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Catalogue Information
Field name	Details
Nuova numerazione	83038
Collocazione	UPS BIBL CENTR 39-C-2582
Autore	LEE, E.J.
Titolo	Biased self-estimation of maths competence and subsequent motivation and achievement: differential effects for high- and low-achieving students Parte componente di periodico
Descrizione fisica	pp. 446-466.
Nota generale	Estratto da: Eudcational Psychology 2021, 41, 4.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	AUTOSTIMA.
	COMPETENZE.
	MOTIVAZIONE.
	RENDIMENTO.
	DIFFERENZA.
	STUDENTI.
	COREA DEL SUD.
	FIDANZAMENTO.
	INTERESSI.
	SCUOLA SECONDARIA.
Ambito	Pedagogico
Ambito	Psicologico
Titolo correlato	Educational Psychology 2021, 41, 4.
Accesso online	Accesso diretto all'articolo

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Biased self-estimation of maths competence and subsequent motivation and achievement: differential effects for high- and low-achieving students