TY - JOUR
T1 - Biased self-estimation of maths competence and subsequent motivation and achievement
T2 - differential effects for high- and low-achieving students
AU - Lee, Eunju J.
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - engagement
KW - interest
KW - overestimation
KW - positive illusion
KW - Self-estimation biases
UR - http://www.scopus.com/inward/record.url?scp=85091417481&partnerID=8YFLogxK
U2 - 10.1080/01443410.2020.1821869
DO - 10.1080/01443410.2020.1821869
M3 - Article
AN - SCOPUS:85091417481
SN - 0144-3410
VL - 41
SP - 446
EP - 466
JO - Educational Psychology
JF - Educational Psychology
IS - 4
ER -