{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87866"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87866","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 Hoon"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Chiu, Chi-Yue"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T21:56:18Z","date_published":"2015-09-28T21:56:18Z","updated_at":"2026-07-22T22:26:31Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3455761"],"render_values":[{"text":"(MiAaPQ)AAI3455761","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87866","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chiu, Chi-Yue"]},{"key":"dc:creator","label":"Author","values":["Kim, Young Hoon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T21:56:18Z","10000-01-01","2010"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"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":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87866","(MiAaPQ)AAI3455761"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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.","Made available in DSpace on 2015-09-28T21:56:18Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3455761.pdf: 1959751 bytes, checksum: 6deaab02089a75e6e95d37073c36c82f (MD5) Previous issue date: 2010","Embargo set by: Seth Robbins for item 89147 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","60 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2010."]},{"key":"dc:title","label":"Title","values":["Know Thyself: Misperceptions of Actual Performance Undermine Subjective Well-Being, Future Performance, and Achievement Motivation"]}]}],"canonical_facts":{"dc:contributor":["Chiu, Chi-Yue"],"dc:creator":["Kim, Young Hoon"],"dc:date":["2015-09-28T21:56:18Z","10000-01-01","2010"],"dc:description":["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.","Made available in DSpace on 2015-09-28T21:56:18Z (GMT). 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