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Self-Enhancement Bias and Academic Achievement: A Negative Quadratic Relation

Korean Journal of Social and Personality Psychology / Korean Journal of Social and Personality Psychology, (P)1229-0653;
2015, v.29 no.3, pp.151-164
https://doi.org/10.21193/kjspp.2015.29.3.008


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Abstract

This study examined the relation between self-enhancement bias and academic achievement. A total of 135 undergraduate students in the United States completed an online questionnaire battery during the first month of the semester. We asked participants to rate their academic ability relative to their high school and college peers and also retrieved their high school GPA and ACT scores. Participants also completed a measure of narcissism and rated how important it is to academically succeed. Self-enhancement bias was then calculated by the discrepancy between self-perceived academic ability and actual academic ability as assessed by high school GPA and ACT. Academic achievement was assessed by college GPA at the end of the semester. Self-perceived academic ability was positively related to academic achievement. However, self-enhancement bias had a negative curvilinear relation with academic achievement. In other words, perceiving oneself in an overly positive or negative manner was associated with low academic achievement. This relation remained significant controlling for narcissism and importance of academic success. This study demonstrated that self-enhancement bias and positive self-perception are two different concepts that led to different results. The importance of distinguishing self-enhancement bias from positive self-perception is discussed.

keywords
자기지각, 자기고양편향, 긍정적 착각, 학업성취, self-perception, self-enhancement, positive illusion, academic achievement

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Korean Journal of Social and Personality Psychology