Ego vs. reality: Narcissism and the discrepancy between academic expectations and achievement

We investigated the role of grandiose narcissism in the context of academic performance, as it is typically associated with inflated self-beliefs and expectations. We distinguished two dimensions of grandiose narcissism: admiration (tendency toward self-enhancement) and rivalry (self-protection tendency). In two sessions (N = 281), we measured university students' predicted grade-point-average (GPA) two weeks before their exams and their actual GPA afterward. Additionally, we measured students' objective intelligence and self-assessed intelligence (SAI). We found that students with high narcissistic admiration expected better grades and tended to perceive themselves as more inteligent. Furthermore, narcissistic admiration was associated positively with scored GPA, however, this effect was largely dependent positive self-evaluation (i.e., SAI and predicted GPA). Controlling for self-evaluation, the direct effect between admiration and scored GPA became negative. Lastly, we observed changes in SAI over time, however, admiration acted as a buffer against declines in SAI. Educational relevance statement: Students vary in their academic performance, and these differences can stem from various sources, including personal characteristics like intelligence and conscientiousness. We explored the role of narcissism in the context of academic performance, as it is typically associated with inflated self-beliefs and expectations. Our findings indicate that students with high scores in narcissistic admiration tend to perceive themselves as highly intelligent and expect better grades. Interestingly, they may indeed achieve a higher grade point average, but this outcome is heavily dependent on their positive self-image.