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.842-854 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000174
Schlagwörter	Grades (Scholastic); Self Concept; Academic Achievement; Mathematics Instruction; Second Language Instruction; Correlation; Foreign Countries; Longitudinal Studies; Secondary School Students; Grade 9; Grade 10; Grade 11; Questionnaires; Self Concept Measures; Switzerland; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Notenspiegel; Selbstkonzept; Schulleistung; Mathematics lessons; Mathematikunterricht; Fremdsprachenunterricht; Korrelation; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Fragebogen; Schweiz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01