TY - JOUR
T1 - Are positive illusions about academic competence always adaptive, under all circumstances
T2 - New results and future directions
AU - Butler, Ruth
PY - 2011
Y1 - 2011
N2 - The papers in this special issue provide a comprehensive examination of the prevalence and implications of positive biases in perceived academic competence at different ages in different countries. Main results showed that marked positive biases were rare, were associated with performance goals, were more adaptive than negative biases, but were not necessarily less adaptive than realistic self-views. I discuss the papers within an analysis of theoretical shifts from early emphases on the benefits of veridical self-appraisal, through emphases on the benefits of positive illusions, to recent inquiry into the possibility that positive biases have both benefits and costs. I suggest how the functions and consequences of positive versus accurate self-appraisals might differ among high and low achievers, and in different learning contexts.
AB - The papers in this special issue provide a comprehensive examination of the prevalence and implications of positive biases in perceived academic competence at different ages in different countries. Main results showed that marked positive biases were rare, were associated with performance goals, were more adaptive than negative biases, but were not necessarily less adaptive than realistic self-views. I discuss the papers within an analysis of theoretical shifts from early emphases on the benefits of veridical self-appraisal, through emphases on the benefits of positive illusions, to recent inquiry into the possibility that positive biases have both benefits and costs. I suggest how the functions and consequences of positive versus accurate self-appraisals might differ among high and low achievers, and in different learning contexts.
KW - Achievement motivation
KW - Gender
KW - Positive bias
KW - Veridical self-evaluation
UR - http://www.scopus.com/inward/record.url?scp=80455154957&partnerID=8YFLogxK
U2 - 10.1016/j.ijer.2011.08.006
DO - 10.1016/j.ijer.2011.08.006
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AN - SCOPUS:80455154957
SN - 0883-0355
VL - 50
SP - 251
EP - 256
JO - International Journal of Educational Research
JF - International Journal of Educational Research
IS - 4
ER -