Academic optimistic bias: Implications for college student performance and well-being |
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Authors: | Joelle C Ruthig Tara L Haynes Raymond P Perry Judith G Chipperfield |
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Institution: | (1) Department of Psychology, University of North Dakota, Grand Forks, ND 58202, USA;(2) Department of Psychology, University of Manitoba, Winnipeg, Manitoba, R3T 2N2, Canada;(3) HLHP Research Institute, University of Manitoba, Winnipeg, Manitoba, R3T 2N2, Canada |
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Abstract: | Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. |
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Keywords: | optimistic bias perceived academic control college students achievement well-being |
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