Biased Self-Estimation of Maths Competence and Subsequent Motivation and Achievement: Differential Effects for High- and Low-Achieving Students

Autor/in	Lee, Eunju J.
Titel	Biased Self-Estimation of Maths Competence and Subsequent Motivation and Achievement: Differential Effects for High- and Low-Achieving Students
Quelle	In: Educational Psychology, 41 (2021) 4, S.446-466 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1821869
Schlagwörter	Self Evaluation (Individuals); Self Efficacy; Competence; Bias; Mathematics Achievement; Low Achievement; High Achievement; Secondary School Students; Grade 7; Student Motivation; Student Interests; Learner Engagement; Performance Factors; Longitudinal Studies; Gender Differences; Questionnaires; Foreign Countries; South Korea; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Kompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Schulische Motivation; Studieninteresse; Leistungsindikator; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Fragebogen; Ausland; Korea; Republik
Abstract	The present study investigated whether self-estimation bias in maths competence was associated with motivational costs or benefits, concurrently and prospectively, and whether these associations depended on students' achievement levels. Participants were 2,807 seventh grade students who were reassessed after 2 years to examine the longitudinal effects on motivation and achievement attributable to overestimation of their own competence. It was found that high-achieving students experienced short-term as well as long-term benefits with overestimation, although motivational benefits flattened out and no further benefit was observed after an optimal level of overestimation. However, low-achieving students experienced short-term motivational benefits even with extreme overestimation, but these short-term benefits resulting from extreme overestimation turned out to be a 'poisoned chalice' without the skills and knowledge to bolster the inflated self-confidence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01