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ERIC Number: EJ1124920
Record Type: Journal
Publication Date: 2016-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
Assessing Task Difficulty for Other People: When Deeper Evaluation Means "It's More about Me!"
Krispenz, Ann; Dickhäuser, Oliver; Reinhard, Marc-André
Social Psychology of Education: An International Journal, v19 n4 p865-877 Dec 2016
Empirical studies have revealed that teachers face problems when assessing task difficulty for their students. By drawing on research that focuses on how individuals assess what others know, we argue that these difficulties are a consequence of the imputation of one's own knowledge to others (i.e., social projection). In particular, we tested the assumption that individuals impute more of their own knowledge to others, the more they elaborate what these others might know. In a first experiment, students were asked to judge task difficulty for their best friend. In the second experiment, teacher trainees were asked to assess task difficulty for 9th graders. Results revealed that individuals, who deeply elaborated when assessing task difficulty for another person, more closely relied on their own rating of task difficulty than individuals with a lower elaboration depth. These findings support the notion that social projection becomes stronger, the deeper individuals elaborate.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A