Optimism, pessimism, and the direction of self-other comparisons
Optimism, pessimism, and the direction of self-other comparisons
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DOI：
10.1006/jesp.2000.1438
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发表时间：
2001-01-01
影响因子：
3.5
通讯作者：
Prins, YRA
中科院分区：
文献类型：
--
作者：
Eiser, JR;Pahl, S;Prins, YRA
在两项研究（Ns = 234和179）中，学生对自己和他人未来考试表现的前景进行了比较评估，要么将自己与“典型他人”进行比较（自我-他人关注），要么将“典型他人”与自己进行比较（他人-自我关注）。参与者还根据评估量表和预测分数提供了对自己和他人的单独（绝对）估计。在两项研究中，自我-他者焦点下，比较估计与自我估计呈正相关，与他者估计不相关；在其他自我关注下，比较估计与自我估计呈正相关，与他人估计负相关。这些发现表明，不切实际的乐观主义和高于平均水平的效果，之前在自我与他人比较中发现的，主要反映了自我评估，而不是使用规范标准。比较判断也显示出自我-他者比他者-自我关注下的自我更乐观或积极。这适用于考试成绩的预测（两项研究），与考试成绩相关的行为评级（研究1），以及健康、成就和个人关系领域的未来结果预测（研究2）。这种倾向（在自我-他人关注下更乐观）在积极结果中比在消极结果中更明显。(C) 2001学术出版社。
Two studies (Ns = 234 and 179) are reported in which students made comparative assessments of their own and others' prospects of future examination performance, either by rating themselves in comparison to "typical others" (self-other focus) or by rating "typical others" in comparison to themselves (other-self focus). Participants also provided separate (absolute) estimates for self and others in terms of an evaluative scale and predicted grades. In both studies, under self other focus, comparative estimates correlated positively with self-estimates but not with other-estimates; under other-self focus, comparative estimates correlated positively with self-estimates and negatively with other-estimates. These findings suggest that unrealistic optimism and better-than-average effects previously found with self-other comparisons primarily reflect self-evaluations rather than the use of a normative standard. Comparative judgments also showed more relative optimism, or positivity, for the self under self-other than under other-self focus. This is applied to predictions of exam performance (both studies), ratings of behavior relevant to exam performance (Study 1), and predictions of future outcomes in the domains of health, achievement, and personal relationships (Study 2). This tendency (for greater optimism under self-other focus) was more marked for positive than for negative outcomes. (C) 2001 Academic Press.