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

Dateien

Sticca_2-1kdo8bbmpzqg68.pdfGröße: 482.56 KBDownloads: 531

Datum

2017

Autor:innen

Sticca, Fabio

Götz, Thomas

Nett, Ulrike

Hubbard, Kyle

Haag, Ludwig

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

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.

Fachgebiet (DDC)

150 Psychologie

Zitieren

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. 2017, 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}
}

RDF

<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/40261">
    <dc:contributor>Hubbard, Kyle</dc:contributor>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-10-06T07:35:54Z</dcterms:available>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/40261/1/Sticca_2-1kdo8bbmpzqg68.pdf"/>
    <dc:creator>Haag, Ludwig</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-10-06T07:35:54Z</dc:date>
    <dc:contributor>Sticca, Fabio</dc:contributor>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:creator>Nett, Ulrike</dc:creator>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <dc:language>eng</dc:language>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Nett, Ulrike</dc:contributor>
    <dcterms:title>Short- and long-term effects of over-reporting of grades on academic self-concept and achievement</dcterms:title>
    <dcterms:issued>2017-08</dcterms:issued>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/40261/1/Sticca_2-1kdo8bbmpzqg68.pdf"/>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:creator>Hubbard, Kyle</dc:creator>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/40261"/>
    <dc:creator>Sticca, Fabio</dc:creator>
    <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>
    <dc:contributor>Haag, Ludwig</dc:contributor>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:rights>terms-of-use</dc:rights>
  </rdf:Description>
</rdf:RDF>

Universitätsbibliographie

Ja