Short- and long-term effects of over-reporting of grades on academic self-concept and achievement.

Autor/inn/en	Sticca, Fabio; Goetz, Thomas; Nett, Ulrike E.; Hubbard, Kyle; Haag, Ludwig
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 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000174
Schlagwörter	Selbstkonzept; Jugend; Jugend; Schüler; Notengebung; Entwicklung; Begabung; 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