Short- and long-term effects of over-reporting of grades on academic self-concept and achievement

Sticca, Fabio; Götz, Thomas; Nett, Ulrike; Hubbard, Kyle; Haag, Ludwig

Short- and long-term effects of over-reporting of grades on academic self-concept and achievement

Files

Sticca_2-1kdo8bbmpzqg68.pdf(482.56 KB)

Date

2017

Authors

Sticca, Fabio

Götz, Thomas

Nett, Ulrike

Hubbard, Kyle

Haag, Ludwig

Publication type

Journal article

Publication status

Published

Published in

Journal of Educational Psychology ; 109 (2017), 6. - pp. 842-854. - ISSN 0022-0663. - eISSN 1939-2176

Abstract

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.

Subject (DDC)

150 Psychology

Cite This

ISO 690

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. 109(6), pp. 842-854. ISSN 0022-0663. eISSN 1939-2176. Available under: doi: 10.1037/edu0000174

BibTex

@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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Bibliography of Konstanz

Yes