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m. When students do not have a good approval from other even if they are from the minority group, they fall into lack of confidence and deem to be less value and worth of their self.

Many Researchers provide empirical evidence to suggest that this stereotype threat felt as a physiological arousal that often results in substantial decreases in intellectual performance (Covington, 2000). These findings detailed by stating that those minority group who are weak, will display wrong and uneven self-knowledge about their academic abilities.

The low self-esteem, highly contingent students may constantly have negative views of themselves (Alicke, 1985). particularly in important and highly contingent domains there is no hesitation about proposing that, it is possible that jointly contributing GPA of student with their contingencies of self-worth & level of self-esteem with their results of university academic performance, with the impact of contingent self-worth moderated by level of self-esteem. On one hand, it is possible that students who are low in self-esteem and highly contingent experience more stress and pressure in the domain of contingency.

Individual can disagree that simply the study behavior that ultimately brings the desired performance and not students' inner motivations. This supported by the widely held belief that it is hard work. Student may have different issues or factors like spending time on academic activities outside of class by a student, or facing depression from different ways like job or business dealings, having issue of appearance or belongs to a minority group that results in academic success. Laziness and procrastination ultimately result in academic failure. Therefore, similar to how motivation interacts with ability to influence academic performance, one can suppose that behavior such as hard work interacts with ability to influence performance among college students.

Researcher suggested that students who foundation their self-worth on their appearance are highly dependent on validation and approval from others and, consequently, experience more social pressure and stresses in universities, just as students who base their self-worth on academics are hypothesized to experience more academic stresses and pressures. It had been hypothesize that the critical factor linking self-esteem to social and academic problems may not be its level, as many researchers and theorists have assumed, but the contingencies on which one's self-esteem is based (Crocker & Wolfe, 2001). Those people who foundation their self esteem on academic, when affected from the variables that directly affect their academics are contingent on self-worth mostly facing low self-esteem.

The research measures contingencies of self worth and global self-esteem of university students and relate their GPA results. It is earlier to say that maybe students those score low on academic domain have high GPA results.

Other than issues directly related to student itself are on the other hand, scientists are also viewing students behavior when they are having LSE or HSE level, many researchers suggests that the combination of high and contingent self-esteem may be particularly problematic.

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