The purpose of this study was to explore how overly positive self-estimations in peer relationships relate to subjective well-being and to the occurrence of interpersonal behaviors supporting basic psychological needs among elementary school students. This study tested the optimal margin hypothesis of positive illusion by examining the curvilinear relationship between these variables. The sample consisted of 346 fifth and sixth grade students. The self-criterion residual method was used to derive self-estimation bias scores by regressing the real peer relations index (i.e., In-degree) on their perceived peer relationship qualities. The results showed that girls more strongly overestimated the quality of their peer relationships than boys. Self-estimation biases had a positive curvilinear relationship with negative affects and a negative curvilinear relationship with relatedness needs supporting interpersonal behaviors. These results supported the existence of the optimal margin of positive illusion because overestimations of the quality of peer relationships were associated with lower levels of negative affects and relatedness needs-supporting interpersonal behaviors, though these benefits flattened out and no further benefit was observed after an optimal level of overestimation. However, self-estimation bias was linearly associated with positive affect, autonomy needs-supporting interpersonal behaviors, and competence needs-supporting interpersonal behaviors. These results indicated that optimal margin hypothesis was not supported for all outcome variables.
고재홍, 전병우 (2003). 두 자기평가 편향과 자존감의 관계. 한국심리학회지: 사회 및 성격, 17(2), 1-16.
김용학, 김용진 (2016). 사회 연결망 분석. 제 4판, 서울: 박영사
노연희, 손영우 (2011). 자기고양과 적응 간의관계. 한국심리학회지: 사회 및 성격, 25(4), 61-76.
류지영, 신희천, 김은하 (2020). 한국판 기본심리적 욕구에 기반한 대인관계 행동 척도(IBQ)의 타당화. 한국심리학회지: 상담 및심리치료, 32(3), 1203-1224.
박유빈, 박선웅 (2015). 자기고양편향과 학업성취: 부적 곡선 상관. 한국심리학회지: 사회및 성격, 29(3), 151-164.
박은실, 최명숙 (2011). 온라인 토론학습에서사회연결망 중심도가 지식구성에 미치는영향. 교육미디어연구, 17(3), 353-377.
배성만, 홍지영, 현명호 (2015). 청소년 또래관계 질 척도의 타당화 연구. 청소년학연구, 22(5), 325-344.
백수경, 고재홍 (2007). 자기고양편향이 행복감과 인기도에 미치는 효과. 한국심리학회지: 사회 및 성격, 21(1), 89-104.
서유진, 김사라형선 (2017). 성별에 따라 아동이 지각한 부와 모의 양육태도와 우울의관계에서 또래 유능성의 조절 효과. 아동학회지, 38(3), 65-73.
한정원 (1997). 정서 표현성이 건강 및 주관적안녕에 미치는 영향. 석사학위논문, 서울대학교.
황영훈, 이은주 (2017). 중학생의 사회적 목표, 성취목표지향성, 기본심리욕구, 또래관계의 질 및 수업참여의 구조적 관계. 한국심리학회지: 학교, 14(1), 1-21.
Babcock, B., Marks, P. E., Crick, N. R., &Cillessen, A. H. (2014). Limited nomination reliability using single- and multiple-item measures. Social Development, 23(3), 518-536.
Back, M. D., Schmukle, S. C., & Egloff, B. (2010). Why are narcissists so charming at first sight? Decoding the narcissism-popularity link at zero acquaintance. Journal of Personality and Social Psychology, 98(1), 132-145.
Bartholomew, K., Ntoumanis, N., & Thorgenson-Ntoumani, C. (2009). A review of controlling motivational strategies from a selfdetermination theory perspective: Implications for sports coaches. International Review of Sport and Exercise Psychology, 2, 215-233.
Baumeister, R. F. (1989). The optimal margin of illusion. Journal of Social and Clinical Psychology, 8, 176-189.
Baumeister, R. F., Smart, L., & Boden, J. M. (1996). Relation of threatened egotism to violence and aggression: The dark side of high self-esteem. Psychological Review, 103(1), 5-33.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?. Psychological Science in the Public Interest, 4(1), 1-44.
Beyer, S. (1999). The accuracy of academic gender stereotypes. Sex Roles, 40(9-10), 787-813.
Blanch, D. C., Hall, J. A., Roter, D. L., &Frankel, R. M. (2008). Medical student gender and issues of confidence. Patient Education and Counseling, 72(3), 374-381.
Brendgen, M., Vitaro, F., Turgeon, L., Poulin, F., & Wanner, B. (2004). Is there a dark side of positive illusions? Overestimation of social competence and subsequent adjustment in aggressive and nonaggressive children. Journal of Abnormal Child Psychology, 32(3), 305-320.
Butler, R. (2011). Are positive illusions about academic competence always adaptive, under all circumstances: New results and future directions. International Journal of Educational Research, 50, 251-256.
Campbell, A., Converse, P.E., & Rogers, W.L. (1976). The quality of American life. New York: Sage.
Cillessen, A. H. N., & Bellmore, A. D. (1999). Accuracy of social self-perceptions and peer competence in middle childhood. Merrill-Palmer Quarterly, 45, 650-676.
Colvin, C. R., Block, J., & Funder, D. C. (1995). Overly positive self-evaluations and personality:Negative implications for mental health. Journal of Personality and Social Psychology, 68, 1152-1162.
Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32(3), 313-327.
Deci, E. L., & Ryan, R. M. (2000). The “what”and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships:Relationships motivation theory. In Human motivation and interpersonal relationships (pp. 53-73). Springer, Dordrecht.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575.
Downey, G., Lebolt, A., Rincon, C., & Freitas, A. L. (1998). Rejection sensitivity and children’s interpersonal difficulties. Child Development, 69, 1074-1091.
Dufner, M., Reitz, A. K., & Zander, L. (2015). Antecedents, consequences, and mechanisms:On the longitudinal interplay between academic self‐enhancement and psychological adjustment. Journal of Personality, 83(5), 511-522.
Dupeyrat, C., Escribe, C., Huet, N., & Regner, I. (2011). Positive biases in self-assessment of mathematics competence, achievement goals, and mathematics performance. International Journal of Educational Research, 50, 241-250.
Ebesutani, C., Regan, J., Smith, A., Reise, S., Higa-McMillan, C., & Chorpita, B. F. (2012). The 10-item positive and negative affect schedule for children, child and parent shortened versions: Application of item response theory for more efficient assessment. Journal of Psychopathology and Behavioral Assessment, 34, 191-203.
Frey, U., & Voland, E. (2011). The evolutionary route to self-deception: Why offensive versus defensive strategy might be a false alternative. Behavioral and Brain Sciences, 34(1), 21-22.
Gonida, E. N., & Leondari, A. (2011). Patterns of motivation among adolescents with biased and accurate self-efficacy beliefs. International Journal of Educational Research, 50(4), 209-220.
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
Jacobs, K. E., Szer, D., & Roodenburg, J. (2012). The moderating effect of personality on the accuracy of self-estimates of intelligence. Personality and Individual Differences, 52(6), 744-749.
Kim, Y.-H., & Chiu, C.-Y. (2011). Emotional costs of inaccurate self-assessments: Both self-effacement and self-enhancement can lead to dejection. Emotion, 11, 1096-1104.
Kwan, V. S., John, O. P., Kenny, D. A., Bond, M. H., & Robins, R. W. (2004). Reconceptualizing individual differences in self-enhancement bias: An interpersonal approach. Psychological Review, 111, 94-110.
LaFontana, K. M., & Cillessen, A. H. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19(1), 130-147.
Leduc, C., & Bouffard, T. (2017). The impact of biased self-evaluations of school and social competence on academic and social functioning. Learning and Individual Differences, 55, 193-201.
Lee, E. J. (2020). Biased self-estimation of maths competence and subsequent motivation and achievement: differential effects for high-and low-achieving students. Educational Psychology, 1-21. DOI: 10.1080/01443410.2020.1821869
Madon, S., Jussim, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72(4), 791-809.
Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39.
Murphy, S. C.., Barlow, F. K., & von Hippel, W. (2017). A longitudinal test of three theories of overconfidence. Social Psychological and Personality Science, 9(3), 353-363.
Narciss, S., Koerndle, H., & Dresel, M. (2011). Self-evaluation accuracy and satisfaction with performance: Are there affective costs or benefits of positive self-evaluation bias? International Journal of Education Research, 50, 230-240.
Rocchi, M., Pelletier, L., Cheung, S., Baxter, D., &Beaudry, S. (2017). Assessing need-supportive and need-thwarting interpersonal behaviours:The Interpersonal Behaviours Questionnaire (IBQ). Personality and Individual Differences, 104, 423-433.
Robins, R. W., & Beer, J. S. (2001). Positive illusions about the self: Short-term benefits and long-term costs. Journal of Personality and Social Psychology, 80, 340-352.
Sheldon, K. M., & Filak, V. (2008). Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter. British Journal of Social Psychology, 47(2), 267-283.
Simpkins, S. D. & Davis-Kean, P. E. (2005). The intersection between self-concepts and values:Links between beliefs and choices in high school. New Directions for Child and Adolescent Development, 110, 31-47.
Stephens, H. F., Lynch, R. J., & Kistner, J. A. (2016). Positively biased self-perceptions: Who has them and what are their effects?. Child Psychiatry and Human Development, 47(2), 305-316.
Swann Jr, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people’s self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84-94.
Syzmanowicz, A., & Furnham, A. (2011). Gender differences in self-estimates of general, mathematical, spatial and verbal intelligence:Four meta analyses. Learning and Individual Differences, 21(5), 493-504.
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
Taylor, S. E., Lerner, J. S., Sherman, D. K., Sage, R. M., & McDowell, N. K. (2003). Portrait of the self-enhancer: Well adjusted and well liked or maladjusted and friendless? Journal of Personality and Social Psychology, 84, 165-176.
Willard, G., & Gramzow, R. H. (2009). Beyond oversights, lies, and pies in the sky:Exaggeration as goal projection. Personality and Social Psychology Bulletin, 35(4), 477-492.