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Are Positive Illusions about Academic Competence always Adaptive, under All Circumstances: New Results and Future Directions

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Title: Are Positive Illusions about Academic Competence always Adaptive, under All Circumstances: New Results and Future Directions
Language: English
Authors: Butler, Ruth
Source: International Journal of Educational Research. 2011 50(4):251-256.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 6
Publication Date: 2011
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Bias, Academic Ability, Self Concept, Self Evaluation (Individuals), Accuracy, High Achievement, Low Achievement, Educational Environment
DOI: 10.1016/j.ijer.2011.08.006
ISSN: 0883-0355
Abstract: 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.
Abstractor: As Provided
Entry Date: 2011
Accession Number: EJ945473
Database: ERIC
FullText Text:
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 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.
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