Abstract
This study assessed the relationships among the accuracy of grade predictions, actual grades, self-enhancement bias, and attributions about academic performance. As a group, students anticipated higher grades than were earned. Individual differences in self-enhancement bias were measured using the discrepancy between anticipated and attained grades. This self-enhancement bias was negatively correlated with effort attributions and positively correlated with luck attributions. Students with higher American college testing (ACT) scores made more accurate predictions of their actual grades, demonstrating less self-enhancement bias. Students with the highest risk of performing poorly in class (lower ACT scores) were at greatest risk of overestimating grades, assumed external attributions for grade attainment, and were less likely to adopt positive learning strategies. Implications for teaching are discussed.
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