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Participants. This sample consisted of 15 students,
ages ranging from 18-30 years (mean age = 23.53, SD = 3.81; 12 females and 3 males). Young Adult participants were
recruited from The University of Texas at Dallas. Inclusion criteria included; age
between 18-30, and the completion of at least one or more undergraduate level course.
Participants received a consent form and were asked to respond verbally after being
informed of the experiment. Participants were debriefed when the multi-task
experiment was complete.

Procedure. This research aims to shed light on
the effects of self-esteem and gender to which degree participants will
academically conform under social pressure. The independent variables measured
were self-esteem and gender, with the dependent variable being the degree to
which each participant will academically conform. For self-esteem, levels
consisted of low-range, normal-range, and high-range self-esteem. Self-esteem
scores were measured in which each question represented a different value; questions
1, 3, 4, 7, and 10, strongly agree was equal to 3, agree was equal to 2,
disagree was equal to 1, and strongly disagree was equal to 0. Self-esteem
scores between 15-20 were considered average. For gender, levels consisted of
male and female where each group consisted of one male and four females. Consent
forms were given upon participant’s arrival and participants were informed that
they may abandon the study at any given time. The study was conducted at The
University of Texas at Dallas in Richardson, Texas and no compensation was
given to participants for completing the study.

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 In groups of five at a time, participants were told to step out in
the hallway. Once participants were in the hallway, they were instructed to
complete a demographic questionnaire and the Rosenberg Self-Esteem Measure.
Once completed, participants turned in completed forms and in return received a
number listed as 1-5. Within the group of five, participants were then given a
ten question academic quiz to complete independently over past and current
history. Participants were given five minutes to complete the quiz. When
through, participants returned their quiz to researchers. Researchers graded
each quiz with a score of 0-100 prior to handing quizzes back to each
participant. Lastly, within the group of five, researchers asked participants
to one by one share their quiz score verbally with the other participants in
their group. Researchers recorded responses for each participant. Finally, in
order to measure the dependent variable, a four question Likert based scale was
given. Levels for the Likert scale consisted of three levels (e.g. disagree, agree,
and strongly agree). To measure participant’s degree to academically conform scores,
questions such as, “I mind sharing my grades with others”, and “I feel
embarrassed to tell my peers I do not know the answer to something”, were




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