자기고양편향과 학업성취: 부적 곡선 상관 = Self-Enhancement Bias and Academic Achievement: A Negative Quadratic Relation

다국어 초록 (Multilingual Abstract)

This study examined the relation between self-enhancement bias and academic achievement. A total of 135 undergraduate students in the United States completed an online questionnaire battery during the first month of the semester. We asked participants to rate their academic ability relative to their high school and college peers and also retrieved their high school GPA and ACT scores. Participants also completed a measure of narcissism and rated how important it is to academically succeed. Self-enhancement bias was then calculated by the discrepancy between self-perceived academic ability and actual academic ability as assessed by high school GPA and ACT. Academic achievement was assessed by college GPA at the end of the semester. Self-perceived academic ability was positively related to academic achievement. However, self-enhancement bias had a negative curvilinear relation with academic achievement. In other words, perceiving oneself in an overly positive or negative manner was associated with low academic achievement. This relation remained significant controlling for narcissism and importance of academic success. This study demonstrated that self-enhancement bias and positive self-perception are two different concepts that led to different results. The importance of distinguishing self-enhancement bias from positive self-perception is discussed.

국문 초록 (Abstract)

본 연구는 대학생들을 대상으로 자기고양편향과 학업성취 사이의 관련성을 검토하였다. 연구의 참여자는 미국 사립대 신입생 135명으로, 학기 첫 달에 온라인으로 설문에 참여하였다. 참여자들은 같은 학교에 재학 중인 평균적인 고등학생 및 대학생과 비교해 자신의 학업능력을 평가하였고, 참여자들의 고등학교 성적과 대학 수학 능력 시험(ACT) 성적이 수집되어 실제 학업능력의 지표로 사용되었다. 참여자들은 또한 자기보고식 나르시시즘 척도에 응답하고, 학문적으로 성공하는 것이 얼마나 중요한지에 대해서도 응답하였다. 자기고양편향은 자기지각 학업능력과 실제 학업능력 간의 차이로 측정되었다. 학기가 끝난 후 대학에서의 평점 평균이 수집되었고, 학업성취의 지표로 사용되었다. 자기지각 학업능력은 한 학기 후의 평점 평균과 정적 상관관계에 있었다. 하지만, 자기고양편향은 평점 평균과 부적 곡선 상관을 가졌다. 즉, 자신을 지나치게 긍정적 혹은 부정적으로 평가하는 것은 모두 상대적으로 낮은 학업성취와 관련이 있었다. 그리고 이러한 부적 곡선 상관은 나르시시즘과 학업의 중요성을 통제한 후에도 유의미하였다. 본 연구에서는 객관적 기준을 이용해 자기고양편향의 지표를 얻음으로써 자기고양편향과 긍정적인 자기지각을 구분하고자 했고, 둘은 학업성취를 서로 다른 방식으로 예측했다. 두 변인을 동일시했던 연구들과 관련해, 자기고양편향을 어떻게 조작적으로 정의해야 할지 논의되었다.

참고문헌 (Reference)

1 홍애순, "초등학생이 지각한 사회적 지지, 학교행복감, 긍정적 착각이 학업성취도에 미치는 영향" 한국아동교육학회 21 (21): 81-95, 2012

2 고명자, "중학생의 긍정적 착각과 학업성취 및 방어기제의 관계" 충북대학교 교육대학원 2013

3 백수경, "자기고양편향이 행복감과 인기도에 미치는 효과" 한국사회및성격심리학회 21 (21): 89-104, 2007

4 노연희, "자기고양과 적응 간의 관계" 한국사회및성격심리학회 25 (25): 61-76, 2011

5 고재홍, "두 자기평가 편향과 자존감간의 관계" 한국사회및성격심리학회 17 (17): 1-16, 2003

6 Baumeister, R. F., "The optimal margin of illusion" 8 : 176-189, 1989

7 Shedler, J., "The illusion of mental health" 48 : 1117-1131, 1993

8 Felson, R. B., "The effect of self-appraisals of ability on academic achievement" 47 : 944-952, 1984

9 Camara, W. J., "The SAT I and high school grades: Utility in predicting success in college" College Entrance Examination Board 2000

10 ACT, "The ACT technical manual" ACT Inc 2007

11 Gramzow, R. H., "Self-evaluation bias and academic performance : Some ways and some reasons why" 37 (37): 41-61, 2003

12 Colvin, C. R., "Self-criticism and self-enhancement: Theory, research, and clinical implications" American Psychological Association 123-140, 2008

13 Harackiewicz, J. M., "Predicting success in college : A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation" 94 : 562-575, 2002

14 Willingham, W. W., "Predicting college grades: An analysis of institutional trends over two decades" Educational Testing Service 1990

15 Robins, R. W., "Positive illusions about the self : Short-term benefits and long-term costs" 80 : 340-352, 2001

16 Taylor, S. E., "Portrait of the self-enhancer : Well adjusted and well liked or maladjusted and friendless?" 84 (84): 165-176, 2003

17 Colvin, C. R., "Overly positive self-evaluations and personality: Negative implications for mental health" 68 : 1152-1162, 1995

18 MacCallum, R. C., "On the practice of dichotomization of quantitative variables" 7 (7): 19-40, 2002

19 Irwin, J. R., "Negative consequences of dichotomizing continuous predictor variables" 40 (40): 366-371, 2003

20 Park, S. W., "Narcissism and discrepancy between self and friends' perceptions of personality" 82 : 278-286, 2014

21 Wright, S. S., "Looking at the self in a rose-colored mirror : Unrealistically positive self-views and academic performance" 19 : 451-462, 2000

22 Kim, Y-H., "Know thyself : Misperceptions of actual performance undermine subjective well-being, future performance, and achievement motivation" 99 : 395-409, 2010

23 Asendorpf, J. B., "Is self-enhancement healthy? Conceptual, psychometric, and empirical analysis" 74 : 955-966, 1998

24 Paulhus, D. L., "Interpersonal and intrapsychic adaptiveness of trait self-enhancement : A mixed blessing?" 74 (74): 1197-1208, 1998

25 Taylor, S. E., "Illusion and well-being : A social psychological perspective on mental health" 103 : 193-210, 1988

26 Krueger, J. I., "Handbook of self-enhancement and self-protection" Guilford 2010

27 Pelham, B. W., "From self-conceptions to self-worth : On the sources and structure of global self-esteem" 57 (57): 672-680, 1989

28 Campbell, D., "Experimental and quasi-experimental designs for research" Rand McNally 1966

29 Kim, Y-H., "Emotional costs of inaccurate self-assessments : Both self-effacement and self-enhancement can lead to dejection" 11 : 1096-1104, 2011

30 Gosling, S. D., "Do people know how they behave? Self-reported act frequencies compared with on-line codings by observers" 74 : 1337-1349, 1998

31 Jahoda, M., "Current concepts of positive mental health" Basic Books 1958

32 Kwan, V. S., "Conceptualizing and assessing self-enhancement bias : A componential approach" 94 (94): 1062-1077, 2008

33 Rothstein, J. M., "College performance predictions and the SAT" 121 : 297-317, 2004

34 Marsh, H. W., "Causal ordering of academic self-concept and academic achievement : A multiwave, longitudinal panel analysis" 82 : 646-656, 1990

35 Svenson, O., "Are we all less risky and more skillful than our fellow drivers?" 47 (47): 143-148, 1981

36 John, O. P., "Accuracy and bias in self-perception : Individual differences in self-enhancement and the role of narcissism" 66 : 206-206, 1994

37 Raskin, R., "A principal-components analysis of the Narcissistic Personality Inventory and further evidence of its construct validity" 54 : 890-902, 1988