Separating the effects of self-evaluation bias and self-view on grades

Abstract

The present study aimed at investigating whether the absolute level of a person's self-view of competence or the discrepancy between the self-view and actual competence (self-evaluation bias) affect academic achievement operationalized as grades. An important theoretical and methodological problem in studies on this topic has been pointed out: The effects of the absolute level of the self-view and the self-evaluation bias have been confounded. We used a novel approach (condition-based regression analysis; Humberg et al., 2018) to disentangle these effects. We investigated 284 German students in Grade 10. Ability self-concepts and competences in math and German were assessed at t1. Additionally, we received the students' last report card grades and the grades from the following year (t2). The absolute level of ability self-concept significantly predicted subsequent grades within both domains when controlling for former grades, gender and socioeconomic variables. No effect of self-evaluation bias on grades was found.