{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/18556"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/18556","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Know thyself: Misperceptions of actual performance undermine subjective well-being, future performance and achievement motivation","abstract":"Contrary to the popular assumption that self-enhancement improves task motivation and future performance, I propose that both inflated or deflated self-assessments of performance are linked to an increased likelihood of practicing self-handicapping and having relatively poor performance in future tasks. Consistent with this proposal, I found that irrespective of the level of actual performance, compared to accurate self-assessment, both inflated and deflated self-assessments of task performance are associated with a greater tendency to (a) practice self-handicapping (Study 1: prefer to work under distraction; Study 2: withhold preparatory effort), (b) perform relatively poorly in a subsequent task (Study 3), (c) have relatively low academic achievement (Study 4), and (c) report relatively low level of subjective well-being (Study 5). I discuss these results in terms of their educational implications.","abstract_html":"Contrary to the popular assumption that self-enhancement improves task motivation and future performance, I propose that both inflated or deflated self-assessments of performance are linked to an increased likelihood of practicing self-handicapping and having relatively poor performance in future tasks. Consistent with this proposal, I found that irrespective of the level of actual performance, compared to accurate self-assessment, both inflated and deflated self-assessments of task performance are associated with a greater tendency to (a) practice self-handicapping (Study 1: prefer to work under distraction; Study 2: withhold preparatory effort), (b) perform relatively poorly in a subsequent task (Study 3), (c) have relatively low academic achievement (Study 4), and (c) report relatively low level of subjective well-being (Study 5). I discuss these results in terms of their educational implications.","abstract_has_math":false,"creators":["Kim, Young H."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Chiu, Chi-Yue","Cohen, Dov","Hong, Ying-Yi","Albarracin, Dolores","Rodkin, Philip C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-21T22:45:55Z","date_published":"2011-01-21T22:45:55Z","updated_at":"2026-07-22T22:25:11Z","subjects":["self-enhancement","self-assessments","motivation","performance","subjective well-being"],"languages":["en"],"rights":["Copyright 2010 Young H. 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