Moralizing Busyness: Correlations Between Meritocratic Beliefs and Busyness-Based Self-Worth Evaluations in Students
Brynne Hutner
13/08/2026
The current paper explores the relationship of displayed busyness to self-worth in the context of high school students, social media, and socially ingrained meritocratic beliefs; the notion that effort and merit will reap socioeconomic reward. This research examines if meritocratic beliefs correlate to self-worth evaluations through comparison to social media “hustle culture” videos (displays of busy, excessive workloads romanticized online) and if it differs by gender. Mixed-method data was collected through two online surveys, the second with a social media vignette to stimulate busyness comparisons. Correlational test results were compared between each survey to draw quantitative findings; open-ended responses were collected to dissect the thinking of participants; and all findings were triangulated. Analysis revealed no significant correlation in the overall sample (n = 40), but a significant, weak negative correlation in female students (n = 23): as school-based meritocratic beliefs increased, both overall and moral self-worth decreased. Further quantitative analysis indicated that busyness comparisons played a significant role in the correlation. Qualitative data analysis similarly showcased that more females noted constant striving for “success” as reasoning for associations of self-worth to busier schedules. These findings contribute to an understanding of prevalent meritocratic beliefs in U.S. high school environments, especially in demonstrating a stronger female correlation. Socializing MBs, online or in school, can therefore lower self-worth by positioning success and failure as an individual responsibility.