Biases in self‐evaluation: moderating effects of attribute controllability
Identifieur interne : 001402 ( Istex/Corpus ); précédent : 001401; suivant : 001403Biases in self‐evaluation: moderating effects of attribute controllability
Auteurs : Klaus Rothermund ; Peter M. Bak ; Jochen Brandtst DterSource :
- European Journal of Social Psychology [ 0046-2772 ] ; 2005-03.
Abstract
This study investigated moderating effects of attribute controllability on self‐evaluation biases. Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). Copyright © 2005 John Wiley & Sons, Ltd.
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DOI: 10.1002/ejsp.250
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Bak</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brandtst Dter, Jochen" sort="Brandtst Dter, Jochen" uniqKey="Brandtst Dter J" first="Jochen" last="Brandtst Dter">Jochen Brandtst Dter</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:F3A67531260164A5153E14921DA1D0924116BF61</idno><date when="2005" year="2005">2005</date><idno type="doi">10.1002/ejsp.250</idno><idno type="url">https://api.istex.fr/document/F3A67531260164A5153E14921DA1D0924116BF61/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001402</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001402</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Biases in self‐evaluation: moderating effects of attribute controllability</title><author><name sortKey="Rothermund, Klaus" sort="Rothermund, Klaus" uniqKey="Rothermund K" first="Klaus" last="Rothermund">Klaus Rothermund</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation><affiliation><mods:affiliation>University of Trier, Department of Psychology, D‐54286, Trier, Germany.</mods:affiliation></affiliation></author><author><name sortKey="Bak, Peter M" sort="Bak, Peter M" uniqKey="Bak P" first="Peter M." last="Bak">Peter M. Bak</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author><author><name sortKey="Brandtst Dter, Jochen" sort="Brandtst Dter, Jochen" uniqKey="Brandtst Dter J" first="Jochen" last="Brandtst Dter">Jochen Brandtst Dter</name><affiliation><mods:affiliation>University of Trier, Germany</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">European Journal of Social Psychology</title><title level="j" type="abbrev">Eur. J. Soc. 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Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). Copyright © 2005 John Wiley & Sons, Ltd.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Klaus Rothermund</name><affiliations><json:string>University of Trier, Germany</json:string><json:string>University of Trier, Department of Psychology, D‐54286, Trier, Germany.</json:string></affiliations></json:item><json:item><name>Peter M. Bak</name><affiliations><json:string>University of Trier, Germany</json:string></affiliations></json:item><json:item><name>Jochen Brandtstädter</name><affiliations><json:string>University of Trier, Germany</json:string></affiliations></json:item></author><articleId><json:string>EJSP250</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>shortCommunication</json:string></originalGenre><abstract>This study investigated moderating effects of attribute controllability on self‐evaluation biases. Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). 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J. Soc. Psychol.</title><idno type="pISSN">0046-2772</idno><idno type="eISSN">1099-0992</idno><idno type="DOI">10.1002/(ISSN)1099-0992</idno><imprint><publisher>John Wiley & Sons, Ltd.</publisher><pubPlace>Chichester, UK</pubPlace><date type="published" when="2005-03"></date><biblScope unit="volume">35</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="281">281</biblScope><biblScope unit="page" to="290">290</biblScope></imprint></monogr><idno type="istex">F3A67531260164A5153E14921DA1D0924116BF61</idno><idno type="DOI">10.1002/ejsp.250</idno><idno type="ArticleID">EJSP250</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2005</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="de"><p>This study investigated moderating effects of attribute controllability on self‐evaluation biases. Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). Copyright © 2005 John Wiley & Sons, Ltd.</p></abstract><textClass><keywords scheme="Journal Subject"><list><head>article-category</head><item><term>Short Communication</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2004-03-08">Received</change><change when="2004-10-21">Registration</change><change when="2005-03">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/F3A67531260164A5153E14921DA1D0924116BF61/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>John Wiley & Sons, Ltd.</publisherName><publisherLoc>Chichester, UK</publisherLoc></publisherInfo><doi registered="yes">10.1002/(ISSN)1099-0992</doi><issn type="print">0046-2772</issn><issn type="electronic">1099-0992</issn><idGroup><id type="product" value="EJSP"></id></idGroup><titleGroup><title type="main" xml:lang="en" sort="EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY">European Journal of Social Psychology</title><title type="short">Eur. J. Soc. Psychol.</title></titleGroup></publicationMeta><publicationMeta level="part" position="20"><doi origin="wiley" registered="yes">10.1002/ejsp.v35:2</doi><numberingGroup><numbering type="journalVolume" number="35">35</numbering><numbering type="journalIssue">2</numbering></numberingGroup><coverDate startDate="2005-03">March/April 2005</coverDate></publicationMeta><publicationMeta level="unit" type="shortCommunication" position="9" status="forIssue"><doi origin="wiley" registered="yes">10.1002/ejsp.250</doi><idGroup><id type="unit" value="EJSP250"></id></idGroup><countGroup><count type="pageTotal" number="10"></count></countGroup><titleGroup><title type="articleCategory">Short Communication</title><title type="tocHeading1">Short Communications</title></titleGroup><copyright ownership="publisher">Copyright © 2005 John Wiley & Sons, Ltd.</copyright><eventGroup><event type="manuscriptReceived" date="2004-03-08"></event><event type="manuscriptAccepted" date="2004-10-21"></event><event type="firstOnline" date="2005-03-16"></event><event type="publishedOnlineFinalForm" date="2005-03-16"></event><event type="xmlConverted" agent="Converter:JWSART34_TO_WML3G version:2.3.2 mode:FullText source:HeaderRef result:HeaderRef" date="2010-03-06"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-24"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-16"></event></eventGroup><numberingGroup><numbering type="pageFirst">281</numbering><numbering type="pageLast">290</numbering></numberingGroup><correspondenceTo>University of Trier, Department of Psychology, D‐54286, Trier, Germany.</correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:EJSP.EJSP250.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="figureTotal" number="1"></count><count type="tableTotal" number="2"></count><count type="referenceTotal" number="38"></count></countGroup><titleGroup><title type="main" xml:lang="en">Biases in self‐evaluation: moderating effects of attribute controllability</title><title type="short" xml:lang="en">Biases in self‐evaluation</title></titleGroup><creators><creator xml:id="au1" creatorRole="author" affiliationRef="#af1" corresponding="yes"><personName><givenNames>Klaus</givenNames><familyName>Rothermund</familyName></personName><contactDetails><email normalForm="rothermu@uni-trier.de">rothermu@uni‐trier.de</email></contactDetails></creator><creator xml:id="au2" creatorRole="author" affiliationRef="#af1"><personName><givenNames>Peter M.</givenNames><familyName>Bak</familyName></personName></creator><creator xml:id="au3" creatorRole="author" affiliationRef="#af1"><personName><givenNames>Jochen</givenNames><familyName>Brandtstädter</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="af1" countryCode="DE" type="organization"><unparsedAffiliation>University of Trier, Germany</unparsedAffiliation></affiliation></affiliationGroup><fundingInfo><fundingAgency>Deutsche Forschungsgemeinschaft (DFG)</fundingAgency></fundingInfo><abstractGroup><abstract type="main" xml:lang="de"><title type="main">Abstract</title><p>This study investigated moderating effects of attribute controllability on self‐evaluation biases. Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). Copyright © 2005 John Wiley & Sons, Ltd.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Biases in self‐evaluation: moderating effects of attribute controllability</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Biases in self‐evaluation</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Biases in self‐evaluation: moderating effects of attribute controllability</title></titleInfo><name type="personal"><namePart type="given">Klaus</namePart><namePart type="family">Rothermund</namePart><affiliation>University of Trier, Germany</affiliation><affiliation>University of Trier, Department of Psychology, D‐54286, Trier, Germany.</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Peter M.</namePart><namePart type="family">Bak</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Jochen</namePart><namePart type="family">Brandtstädter</namePart><affiliation>University of Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="brief-communication" displayLabel="shortCommunication"></genre><originInfo><publisher>John Wiley & Sons, Ltd.</publisher><place><placeTerm type="text">Chichester, UK</placeTerm></place><dateIssued encoding="w3cdtf">2005-03</dateIssued><dateCaptured encoding="w3cdtf">2004-03-08</dateCaptured><dateValid encoding="w3cdtf">2004-10-21</dateValid><copyrightDate encoding="w3cdtf">2005</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="figures">1</extent><extent unit="tables">2</extent><extent unit="references">38</extent></physicalDescription><abstract lang="de">This study investigated moderating effects of attribute controllability on self‐evaluation biases. Students of psychology rated the degree to which they possessed attributes that were described as having either positive or negative implications for academic success. For attributes that were perceived as trait‐like or stable, self‐ratings were higher when the attributes were presented as positive predictors of achievement than when the same attributes were presented as risk factors, indicating a self‐enhancement bias. An opposite tendency emerged for attributes that were perceived as open to personal control: Here, self‐ratings were higher for attributes that were presented as risk factors, indicating an enhanced tendency for self‐critique and self‐correction. This asymmetry of effects is explained in terms of a dual‐process model of action regulation (Brandtstädter & Rothermund, 2002a, 2002b). Copyright © 2005 John Wiley & Sons, Ltd.</abstract><note type="funding">Deutsche Forschungsgemeinschaft (DFG)</note><relatedItem type="host"><titleInfo><title>European Journal of Social Psychology</title></titleInfo><titleInfo type="abbreviated"><title>Eur. J. Soc. 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