Date of Award

Summer 1984

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Terry L. Dickinson

Committee Member

Donald D. Davis

Committee Member

Barry Gillen

Call Number for Print

Special Collections LD4331.P65T42

Abstract

The purpose of this study was to determine the effect of anonymity, expectation of validation, and expected reward on the accuracy of self-evaluations of ability. One-hundred twenty undergraduate students were administered a reading test measuring reading abilities. The participants then made self-evaluations regarding their performance on the reading test. Participants received instructions designed to manipulate the expectation that their performance scores on the reading test would serve to validate their self-evaluations. Additional instructions manipulated the anonymity or identifiability of self-evaluations and the expected reward related to self-evaluations. Participants who expected their identifiable self-evaluations to be validated were accurate. In contrast, when self-evaluations could be identified and validation was not expected, participants self-enhanced and were not accurate. Results are discussed in terms of the utility of self-evaluations to organizations. It is suggested that task difficulty may interact with other factors that affect the accuracy of self-evaluations.

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DOI

10.25777/vw4g-h113

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