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"Selbsteinschätzung"
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Insight : why we're not as self-aware as we think, and how seeing ourselves clearly helps us succeed at work and in life
\"The first definitive book on the science of self-awareness, Insight is a fascinating journey into everyone's favorite topic: themselves. Do you understand who you really are? Or how others really see you? We all know people with a stunning lack of self-awareness--but how often do we consider whether we might have the same problem? Research shows that self-awareness is the meta-skill of the 21st century--the foundation for high performance, smart choices, and lasting relationships. Unfortunately, we are remarkably poor judges of ourselves and how we come across, and it's rare to get candid, objective feedback from colleagues, employees, and even friends and family. Integrating hundreds of studies with her own research and work in the Fortune 500 world, organizational psychologist Tasha Eurich shatters conventional assumptions about what it takes to truly know ourselves--like why introspection isn't a bullet train to insight, how experience is the enemy of self-knowledge, and just how far others will go to avoid telling us the truth about ourselves. Through stories of people who've made dramatic gains in self-awareness, she offers surprising secrets, techniques and strategies to help readers do the same - and therefore improve their work performance, career satisfaction, leadership potential, relationships, and more\" -- provided by publisher.
Book
The social construction of Russia's resurgence : aspirations, identity, and security interests
Shortlisted, 2010 Jospeh Rothschild Prize in Nationalism and Ethnic Studies, Association for the Study of Nationalities.
Once again, it appears that Russia is marching to the forefront of the international stage. Anne L. Clunan's analysis of Russia's resurgence convincingly argues that traditional security concerns, historical aspirations, and human agency are coalescing around a new national identity and reconfigured national interests in the post-Soviet nation. Her work moves beyond balance-of-power and realist politics to posit a new, interdisciplinary theory: aspirational constructivism.
This groundbreaking theory draws on international relations research and social psychology. Clunan argues that the need for collective self-esteem creates aspirations—often based in a nation's past—that directly shape its national and security interests. In applying this theory to Russia, she points to the nation's continuing efforts to exert influence over former Soviet satellite states and relates the desire for international status found in five broad Russian national self-images—Western, statist, Slavophile, neocommunist, and nationalist—to Russia's definition of its security interests with respect to Europe, Eurasia, and nuclear weapons.
Clunan's examination of how sociology, social psychology, and traditional international politics affect post-Soviet Russian identity and security concerns is truly cross-disciplinary. A concluding chapter discusses the policy implications of aspirational constructivism for Russia and other nations and a methodological appendix lays out a framework for testing the theory.
eBook
Never good enough: The relation between the impostor phenomenon and multidimensional perfectionism
The Impostor Phenomenon can be described as the tendency to attribute professional success not to one’s own abilities but to excessive effort or fortunate external circumstances. Individuals strongly experiencing those tendencies fear that one day they will be exposed as “impostors” as soon as their alleged incompetence can no longer be concealed. Typical characteristics of the Impostor Phenomenon outlined by Clance (1985) show a remarkable conceptual similarity to the personality construct of perfectionism. Thus, the present study aimed at investigating how the Impostor Phenomenon is related to various facets of dispositional perfectionism with respect to predominant conceptualizations of perfectionism by Frost et al. (1990), Hewitt and Flett (1991), as well as their combination within the bifactor model of Perfectionistic Strivings and Perfectionistic Concerns (Frost et al. 1993). A total of N = 274 individuals participated in an online survey including the Impostor Phenomenon Scale (CIPS; Clance 1988), the Frost Multidimensional Perfectionism Scale (FMPS; Frost et al. 1990), and the Hewitt und Flett Multidimensional Perfectionism Scale (MPS short form; Hewitt et al. 2008). Hierarchical regression analyses were conducted to determine the differential contributions of perfectionism dimensions and factors in predicting the Impostor Phenomenon. The perfectionism dimensions Doubts about Actions, Concern over Mistakes and Socially prescribed Perfectionism appeared to be efficient predictors of the Impostor Phenomenon. Contrary to Perfectionistic Strivings, Perfectionistic Concerns as a maladaptive perfectionism factor strongly contributed to the prediction of the Impostor Phenomenon. Theoretical and practical implications of the associations between the Impostor Phenomenon and multidimensional perfectionism are discussed.
Journal Article
Changes in the relation between competence beliefs and achievement in math across elementary school years
Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. (übernommen).
Journal Article
Professional role confidence and gendered persistence in engineering
\"Social psychological research on gendered persistence in science, technology, engineering, and mathematics (STEM) professions is dominated by two explanations: women leave because they perceive their family plans to be at odds with demands of STEM careers, and women leave due to low self-assessment of their skills in STEM's intellectual tasks, net of their performance. This study uses original panel data to examine behavioral and intentional persistence among students who enter an engineering major in college. Surprisingly, family plans do not contribute to women's attrition during college but are negatively associated with men's intentions to pursue an engineering career. Additionally, math self-assessment does not predict behavioral or intentional persistence once students enroll in a STEM major. This study introduces professional role confidence -- individuals' confidence in their ability to successfully fulfill the roles, competencies, and identity features of a profession -- and argues that women's lack of this confidence, compared to men, reduces their likelihood of remaining in engineering majors and careers. We find that professional role confidence predicts behavioral and intentional persistence, and that women's relative lack of this confidence contributes to their attrition.\" (Author's abstract, IAB-Doku). Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 2003 bis 2007.
Journal Article
Metacognitive judgments can potentiate new learning: The role of covert retrieval
Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts.
Journal Article
Mental contrasting and energization transfer to low-expectancy tasks
Mentally contrasting future with reality is a self-regulation strategy that triggers expectancy-dependent energization for tasks instrumental to attaining the desired future. Energization by mental contrasting even transfers to tasks unrelated to the desired future at hand. Would such energization transfer by mental contrasting even energize people to perform unrelated tasks for which they have low success expectations? In Laboratory Experiment 1, mentally contrasting (vs. indulging) about performing well in a creativity task triggered physiological energization and better performance in an unrelated low-expectancy cognitive task that participants received in place of the creativity task. In Field Experiment 2, mentally contrasting an interpersonal wish helped schoolchildren invest more effort and perform better in a low-expectancy academic task—finding typos. Online Experiment 3 replicated Experiment 2 with adults. Mental contrasting participants’ effort and performance in the low-expectancy academic task did not differ from their effort and performance in a high-expectancy task. We discuss implications for designing interventions to foster energization for low-expectancy tasks.
Journal Article
Gender inequality in self-reported health among the elderly in contemporary welfare countries
Paradoxically, despite their longer life expectancy, women report poorer health than men. Time devoted to differing social roles could be an explanation for the observed gender differences in health among the elderly. The objective of this study was to explain gender differences in self-reported health among the elderly by taking time use activities, socio-economic positions, family characteristics and cross-national differences into account.
Data from the Multinational Time Use Study (MTUS) on 13,223 men and 18,192 women from Germany, Italy, Spain, UK and the US were analyzed. Multiple binary logistic regression models were used to examine the association between social factors and health for men and women separately. We further identified the relative contribution of different factors to total gender inequality in health using the Blinder-Oaxaca decomposition method.
Whereas time allocated to paid work, housework and active leisure activities were positively associated with health, time devoted to passive leisure and personal activities were negatively associated with health among both men and women, but the magnitude of the association varied by gender and country. We found significant gender differences in health in Germany, Italy and Spain, but not in the other countries. The decomposition showed that differences in the time allocated to active leisure and level of educational attainment accounted for the largest health gap.
Our study represents a first step in understanding cross-national differences in the association between health status and time devoted to role-related activities among elderly men and women. The results, therefore, demonstrate the need of using an integrated framework of social factors in analyzing and explaining the gender and cross-national differences in the health of the elderly population.
Journal Article
The influence of error detection and error significance on neural and behavioral correlates of error processing in a complex choice task
Error detection and error significance form essential mechanisms that influence error processing and action adaptation. Error detection often is assessed by an immediate self-evaluation of accuracy. Our study used cognitive neuroscience methods to elucidate whether self-evaluation itself influences error processing by increasing error significance in the context of a complex response selection process. In a novel eight-alternative response task, our participants responded to eight symbol stimuli with eight different response keys and a specific stimulus-response assignment. In the first part of the experiment, the participants merely performed the task. In the second part, they also evaluated their response accuracy on each trial. We replicated variations in early and later stages of error processing and action adaptation as a function of error detection. The additional self-evaluation enhanced error processing on later stages, probably reflecting error evidence accumulation, whereas earlier error monitoring processes were not amplified. Implementing multivariate pattern analysis revealed that self-evaluation influenced brain activity patterns preceding and following the response onset, independent of response accuracy. The classifier successfully differentiated between responses from the self- and the no-self-evaluation condition several hundred milliseconds before response onset. Subsequent exploratory analyses indicated that both self-evaluation and the time on task contributed to these differences in brain activity patterns. This suggests that in addition to its effect on error processing, self-evaluation in a complex choice task seems to have an influence on early and general processing mechanisms (e.g., the quality of attention and stimulus encoding), which is amplified by the time on task.
Journal Article
The validity of self-reported grade point averages, class ranks, and test scores
Self-reported grades are heavily used in research and applied settings because of the importance of grades and the convenience of obtaining self-reports. This study reviews and meta-analytically summarizes the literature on the accuracy of self-reported grades, class ranks, and test scores. Results based on a pairwise sample of 60,926 subjects indicate that self-reported grades are less construct valid than many scholars believe. Furthermore, self-reported grade validity was strongly moderated by actual levels of school performance and cognitive ability. These findings suggest that self-reported grades should be used with caution. Situations in which self-reported grades can be employed more safely are identified, and suggestions for their use in research are discussed.
Journal Article