Roger C. Bailey

Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance

Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

Direction of Self-Estimate of Ability and College-Related Criteria

93 general psychology students were administered a self-rating scale of college ability and an objective measure of college ability. Following a 2-score transformation, students were assigned to 1 of 3 groups (Overraters, Realistic Raters, or Underraters) based on the direction of their estimates of college ability. Overraters and Realistic Raters did not differ on these measures, but as predicted, the Underraters had the lowest scores on actual ability, achievement, adjustment, and self-concept.

Level of Self-Acceptance and Perceived Intelligence in Self and Friend

Abstract Fifty Ss initially rated themselves and a friend on intelligence. Ss were then divided into High and Low Acceptance groups using a self-ideal discrepancy. It was predicted that the High Acceptance group would generally rate themselves higher on the self-concept measures than would the Low Acceptance group. Further, and most importantly, it was predicted that the High group would rate their friends intelligence as similar to their own, while the Low group would rate their friend higher than themselves and, therefore, closer to their ideal. The predictions were generally supported, although the High group failed to exhibit the expected trait similarity. It was concluded that a trait complementarity model was most appropriate for interpreting the results of both groups.

Perceived Ability in Male and Female College Students.

45 males and 75 females were administered a college ability rating scale and an objective test of intelligence. Men had higher actual ability but women exhibited higher academic achievement. Men and women did not differ on the Actual-self measure, but men tended toward a higher wishedfor level of college ability. Both groups agreed closely in rating the typical female student considerably higher than the typical male. Groups did not differ on a Reality-Discrepancy measure.