Self‐enhancement values and academic achievement: An interaction with students' parental level of education and gender?

Background: We investigated the link between the endorsement of self‐enhancement values (e.g., ambition, influence, authority and social power) and school achievement (i.e., grades). Aim: Adopting an intersectional framework, we argued that the link may be qualified by both students' gender and their parents' education level. We hypothesized that depending on students' different experiences in the school system as a function of their gender and their parents' level of educational attainment, the endorsement of self‐enhancement values might be either beneficial or detrimental to their academic achievement. Samples: We conducted two studies: a pilot study (N = 191) and a preregistered main study (N = 652). Method: High‐school students reported their endorsement of self‐enhancement values, their gender and their parents' education level. The school administration provided students' grade average. Results and Conclusions: In the pilot study, we found an interaction effect between the endorsement of self‐enhancement values, gender and parental level of education on grades: For male students, the endorsement of self‐enhancement values was associated with lower grades when their parents had a lower education level, but there was no such association for male students whose parents had a higher education level. No such effect was found for female students. With an improved methodology, the main study found an interaction effect between the endorsement of self‐enhancement values and gender on grades. Independent of parental education level, the endorsement of self‐enhancement values had a positive effect on grades among male students. No effect of self‐enhancement values on grades was found among female students. [ABSTRACT FROM AUTHOR]