{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/115683"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/115683","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Growth in academic and social non-ability-based confidence in American and Chinese adolescents","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","abstract_has_math":false,"creators":["Vogt, Randi Louise"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Briley, Daniel A","Derringer, Jaime","Fraley, R. Chris","Newman, Dan A","Pomerantz, Eva M"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05","date_published":"2022-05","updated_at":"2026-07-22T22:24:55Z","subjects":["overconfidence","adolescence","growth curve modeling","autonomy"],"languages":["en","eng"],"rights":["Copyright 2022 Randi Vogt"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/115683","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Briley, Daniel A","Derringer, Jaime","Fraley, R. Chris","Newman, Dan A","Pomerantz, Eva M"]},{"key":"dc:creator","label":"Author","values":["Vogt, Randi Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-05","2022-04-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["overconfidence","adolescence","growth curve modeling","autonomy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Randi Vogt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/115683"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","The student, Randi Vogt, accepted the attached license on 2022-04-07 at 11:02.","The student, Randi Vogt, submitted this Dissertation for approval on 2022-04-07 at 11:07.","This Dissertation was approved for publication on 2022-04-08 at 15:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17601 on 2022-11-11 at 12:18:55","Non-ability-based confidence is an individual’s level of confidence that is not calibrated to their ability level. Some people have positive non-ability-based confidence and are overconfident, other people have negative non-ability-based confidence and are underconfident, and others have non-ability-based confidence close to zero and are calibrated in their confidence. Little is known about how non-ability-based confidence develops and whether it changes over time. Using a sample of 420 American adolescents (n = 212 boys, 208 girls) and 514 Chinese adolescents (n = 276 boys, 238 girls) assessed in the fall of 7th grade, spring of 7th grade, and fall of 8th grade, I constructed a non-ability-based confidence variable using a latent variable residual approach for academic confidence (self-perceptions of how well they do in school) and academic ability (students’ semester grades), as well as social confidence (self-perceptions of social skills, likeability, and popularity) and social ability (peer nominations of who is popular, admired, and well-liked). I used growth curve modeling to find that both academic (d ≈ -.1) and social (d ≈ -.3) non-ability-based confidence decreased from the beginning of 7th grade to the middle of 8th grade. Then, I calculated the associations between the latent intercept and slopes. Academic and social non-ability-based confidence were moderately correlated (r ≈ .4) in the fall of 7th grade, and individuals tended to follow somewhat similar patterns of change (r ≈ .4) through 8th grade. Finally, I found that the level of autonomy the child receives in the academic and social domains relates to their initial level of academic and social non-ability-based confidence (r ≈ |.1|), but not growth (r ≈ 0). Across these analyses, I examined gender and culture differences in the level of academic and social non-ability-based confidence and the pattern of change over time. These results inform our understanding of how non-ability-based confidence changes over an important period in the development of self-identity, by domain, and with respect to autonomy support from parents."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Growth in academic and social non-ability-based confidence in American and Chinese adolescents"]}]}],"canonical_facts":{"dc:contributor":["Briley, Daniel A","Derringer, Jaime","Fraley, R. Chris","Newman, Dan A","Pomerantz, Eva M"],"dc:creator":["Vogt, Randi Louise"],"dc:date":["2022-05","2022-04-08"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01","The student, Randi Vogt, accepted the attached license on 2022-04-07 at 11:02.","The student, Randi Vogt, submitted this Dissertation for approval on 2022-04-07 at 11:07.","This Dissertation was approved for publication on 2022-04-08 at 15:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17601 on 2022-11-11 at 12:18:55","Non-ability-based confidence is an individual’s level of confidence that is not calibrated to their ability level. Some people have positive non-ability-based confidence and are overconfident, other people have negative non-ability-based confidence and are underconfident, and others have non-ability-based confidence close to zero and are calibrated in their confidence. Little is known about how non-ability-based confidence develops and whether it changes over time. Using a sample of 420 American adolescents (n = 212 boys, 208 girls) and 514 Chinese adolescents (n = 276 boys, 238 girls) assessed in the fall of 7th grade, spring of 7th grade, and fall of 8th grade, I constructed a non-ability-based confidence variable using a latent variable residual approach for academic confidence (self-perceptions of how well they do in school) and academic ability (students’ semester grades), as well as social confidence (self-perceptions of social skills, likeability, and popularity) and social ability (peer nominations of who is popular, admired, and well-liked). I used growth curve modeling to find that both academic (d ≈ -.1) and social (d ≈ -.3) non-ability-based confidence decreased from the beginning of 7th grade to the middle of 8th grade. Then, I calculated the associations between the latent intercept and slopes. Academic and social non-ability-based confidence were moderately correlated (r ≈ .4) in the fall of 7th grade, and individuals tended to follow somewhat similar patterns of change (r ≈ .4) through 8th grade. Finally, I found that the level of autonomy the child receives in the academic and social domains relates to their initial level of academic and social non-ability-based confidence (r ≈ |.1|), but not growth (r ≈ 0). Across these analyses, I examined gender and culture differences in the level of academic and social non-ability-based confidence and the pattern of change over time. These results inform our understanding of how non-ability-based confidence changes over an important period in the development of self-identity, by domain, and with respect to autonomy support from parents."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/115683"],"dc:language":["en","eng"],"dc:rights":["Copyright 2022 Randi Vogt"],"dc:subject":["overconfidence","adolescence","growth curve modeling","autonomy"],"dc:title":["Growth in academic and social non-ability-based confidence in American and Chinese adolescents"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:55Z"}