Previous studies have shown that higher levels of self-esteem are associated with better academic performance. However, there is no evidence if make-up can indirectly influence academic achievement and cognition through self-esteem. In this study, we examined the possibility that make-up can affect academic performance by asking 186 female undergraduate students to take a simulated university examination. Participants were randomly assigned to three groups, which consisted of wearing make-up, listening to positive music, and face coloring. Results showed that female students who had put make-up on received higher grades compared to those who did not. In addition, these students outperformed students with positive mood only and students who were engaged in a control activity. These findings underline the necessity of adopting a multidimensional approach to learning and memory and attest to the importance of studying further the interaction between physical self-esteem and cosmetics in cognition.

Does make-up make you feel smarter? The “lipstick effect” extended to academic achievement

PALUMBO, ROCCO
Primo
;
FAIRFIELD, Beth
Secondo
;
MAMMARELLA, Nicola
Penultimo
;
DI DOMENICO, ALBERTO
Ultimo
2017-01-01

Abstract

Previous studies have shown that higher levels of self-esteem are associated with better academic performance. However, there is no evidence if make-up can indirectly influence academic achievement and cognition through self-esteem. In this study, we examined the possibility that make-up can affect academic performance by asking 186 female undergraduate students to take a simulated university examination. Participants were randomly assigned to three groups, which consisted of wearing make-up, listening to positive music, and face coloring. Results showed that female students who had put make-up on received higher grades compared to those who did not. In addition, these students outperformed students with positive mood only and students who were engaged in a control activity. These findings underline the necessity of adopting a multidimensional approach to learning and memory and attest to the importance of studying further the interaction between physical self-esteem and cosmetics in cognition.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11564/674424
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