Publikation: Short- and long-term effects of over-reporting of grades on academic self-concept and achievement
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Journal of Educational Psychology. 2017, 109(6), pp. 842-854. ISSN 0022-0663. eISSN 1939-2176. Available under: doi: 10.1037/edu0000174
Zusammenfassung
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.
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150 Psychologie
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STICCA, Fabio, Thomas GÖTZ, Ulrike NETT, Kyle HUBBARD, Ludwig HAAG, 2017. Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. In: Journal of Educational Psychology. 2017, 109(6), pp. 842-854. ISSN 0022-0663. eISSN 1939-2176. Available under: doi: 10.1037/edu0000174BibTex
@article{Sticca2017-08Short-40261,
year={2017},
doi={10.1037/edu0000174},
title={Short- and long-term effects of over-reporting of grades on academic self-concept and achievement},
number={6},
volume={109},
issn={0022-0663},
journal={Journal of Educational Psychology},
pages={842--854},
author={Sticca, Fabio and Götz, Thomas and Nett, Ulrike and Hubbard, Kyle and Haag, Ludwig}
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<dcterms:abstract xml:lang="eng">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.</dcterms:abstract>
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