Abstracts - Earli

Similarly, the accurate group showed more adaptive motivational patterns of learning than thegroup of underestimation. This was true when either math or language was examined. However,except the potentials, the overestimation group was vulnerable to some risks, too. Finally, thegroups of students with the more generalized efficacy beliefs will be profiled. The results will bediscussed in terms of their significance for the educational context.Prediction, stability and consequences of biases of self-evaluation among elementary schoolchildrenTherese Bouffard, Universite du Quebec a Montreal, CanadaAurelie Lengele, Universite du Quebec a Montreal, CanadaCarole Vezeau, College Joliette-de-Lanaudiere, CanadaA four-year longitudinal study examined 300 elementary school children in order to investigate 1)to what extend bias in self-evaluation is a child enduring characteristic over time; 2) parents’contribution to their child development of bias in self-evaluation; 3) whether there is relationbetween children’s bias in self-evaluation and well-being. At each year, standardized residuals ofthe regression of self-perceived competence on IQ served to assess children’s bias in selfevaluation.Parents’ variables and children’s well-being were assessed respectively at the first andat the last year of the study. Results showed that children’s bias in perceived competence is fairlyconsistent over time. Parents’ self-efficacy (b = ,17) and recall of their own perceived competenceas pupil (b = ,16), as well as children’s appraisal of performance goals valued by their parents(b = ,32), and level of their unconditional support (b = ,27) are significantly linked to children’sbiases. Findings of these studies provide evidence as to an adaptive value of biased positive selfperceptions.Accuracy of self-efficacy, and satisfaction with performance: Are there affective costs of positiveself-efficacy biases?Susanne Narciss, University of Dresden, GermanyMarkus Dresel, Universität Ulm, GermanyPositive biases of self-efficacy are widely thought to have motivational benefits (i.e. risingpersistence, increasing resilience after failure; see Taylor & Brown, 1988). Yet, they might be alsoassociated with risks such as inadequate task choice or affective costs. This study aimed atinvestigating the development of self-efficacy strength, self-efficacy accuracy, performance andsatisfaction with performance if students assess their self-efficacy accurately, positively biased ornegatively biased. To this end we reanalysed the data of a study in which self-efficacy,performance and satisfaction with performance were measured before, during and after fourtraining sessions in three fifth-grade classes. The control group had no specific training, whereasthe MW-Reattribution group worked with the arithmetic training MatheWarp and was providedwith reattribution feedback (Dresel, 2004). The MW-KR group worked with MatheWarp but wasprovided with knowledge of result feedback (KR). Results show that the training groups enhancedtheir performance significantly whereas there was no performance enhancement for the controlgroup. However, self-efficacy beliefs did not change in the same way as performance. Selfefficacydecreased slightly in the MW-Reattribution group and in the control group, whereas itincreased in the MW-KR group. Self-efficacy accuracy decreased in the training groups, whereasit remained almost constant in the control group. Satisfaction with performance increased in allgroups, yet it increased most in the MW-KR group, and least in the MW-Reattribution group. Theanalyses concerning differences associated with biases of self-efficacy provided little evidence that– 145 –