Narcissism as

Running head: NARCISSISM AS A PREDICTOR

Narcissism as a Predictor of Academic Performance

Edmund P. Garvey
Millersville University of Pennsylvania
Mentor: Dr. Tae O. Woo

Narcissism as

Narcissism as a Predictor of Academic Success

Narcissism is defined as a pervasive pattern of grandiosity (in fantasy or
behavior), lack of empathy, and hypersensitivity to the evaluation of others, beginning by
early adulthood and present in a variety of contexts (Livesley, 1995, p.205). Alfred
Adler would probably say that there is a level of narcissism within each of us to serve the
purpose of maintaining a positive self-view. Excessive narcissism may distort an
individuals adaptive, positive self-view into unrealistically high aspirations and
perceptions of abilities that do not match actual abilities. Past studies have focused on the
effects narcissism has on a number of behaviors, such as aggression (Stuck & Sporer,
2002), perceived physical attractiveness (Gabriel, Critelli, & Ee, 1994), level of
confidence (Rhodewalt, Madrian, & Cheney, 1988; Robins & John, 1997), and selfabsorption (Carroll &Hoenigmann-Stovall, 1996). Additionally, narcissistic individuals
have been shown to experience higher variability in positive mood and greater selfesteem instability than those low in narcissism (Rhodewalt et al., 1988). The self-esteem
of highly narcissistic individuals is maintained through positive feedback from others.
This paradoxically increases the self-esteems instability because its locus resides outside
of the narcissist. A sudden removal of this external locus leads to a higher likelihood of a
negative outburst in an attempt to reestablish a level of continuum for their self-esteem.
In the study by Gabriel et al. (1994), high narcissism participants tended to
provide higher self-evaluations than those who rated lower in narcissism. These positive
illusions illustrate the propensity of narcissistic individuals to view their abilities as
higher than others and that these elevated self-evaluations may result in an increased
probability of a behavioral outburst if challenged.

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Typically, we think of narcissism existing in a pathological state that requires

either inpatient or outpatient treatments. However, narcissistic self-enhancement is part of
everyones daily life as we proclaim our achievements, discuss our interpersonal life with
others, have defensive reactions to poor grades, etc. The purpose of the present study is to
investigate the extent to which narcissism influences various aspects of college
experiences, with the primary focus on the distortion of interpersonal relations by the
high narcissist.
Past Research
Unrealistic academic perceptions. In a series of studies, Farwell and WohlwendLloyd (1998) measured college students levels of narcissism alongside their academic
expectations, actual performance, and perceived abilities of other students. Findings
indicated a positive correlation between a students level of narcissism and their estimate
of final course grade, but not their actual course grade. A second finding indicated that
higher narcissists over-estimated their current course grade while lower narcissists underestimated it. Finally, their study demonstrated that those high in narcissism were
optimistic of their own abilities but not about the abilities of others. It should be noted
that a differentiation between a high and low narcissist was their perceived level of selfgrandiosity compared to those around them.
Reaction to performance feedback. In a study by Stucke and Sporer (2002),
narcissism was used as a measure to predict an individuals perception of others
following performance feedback. In this study, participants completed questionnaires
measuring narcissism and self-concept clarity (i.e., the level of clarity, stability, and
consistency related to the concept of oneself) one week before the experimental session.

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The correlation between narcissism and self-concept clarity was very low (r(78) = .18, p
= .114, ns.), indicating that each was an independent predictor of negative affect after
performance feedback. During the experimental session, participants, in groups of two at
a time, completed a computer assessment of intelligence.
In all of the experimental sessions, participants were randomly placed in either a
success or failure condition. Manipulation took place through the intelligence test,
measuring mathematical, linguistic, and reasoning skills. Participants were informed of
the tests capacity to assess study skills and academic performance, as well as,
intelligence being defined as an achievement in a limited period of time (p.516).
Participants were also required to evaluate their own performance before receiving
general performance feedback from the experimenter. Once the participants completed all
the items related to the computer assessment of intelligence, they were told that their
results were either among the best or worst 20% of all students.
Following each participant being informed of their results from each task, they
were then asked to assess their emotions by completing an adjective list that measured
anger and depression. Next, they were to complete a creativity activity in which they
again received either positive or negative feedback from the experimenter. The creativity
task required the participants to write a short story after being shown a picture of two
males involved in a conversation. The personal feedback from the experimenter,
following the creativity task, was included as an additional threat directed towards the
participant. The experimenter proceeded with a pseudo-evaluation of the story, grading
on writing style, emotional intelligence, originality, tension, organization, and overall

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quality on a 5-point scale. The participants in the failure condition received on average a
score of 2, and participants in the success condition received an average score of 4.
Finally, they were given another questionnaire and asked to evaluate the experiment and
the experimenter.
The results of their study revealed that participants who rated high in narcissism,
low in self-concept clarity, and scored low on the intelligence test judged the experiment
more negatively than those who scored low in narcissism and high in self-concept clarity.
Expectedly, participants rating low in narcissism, high in self-concept clarity, and scoring
highly on the test viewed the experiment most positively.
Narcissism has also been linked to depressive moods. Stucke and Sporer (2002)
examined the relationship between narcissism and depression, in addition to anger and
self-clarity. In their study, participants used adjectives such as unhappy, sad, blue,
hopeless, discourage, miserable, helpless, and worthless (p. 523) to rate their own level
of depression. Their results indicated that those low in narcissism but with high selfclarity showed a higher level of depressive mood than those who scored high in
narcissism and low in self-clarity after receiving a failing grade. The results of this study
highlight the ego-protective function of narcissism, especially for those with an unclear
self-concept.
Self-absorption. Robins and John (1997) measured narcissism as a predictor of an
individuals level of self-confidence. In this study, 130 undergraduate participants with
differing levels of narcissism were given a choice of either watching themselves perform
a fictitious task or watching others perform the same task. Their results showed that those
who scored higher in narcissism were twice as likely to choose watching themselves

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versus others, and participants scoring low in narcissism showed an opposite pattern.
When asked to provide reasons, the high narcissism participants stated, It would be fun
to watch myself. In contrast, low narcissism participants were more likely to make a
statement such as I might feel uncomfortable seeing myself on videotape (p.39).
Robins and John (1997) also found that participants that rated high in narcissism
reported looking at themselves more frequently in the mirror than low narcissism
participants. Reasons given by the high narcissism participants were: I like looking at
myself, I am proud of the way I look, and To build my confidence (p.39). These
reports were not associated with a greater level of self-confidence but rather as a means
to feel better about themselves and boost their level of self-esteem. Additionally, they did
not perceive their self-focused state as aversive, but rather as fun.
Perceived attractiveness. Gabriel et al. (1994) measured narcissism and perceived
physical attractiveness using 146 college participants. Participants were asked to
complete demographic items and to rate their own intelligence using the Shipley Institute
of Living Scale. The researchers measured physical attractiveness by comparing the
photographs of participants against a set of selected high school yearbook photos. The
high school yearbook photos were objectively selected in the following manner.
Three hundred photos were selected at random from the university yearbook with
five females and five males independently sorting the photos into categories that
approximated a normal distribution of attractiveness for each gender. The raters were then
given seven categories that ranged from extremely low attractiveness to extremely
high attractiveness, along with a number of pictures to be sorted into each category in
order to approximate a normal distribution. Then, fifty pictures of each gender that

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received the most consistent ratings across raters were selected in such a manner that
selected pictures formed a normal distribution.
Separate sets of male and female pictures were then randomly ordered onto charts
that were to be used as comparisons for rating pictures of participants of the experiment.
The physical attractiveness scores were obtained by comparing the pictures of each
participant against those pictures on the charts of the same sex. These picture-by-picture
comparison charts allowed the experimenters a relatively objective basis for quantifying
physical attractiveness. If the participants percentile attractiveness score was more than
twice the average of the comparison charts, the participant was rated as more attractive
by the two independent raters. The two female experimenters, who were blind to the level
of narcissism and self-esteem of the participants, served as raters after having achieved an
acceptable level of reliability with pilot participants.
The self-rated attractiveness scores were obtained by having participants rate their
own level of attractiveness on a percentile scale as compared to the average college
student. Then, the attractiveness self-illusion was measured by the residual remaining
defined as the difference between when the actual attractiveness was statistically
removed from the self-rated attractiveness.
The results of their research indicated that males scored higher on self-rated (e.g.,
perceived) attractiveness and intelligence compared to their attractiveness and
intelligence judged through more objective criteria. In contrast, females self-rated
attractiveness matched very closely with their objectively judged attractiveness scores.
However, similar to the males, their self-rated intelligence was higher than their actual
intelligence. Since the self-illusions of attractiveness and intelligence were moderately

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correlated, the researchers additionally found that males displayed a higher level of selfillusion (i.e., an inflated or distorted view of self) than females. The findings of this study
suggest that those high in narcissism possess an inflated, sometimes extremely distorted,
view of their attractiveness and intelligence.
Focus of the present study
In summary, weve seen research on the unrealistic grade expectations of
narcissists (i.e., the over-inflated perceived final course grade versus the actual grade
received) (Farwell & Wohlwend-Lloyd, 1998). Also, in connection with the level of
discrepancy between perceived and actual course grade, research as shown the
narcissists reaction to negative performance feedback (Stucke & Sporer., 2002). Along
with an inflated perceived intelligence, narcissists display a higher level of perceived
attractiveness (Gabriel et al., 1994). There is also a greater level of mood variability and
self-esteem instability of those who display a high level of narcissism (Rhodewalt et al.,
1998). Robins and John (1997) additionally showed that high narcissists reported an
increased amount of self-observation versus low narcissists. So, past researchers have
displayed various aspects of how narcissists perceive themselves.
Carroll and Hoenigmann-Stovall (1996) investigated how others perceived
individuals who displayed certain aspects of narcissism. Entitlement in this study
assessed the more severe traits of narcissism, which includes the extreme manipulation
and exploitation of others as well as the degree of favor expectations while selfabsorption assessed the more traditional traits of narcissism, which includes the level of
enjoyment obtained from looking at oneself in the mirror. Participants in the study were
randomly shown one of four videotaped enactments displaying an entitled male, a self-

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absorbed male, an entitled female, or a self-absorbed female. Participants were then

instructed to rate the model they saw on a number of scales that assessed, among other
things, their liking of the model and their own moods. Results indicated that participants
evaluated all models negatively. Interestingly, participants viewed both entitled and selfabsorbed females more negatively than their male counterparts. In addition, participants
rated both female models as possessing a higher level of psychological dysfunction.
The purpose of this study is to investigate a number of separate, yet related,
aspects of high narcissism within an academic setting through a series of surveys. We are
interested in seeing if those who rate high in narcissism are going to possess a distorted
friendship perception. This distortion in a high narcissists perception of friendship value
thus will carry over in their entire social network. Stated in another way, we are
investigating the likelihood of a high narcissist creating a social surrounding that shields
and enhances their inflated self-esteem.
Another factor of this study stems from the research of Farwell and WohlwendLloyd (1998). Their findings demonstrated that high narcissists over-estimated perceived
final course grade versus what the actual course grade they received was. The researchers
also showed that there was a larger grade discrepancy from high narcissists when
compared to low narcissists. Our investigation will not only show the over-inflation of
the high narcissists GPA but, in addition, will see if the high narcissist continues to overinflate their perceived GPA based on their perceived intellectual abilities compared with
their peers. In connection with a high narcissists perceived intellectual abilities, this
perception may be part of an over-inflated self-esteem that is less likely to be grounded
on realistic expectations.

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Finally, high narcissists are less likely to describe a satisfactory relationship with
their teachers. This dissatisfaction would, in all probability, be derived from the level of
entitlement that the high narcissist possesses resulting from the view of the faculty as less
supportive than what the narcissist deserves.
Method
Participants
Approximately 100 second-semester Millersville University freshmen from
Psychology 100 classes will be asked to voluntarily participate in this study. They may, at
their teachers discretion, receive extra credit for their participation.
Materials
The Narcissistic Personality Inventory (NPI ; Appendix A) was initially developed
by Raskin and Hall (1979) due to the inclusion of narcissism as a new category in the
third edition of the Diagnostic & Statistical Manual . The NPI was designed to measure
an individuals level of non-pathological narcissism. It was not designed to identify a
disorder, however, Raskin and Hall (1979) specify that future research may show its
usefulness for that purpose. They collectively categorized attributes of narcissism into
seven subscales, including: 1) Authority, 2) Self sufficiency, 3) Superiority, 4)
Exhibitionism, 5) Exploitative, 6) Vanity, and 7) Entitlement. The 80 items of the NPI
were chosen because they had successfully differentiated (p < .05) the 20 highest overall
scoring students from the 20 overall lowest scoring students. Since then, the NPI has been
subjected to use in other studies with the testing for reliability holding satisfactorily
significant in each of them (Emmons, 1984 ; Watson, Grisham, Trotter, & Biderman,

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1984 ; Auerback, 1984 ; Soyer, Roverpor, Kopelman, Mullins, & Watson, 2001 ; Raskin
& Novecek, 1989). Soyer et al (2001) reported the reliability at .83.
The General Friendship Survey (Appendix B) was developed specifically for this
study to assess the participants reason(s) for remaining in friendships with various peers.
In this survey, participants will be asked to list up to eleven of their closest friends by
their friends initials, gender, the most important reason for keeping this person as their
friend, and what the participant thinks is the closest reason for this person wanting to also
be friends with the participant. The participant will also rate on a 1 9 Likert scale how
much they like this friend and how much the participant thinks each friend likes them in
return.
The General GPA Survey (Appendix C) was also developed specifically for this
survey to assess the participants various perceptions pertaining to their GPA. They will
be asked for their current overall GPA, what their GPA will be at the end of the semester,
what GPA truthfully reflects their intellectual abilities, and what percentage of their peers
possess more intellectual ability. This information will be compared to their academic
transcripts, which will be provided from the Registrars office with the consent of the
participant (Appendix G).
The Academic Self-Esteem Scale (Appendix D) is a 7-item scale that assesses an
individuals level of confidence and perceived competence within academic settings. It
was originally a 10-item scale developed by A.G. Forsyth and was determined to have
reliability between .87 and .89. Woo and Mix (1997) omitted three questions from the
original survey and determined this 7-item scale to be equally reliable (alpha between .86
and .88).

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The General Faculty Survey (Appendix E) was designed specifically for this
study to assess the perceived level of satisfaction and support the participant receives
from their teachers. They will rate, using a 1 9 Likert scale, various aspects of
interactions with their teachers.
Procedures
Upon entering the survey administration room, the participant will be presented
with a Statement of Informed Consent form (Appendix G). The form will describe the
purpose and procedure of the study, a request for the release of their academic transcripts,
as well as, the rights of the participant. Next, the participant will be instructed to
complete the NPI (Raskin & Hall, 1979) and the General Participant Information (GPI)
form (Appendix F).
After the participant has completed the NPI and the GPI, they will be asked to
schedule a separate session to complete the remaining four surveys (viz., the General
Friendship Survey, the General GPA Survey, and Academic Self-Esteem Survey, and the
General Faculty Survey).
Once the participant has completed the four surveys during the second meeting,
they will be thanked for their cooperation and debriefed.
Data Analysis
Hypothesis 1. When asked to list the people they consider to be their friends,
and the most important reason for their friendship, high narcissists are more likely to
choose my friends appreciate of my talents or intelligence than their low-narcissist
counterparts. Also, high narcissists will be LESS likely to choose their friends talents or
intelligence as their reason for friendship. This will be measured using the General

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Friendship Survey (Appendix B). This hypothesis will be analyzed first by separating out
those participants who scored in the highest and lowest quartile of the NPI. A t-test will
be used to compare the average number of narcissistic reasons chosen by the high and
low narcissists.
Hypothesis 2. High narcissists are more likely to distort the perceptions of the
degree to which they are accepted in their social network that low narcissists. Thus, they
are more likely to believe that their friends like them more than their low narcissistic
counterparts. This will also be measured using the General Friendship Survey. A t-test
will be used to analyze this by comparing the average of the high narcissists friends
liking and the average of the low narcissists friends liking.
Hypothesis 3. High narcissists are more likely to predict a higher overall GPA
than low narcissists. In addition, among those participants who predict their overall GPA,
the end of the current semester will be higher than their GPA at the beginning of the
semester, and high narcissists will predict a greater improvement in their GPA than low
narcissists. High narcissists will also state that they are "deserving" of a higher GPA than
low narcissists. This hypothesis will be measured using the General GPA Survey
(Appendix C). To analyze this hypothesis, a t-test of the average GPA of the high
narcissist versus the average of the low narcissist will be used. In addition, a t-test will be
used to assess the average increase in the expected GPA of the high narcissist versus the
average increase in the expected GPA of the low narcissist.
Hypothesis 4. High narcissists are more likely to show higher levels of academic
self-esteem compared with low narcissists. In addition, a high narcissists academic selfesteem is less likely to be grounded on reality (i.e., bears a weaker relationship with the

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objective indicator of academic performance). Self-esteem will be measured using the

Academic Self-Esteem Scale (Appendix D). A t-test will be used for this hypothesis to
analyze the average academic self-esteem score of the high narcissists versus the low
narcissists. Also, a Pearson correlation between the GPA and academic self-esteem of the
high narcissists versus the low narcissists will be compared through a t-test.
Hypothesis 5. High narcissists are more likely to be dissatisfied with their
relationship with teaching faculty and will perceive them as generally less supportive.
This will be measured using the General Faculty Survey (Appendix E). A t-test will be
used to analyze the average satisfaction scores of the high narcissists and low narcissists.

Disclaimer: The surveys developed specifically for this study have not been finalized and
may be subject to change.

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References
Auerbach, J. S. (1984). Validation of two scales for narcissistic personality disorder.
Journal of Personality Assessment, 48(6), 649-653.
Carroll, L., & Hoenigmann-Stovall, N. (1996). The interpersonal impact of narcissism: A
comparative study of entitlement and self-absorption factors. Journal of Social
Behavior & Personality, 11(3), 601-613.
Emmons, R. A. (1984). Factor analysis and construct validity of the Narcissistic
Personality Inventory. Journal of Personality Assessment, 48(3), 291-300.
Farwell, L., & Wohlwend-Lloyd, R. (1998). Narcissistic processes: Optimistic
expectations, favorable self-evaluations, and self-enhancing attributions. Journal
of Personality, 66(1), 65-83.
Gabriel, M. T., Critelli, J. W., & Ee, J. S. (1994). Narcissistic illusions in self-evaluations
of intelligence and attractiveness. Journal of Personality, 62(1), 143-155.
Livesley, W. J. (Ed.) (1995). The DSM-IV personality disorders. New York, NY: The
Guilford Press.
Raskin, R. N. & Hall, C. S. (1979). A narcissistic personality inventory. Psychological
Reports. 45, p. 590.
Raskin, R. & Novacek, J. (1989). An MMPI description of the narcissistic personality.
Journal of Personality Assessment, 53(1), 66-80.
Rhodewalt, F., Madrian, J. C., & Cheney, S. (1998). Narcissism, self-knowledge
organization, and emotional reactivity: The effect of daily experiences on selfesteem and affect. Personality & Social Psychology Bulletin, 24(1), 1-21.
Rhodewalt, F. & Morf, C. C. (1998). On self-aggrandizement and anger: A temporal
analysis of narcissism and affective reaction to success and failure. Journal of
Personality and Social Psychology, 74(3), 672-685.

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Robins, R. W., & John, O. P. (1997). Effects of visual perspective and narcissism on selfperception: Is seeing believing? Psychological Science, 8(1), 37-42.
Soyer, R. B., Rovenport, J. L., Kopelman, R. E., Mullins, L. S., & Watson, P. J. (2001).
Further assessment of the construct validity of four measures of narcissism:
Replication and extension. The Journal of Psychology, 135(3), 245-258.
Stucke, T. S., & Sporer, S. L. (2002). When a grandiose self-image is threatened:
Narcissism and self-concept clarity as predictors of negative emotions and
aggression following ego-threat. Journal of Personality, 70(4), 509-532.
Watson, P. J., Grisham, S. O., Trotter, M. V., & Biderman, M. D. (1984). Narcissism and
empathy: Validity evidence for the Narcissistic Personality Inventory. Journal of
Personality Assessment, 48(3), 301-305.
Woo, T. O., & Mix P. (1997). Self-enhancing reactions to performance feedback in an
academic setting. Journal of Social Behavior and Personality, 12(2), 481-500.

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Appendix A
Narcissistic Personality Inventory
NPI-40
Read each pair of statements and then choose the one that is closer to your own
feelings and beliefs. Indicate your answer by circling the letter "A" or "B" to the left of
each statement. Please do not skip any items.
1.

A I have a natural talent for influencing people.

B I am not good at influencing people.

2.

A Modesty doesn't become me.

B I am essentially a modest person.

3.

A I would do almost anything on a dare.

B I tend to be a fairly cautious person.

4.

A When people compliment me I sometimes get embarrassed.

B I know that I am good because everybody keeps telling me so.

5.

A The thought of ruling the world frightens the hell out of me.
B If I ruled the world it would be a much better place.

6.

A I can usually talk my way out of anything.

B I try to accept the consequences of my behavior.

7.

A I prefer to blend in with the crowd.

B I like to be the center of attention.

8.

A I will be a success.
B I am not too concerned about success.

9.

A I am no better or no worse than most people.

B I think I am a special person.

10.

A I am not sure if I would make a good leader.

B I see myself as a good leader.

11.

A I am assertive.
B I wish I were more assertive.

12.

A I like having authority over people.

B I don't mind following orders.

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13.

A I find it easy to manipulate people.

B I don't like it when I find myself manipulating people.

14.

A I insist upon getting the respect that is due me.

B I usually get the respect that I deserve.

15.

A I don't particularly like to show off my body.

B I like to display my body.

16.

A I can read people like a book.

B People are sometimes hard to understand.

17.

A If I feel competent I am willing to take responsibility for making decisions.

B I like to take responsibility for making decisions.

18.

A I just want to be reasonably happy.

B I want to amount to something in the eyes of the world.

19.

A My body is nothing special.

B I like to look at my body.

20.

A I try not to be a show off.

B I am apt to show off if I get the chance.

21.

A I always know what I am doing.

B Sometimes I am not sure of what I am doing.

22.

A I sometimes depend on people to get things done.

B I rarely depend on anyone else to get things done.

23.

A Sometimes I tell good stories.

B Everybody likes to hear my stories.

24.

A I expect a great deal from other people.

B I like to do things for other people.

25.

A I will never be satisfied until I get all that I deserve.

B I take my satisfactions as they come.

26.

A Compliments embarrass me.

B I like to be complimented.

27.

A I have a strong will to power.

B Power for its own sake doesn't interest me.

28.

A I don't very much care about new fads and fashions.

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B I like to start new fads and fashions.
29.

A I like to look at myself in the mirror.

B I am not particularly interested in looking at myself in the mirror.

30.

A I really like to be the center of attention.

B It makes me uncomfortable to be the center of attention.

31.

A I can live my life in any way I want to.

B People can't always live their lives in terms of what they want.

32.

A Being an authority doesn't mean that much to me.

B People always seem to recognize my authority.

33.

A I would prefer to be a leader.

B It makes little difference to me whether I am a leader or not.

34.

A I am going to be a great person.

B I hope I am going to be successful.

35.

A People sometimes believe what I tell them.

B I can make anybody believe anything I want them to.

36.

A I am a born leader.
B Leadership is a quality that takes a long time to develop.

37.

A I wish somebody would someday write my biography.

B I don't like people to pry into my life for any reason.

38.

A I get upset when people don't notice how I look when I go out in public.
B I don't mind blending into the crowd when I go out in public.

39.

A I am more capable than other people.

B There is a lot that I can learn from other people.

40.

A I am much like everybody else.

B I am an extraordinary person.

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Appendix B
General Friendship Survey
Please fill out the following survey as honestly as you can. In the first column,
please list only the initials of your closest friends with their gender in the second column.
In the third column, list the number from the items provided that most accurately
describes why you want to have this person as your friend. In the fourth column, list the
number from the same items as the most accurate reason why you feel this same person
wants you as their friend. In the fifth box, list how much you like this friend. Finally, in
box 6, list how much you think this friend likes you. There is an example provided for
reference. There is enough space provided for up to eleven friends. Information you
contribute will be kept confidential.

LIST FRIEND
HERE
(INITIALS
ONLY)

GENDER
(M / F)

THE MOST
IMPORTANT
REASON I
KEEP THIS
PERSON AS
MY FRIEND IS:

EXAMPLE
J. D.

EXAMPLE
M

EXAMPLE
7

MY FRIENDS
MOST
IMPORTANT
REASON FOR
KEEPING ME
AS HIS/HER
FRIEND IS:
EXAMPLE
8

RATE ON A 1
(LEAST) TO 9
(MOST) SCALE
HOW MUCH
YOU LIKE
EACH FRIEND.

RATE ON A 1
(LEAST) TO 9
(MOST) SCALE
HOW MUCH
YOU THINK
EACH FRIEND
LIKES YOU.

EXAMPLE
7

EXAMPLE
8

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1. Appreciate intelligence.
2. Appreciate good judgment.
3. Appreciate talent.
4. Think they / you are funny.
5. Appreciate good looks.
6. You / they are kind-hearted.
7. Easy to get along with.
8. Shared values.
9. Enjoyment of same activities.
10. Know how to have fun.

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Appendix C
General GPA Survey
Please answer the items on this survey as honestly as possible by circling the
letter that applies best to you. The information you contribute will be kept confidential.
1. Circle the category in which your current overall GPA fits.
A) 4.00 3.75

B) 3.74 3.50

C) 3.49 3.25

D) 3.24 3.00

E) 2.99 2.75

F) 2.74 2.50

G) 2.49 2.25

H) 2.24 2.00

I) 1.99 1.75

J) 1.74 1.50

K) 1.49 1.25

L) 1.24 or below

2. What do you think your overall GPA be at the end of this semester?
A) 4.00 3.75

B) 3.74 3.50

C) 3.49 3.25

D) 3.24 3.00

E) 2.99 2.75

F) 2.74 2.50

G) 2.49 2.25

H) 2.24 2.00

I) 1.99 1.75

J) 1.74 1.50

K) 1.49 1.25

L) 1.24 or below

3. What GPA truthfully reflects your abilities?

A) 4.00 3.75

B) 3.74 3.50

C) 3.49 3.25

D) 3.24 3.00

E) 2.99 2.75

F) 2.74 2.50

G) 2.49 2.25

H) 2.24 2.00

I) 1.99 1.75

J) 1.74 1.50

K) 1.49 1.25

L) 1.24 or below

4. What percentage of Millersville University students possess a higher intellectual

ability than you (i.e., what percentage of MU students do you think are smarter that
you)?
A) 0 10%

B) 11% 20%

C) 21% 30%

D) 31% 40%

E) 41% 50 %

F) 51% 60%

G) 61% 70%

H) 71% 80%

I) 81% 90%

J) 91% 100%

22

Narcissism as

23

Appendix D
Academic Self-Esteem Scale
Using the 9-point scale provided below each statement, circle which number you
feel best reflects you based on each statement provided.
1. I have many academic strengths and abilities.
1

Not at all

Somewhat

9
Very Much

2. I am very confident that I can succeed at academic tests and assignments.

1

Not at all

Somewhat

9
Very Much

3. When taking a test, I am very confident that I will be successful.

1

Not at all

Somewhat

9
Very Much

4. I have a high opinion of my intellectual abilities.

1

Not at all

Somewhat

9
Very Much

5. I am not able to do as well in school as I would like to.

1

Not at all

Somewhat

9
Very Much

6. When it comes to schoolwork, I am quite sure of myself.

1

Not at all

Somewhat

9
Very Much

7. I consider myself a very capable student.

1
Not at all

5
Somewhat

9
Very Much

Narcissism as

24

Appendix E
General Faculty Survey
Using the 9-point scale provided below each statement, circle which number you
feel best reflects your feelings based on each statement provided.
1. If professors were better teachers, my GPA would be higher.
1

Not at all

Somewhat

9
Very Much

2. Students should be able to demonstrate what they learned in class in the manner they
choose such as papers rather than how professors want them to do.
1

Not at all

Somewhat

9
Very Much

3. My professors think well of my intellectual ability.

1

Not at all

Somewhat

9
Very Much

4. Professors seem to remember me even after the semester is over.

1
Not at all

5
Somewhat

9
Very Much

Narcissism as
Appendix F
General Participant Information
1. Gender: (circle one)
Male

Female

2. Age:
3. Number of credits completed:
4. Major(s): 1.
2.
5. Minor(s): 1.
2.
6. Job: (circle one)
Full-time

Part-time

7. Relationship status: (circle one)

Married

Single

Committed

8. Length of relationship (if applicable):

9. Living arrangement: (circle one)
Dormitory

Apartment

Home with parents

25

Narcissism as

26

Appendix G
Statement of Informed Consent
Narcissism as a Predictor of Academic Success.
Researcher: Edmund P. Garvey
Millersville University
(717) 391-2891

Research Mentor: Dr. Tae O. Woo

Millersville University
(717) 872-3088

Purpose of Study
The purpose of this study is to analyze the relationship between narcissism and
perceptions of academic life. This study is being conducted through departmental honors
under the guidance of a faculty mentor.
Confidentiality & Rights
Any and all information collected during the course of this study will be kept
confidential. Through participating, I understand that I reserve the right at any time to
withdraw my participation without the possibility of repercussions towards myself. The
survey administrator has answered any questions that I have asked to my satisfaction.
Survey procedure
I under that what is required of me to participate in this study only involves
answering a series of survey questionnaires honestly and to the best of my ability. The
total time required to complete this should be approximately 45 minutes but I will be
allowed more time if it is required.
Release of academic transcripts
I hereby authorize the release of my academic transcripts for the purpose of this
study. I understand that the information contained within my transcripts will not be used
for other purposes, will be kept confidential, and destroyed after the completion of the
study.
Signature
Signature: ________________________________ Date: _______________
If you wish to be informed of the results, please legibly print your email address.
Email address: ___________________________________________