Department of Psychology, University of Illinois-Urbana-Champaign, Illinois, USA.
J Pers Soc Psychol. 2010 Sep;99(3):395-409. doi: 10.1037/a0020555.
Contrary to the popular assumption that self-enhancement improves task motivation and future performance, the authors propose that both inflated and 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, we found that irrespective of the level of actual performance, compared with 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 (d) report a relatively low level of subjective well-being (Study 5). The authors discuss these results in terms of their educational implications.
与普遍认为的自我提升能提高任务动机和未来表现的假设相反，作者提出，对表现的过高和过低评价都与自我设限行为的可能性增加以及未来任务中表现相对较差有关。与这一观点一致，我们发现，与准确的自我评估相比，无论实际表现水平如何，对任务表现的过高和过低评价都与更大的倾向相关：（a）进行自我设限（研究 1：更喜欢在分心的情况下工作；研究 2：不做准备工作）；（b）在随后的任务中表现相对较差（研究 3）；（c）学业成绩相对较低（研究 4）；以及（d）报告相对较低的主观幸福感（研究 5）。作者根据这些结果讨论了它们对教育的意义。
