Academic and social competence are aided by realistic self-perception. What effect does unrealistically high self-esteem have on effortful control and academic achievement?

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Question restatement: The prompt asks how unrealistically high self-esteem affects effortful control and academic achievement, given that academic and social competence are aided by realistic self-perception.
Option 1: 'It increases effortful control and increases academic achievement.' This suggests a positive effect from high self-esteem, but research on unrealistically high (inflated) self-views typically shows that overconfidence can impair self-regulation, leading to poorer effortful control when faced with challenging tasks. Thus this option overstates the benefit and is unlikely to be accurate in the context of unrealistic self-esteem.
Option 2: 'It reduces effortful control and lowers academic achievement.' This aligns with findings that inflated self-views can undermine self-regulation and persistence, making individuals less able to regulate attention, emotions, and behaviors needed to succeed academically. The combination of reduced self-control and poorer outcomes matches theoretical expectations about maladaptive high self-esteem.
Option 3: 'It increases effortful control and lowers academic achievement.' This is inconsistent: increasing effortful control would generally support better academic performance, not lower achievement. The pairing of higher self-regulation with worse outcomes would be unusual and contradict common explanations about the effects of inflated self-perceptions.
Option 4: 'It reduces effortful control and increases academic achievement.' This combination is counterintuitive: reduced self-regulation would typically hinder achievement, so achieving higher academic performance under lower effortful control lacks a coherent mechanism and is unlikely.
In summary, several options propose a positive effect on either effortful control or achievement that does not fit the generally observed consequence of unrealistically high self-esteem. The most plausible pairing that reflects diminished self-regulation along with poorer academic outcomes corresponds to reduced effortful control and reduced achievement, which is captured by the option stating 'It reduces effortful control and lowers academic achievement.'

Intro to Child Psychology Exam #5 (11-13); some (14-16) - 12/1

Academic and social competence are aided by realistic self-perception. What effect does unrealistically high self-esteem have on effortful control and academic achievement?

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Intro to Child Psychology Exam #5 (11-13); some (14-16) - 12/1

Academic and social competence are aided by realistic self-perception. What effect does unrealistically high self-esteem have on effortful control and academic achievement?

View Explanation

Log in for full answers

Similar Questions

Comparative studies of European American families with those from other backgrounds strongly suggest that self-esteem is:

Which of the following is true of self-esteem in older adults?

Which of the following is NOT a myth:

Since schoolchildren judge their own talents and limitations more realistically than preschoolers, _____.

According to sociometer theory, self-esteem primarily functions as:

Individuals who base their self-esteem on one social domain are …

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