TY - JOUR
T1 - Know thyself
T2 - misperceptions of actual performance undermine achievement motivation, future performance, and subjective well-being.
AU - Kim, Young Hoon
AU - Chiu, Chi Yue
AU - Zou, Zhimin
PY - 2010/9
Y1 - 2010/9
N2 - Contrary to the popular assumption that self-enhancement improves task motivation and future performance, the authors propose that both inflated and deflated self-assessments of performance are linked to an increased likelihood of practicing self-handicapping and having relatively poor performance in future tasks. Consistent with this proposal, we found that irrespective of the level of actual performance, compared with accurate self-assessment, both inflated and deflated self-assessments of task performance are associated with a greater tendency to (a) practice self-handicapping (Study 1: prefer to work under distraction; Study 2: withhold preparatory effort), (b) perform relatively poorly in a subsequent task (Study 3), (c) have relatively low academic achievement (Study 4), and (d) report a relatively low level of subjective well-being (Study 5). The authors discuss these results in terms of their educational implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
AB - Contrary to the popular assumption that self-enhancement improves task motivation and future performance, the authors propose that both inflated and deflated self-assessments of performance are linked to an increased likelihood of practicing self-handicapping and having relatively poor performance in future tasks. Consistent with this proposal, we found that irrespective of the level of actual performance, compared with accurate self-assessment, both inflated and deflated self-assessments of task performance are associated with a greater tendency to (a) practice self-handicapping (Study 1: prefer to work under distraction; Study 2: withhold preparatory effort), (b) perform relatively poorly in a subsequent task (Study 3), (c) have relatively low academic achievement (Study 4), and (d) report a relatively low level of subjective well-being (Study 5). The authors discuss these results in terms of their educational implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
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U2 - 10.1037/a0020555
DO - 10.1037/a0020555
M3 - Article
C2 - 20804261
AN - SCOPUS:79952108188
VL - 99
SP - 395
EP - 409
JO - Journal of Personality and Social Psychology
JF - Journal of Personality and Social Psychology
SN - 0022-3514
IS - 3
ER -