اثر تعصبات گمراه کننده مثبت و منفی: مقایسه میان حوزه های اجتماعی و علمی خودپنداره

Groups of third-grade children who had high or low social and academic self-concepts that were either consistent with or discrepant from external indices of social and academic competence were contrasted on a variety of measures in social and academic domains using multiple assessment methods. Children whose social or academic self-concepts that exceeded external indices of social or academic competence were said to have a positive illusory bias and were rated lower by their teachers in social skills, had more problem behaviors, and had lower academic competence than children in two of the three other groups. Another group of children whose social self-concept was substantially lower than external indices of social competence were said to have a negative illusory bias, and did not differ from children having high social self-concepts that were consistent with external indices of social competence. The current findings appear to suggest that the relation between self-concept and adjustment is not best described by a simple linear relation between these variables, but may be better explained by the consistency or discrepancy between self and external appraisals.