressors and the alteration innate in the alteration which is caused when student shift from a family setting to a college atmosphere. Doing jobs or running business is not an easy; dealing with costumers or boss is another ball game. When students having different situations and ways where he/she have to face many times gives depression or lack of self-validation or efficacy. These kinds of issues also lead to students' academic performance without any doubts. Moreover, students who base their self-esteem in the domain of academic competency face lack in self-worthiness.

It is common that students who spend more time on academic-related activities outside of class (e.g., reading the text, completing assignments, studying, and preparing reports) are better performers than students who spend less time on these activities. There are various pragmatic supports for this conviction. For example, (Pascarella & Terenzini, 1991) found that the study habits of freshmen relate significantly to their first year cumulative grade point average (GPA). In their investigation of 143 college students, (McFadden & Dart, 1992) reported that total study time influenced expected course grades, the ultimate outcome of academic performance is an output in the form of GPA, other than GPA whatsoever result ou本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。