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Autor/inn/en | Sticca, Fabio; Goetz, Thomas; Nett, Ulrike E.; Hubbard, Kyle; Haag, Ludwig |
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Titel | Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. |
Quelle | In: Journal of educational psychology, 109 (2017) 6, S. 842-854Infoseite zur Zeitschrift
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Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0663; 1939-2176 |
DOI | 10.1037/edu0000174 |
Schlagwörter | Selbstkonzept; Jugend; Sekundarbereich; Schüler; Notengebung; Begabung; Entwicklung; Jugendlicher |
Abstract | This study examined the short-and long-term effects of self-enhancement (i.e., overreporting of academic grades) on academic self-concept and academic achievement. A total of 916, 719, and 647 students participated in the first, second, and third waves of assessment, respectively (mean age at T1 = 15.6 years). At each assessment, students reported their last midterm grades and their self-concepts in mathematics, German, English, and French. Actual midterm grades were obtained from the school administrations. Results showed that self-enhancement was positively associated with self-concept in the short term. However, in the long term, self-enhancement was directly associated with stronger decreases in self-concept and indirectly with stronger decreases in achievement that were linked to inflated self-concepts. Implications for research and educational practice are discussed. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2019/1 |