Exaggerating current and past performance: motivated self-enhancement versus reconstructive memory

Area of Science:

• Psychology
• Social Psychology
• Cognitive Psychology

Background:

• Individuals often exaggerate their performance, but the underlying reasons for exaggerating current versus past achievements differ.
• Current performance is linked to ongoing motivational and self-evaluation processes, often driven by self-enhancement.
• Past performance self-reports are more susceptible to reconstructive memory biases rather than immediate self-enhancement.

Purpose of the Study:

• To investigate the distinct psychological mechanisms behind exaggerating current (GPA) versus past (SAT) academic performance.
• To differentiate the roles of motivated self-enhancement and reconstructive memory biases in performance exaggeration.

Main Methods:

• Two studies were conducted using college student samples.
• Study 1 examined the predictive relationship between dispositional self-enhancement, class standing, and exaggeration of Grade Point Average (GPA) and Scholastic Aptitude Test (SAT) scores.
• Study 2 employed a self-affirmation manipulation to assess its effect on the relationship between self-enhancement/class standing and performance exaggeration.

Main Results:

• Dispositional self-enhancement predicted greater GPA exaggeration, while advanced class standing predicted greater SAT score exaggeration.
• Self-affirmation reduced the link between self-enhancement and GPA exaggeration but did not affect the relationship between class standing and SAT exaggeration.
• These findings support the dual-factor model of performance exaggeration.

Conclusions:

• Exaggeration of current academic performance (GPA) is primarily driven by motivated self-enhancement.
• Exaggeration of past academic performance (SAT scores) is more influenced by reconstructive memory biases.
• Distinguishing these biases is crucial for a comprehensive understanding of self-evaluation and academic self-perception.