Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias?

Publikation: Beitrag in FachzeitschriftForschungsartikelBeigetragenBegutachtung

Beitragende

Abstract

This paper examines how self-evaluation biases may influence satisfaction with performance. A review of theoretical positions suggests there are two views, both of which are supported by studies involving laboratory tasks. The first view predicts affective costs, and the second affective benefits of positive self-evaluation bias. We test the opposing predictions with the data of a study in which fifth-graders' self-evaluation, performance, and satisfaction with performance were measured before and after a four-week arithmetic training program. Our findings support the benefit view, that is, students with a negative self-evaluation bias rated their satisfaction with performance significantly less than those with positive bias, even though both performed comparably.

Details

OriginalspracheEnglisch
Seiten (von - bis)230-240
Seitenumfang11
FachzeitschriftInternational Journal of Educational Research
Jahrgang50
Ausgabenummer4
PublikationsstatusVeröffentlicht - 2011
Peer-Review-StatusJa

Externe IDs

ORCID /0000-0002-4280-6534/work/142251727

Schlagworte

ASJC Scopus Sachgebiete

Schlagwörter

  • Feedback, Performance satisfaction, Self-evaluation accuracy, Self-evaluation bias