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Biased self-estimation of maths competence and subsequent motivation and achievement: differential effects for high- and low-achieving students
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Catalogue Record 83038
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Catalogue Record 83038
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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
Psicologico
Titolo correlato
Educational Psychology 2021, 41, 4.
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