Effects of Positive and Negative Illusory Biases

Gresham, Frank M.; Lane, Kathleen Lynne; MacMillan, Donald L.; Bocian, Kathleen M.; Ward, Sharon

doi:10.1016/s0022-4405(99)00042-4

Cited by 77 publications

(26 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The high frequency of externalizing behaviors also compromises the quality of children's relations with their teachers and pairs, as well as school adequacy. These results are in accordance with previous research (Gresham, Lane, McMillan, & Bocian, 1999;Gresham et al, 2000) that point out low school adequacy by children with comorbidity of school relegation and behavior problems.…”

supporting

confidence: 93%

“…Such aspect confi rms the results of Del Prette and Del Prette (2003), Gresham et al (1999), Gresham et al (2000), in which they point out a higher incidence of externalizing behaviors like asking for help and taking doubts, associated with assertiveness and good school performance. It is worth noting that in the arithmetical questions demanding more time, strategies and functions like memory, assertiveness and ability of asking friends for help can be understood as behaviors that facilitate the performance in this kind of task.…”

supporting

confidence: 80%

“…According to the notes of Gresham, Lane, MacMillan, Bocian and Ward (2000), and Kavale and Forness (1996) mention classmates as an important source of information on the social group of children with behavior problems and school diffi culties. Molina and Del Prette (2006) and Renk and Phares (2004) consider parents as qualifi ed informers of these children's socioemotional characteristics.…”

mentioning

confidence: 99%

“…This is due to the fact that defi cits in making and keeping friends, ending a conversation, playing and interacting with friends are characteristics of children with learning diffi culties. Furthermore, such defi ciencies tend to compromise friendships and important school-learning behaviors, such as asking questions, taking doubts and asking friends and teachers for help (Del Prette & Del Prette, 2003;Del Prette & Del Prette, 2005;Gresham, 2009;Gresham et al, 1999;Gresham et al, 2000;Pinheiro et al, 2006).…”

mentioning

confidence: 99%

“…New research could try to insert and extend the social group of younger children to verify if these skills, when earlier learned, tend to facilitate the school performance in the fi rst years, based on the assumption of Gresham (1992) and Gresham et al (1999) that social skills would be more protective regarding school performance. This would demand studies with experimental outlining and more control, besides other kinds of information collection on the child's social repertoire like parents and teachers (Gresham, 1992;Gresham, et al, 2000;Kavale & Forness, 1996).…”

mentioning

confidence: 99%

See 4 more Smart Citations

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Bartholomeu¹,

Montiel²,

Néia³

et al. 2016

Temas Psicol.

View full text Add to dashboard Cite

In this study, the relations between social skills and academic performance were studied. We posed associations between social skills and performance in writing and mathematics as well as between conversational skills and these two academic performance measures in girls. In boys we posed associations between assertiveness and academic performance in the two areas. Participants were 196 elementary school children from two schools in the state of São Paulo, with ages ranging 8-10 years, 52% females were evaluated by means of the Test of Social Skills in Children and Adolescents in school situation (THAS-C) and Test of academic performance in writing and maths. The results pointed out that greater social skills tend to be achieved in later schooling years and appear to facilitate performance in different areas of academic performance. In this sense, we suggest that the behaviors are associated with specifi c diffi culties in writing and mathematics, and that the course of these associations varies within sex and age. Furthermore, is indicated the importance of the evaluation of social skills in the academic context given the associated educational connections.Keywords: Academic assessment, school performance, social skills. Habilidades Sociais e Desempenho Escolar em Português e Matemática em Estudantes do Ensino Fundamental ResumoNo presente trabalho verifi cou-se a relação das habilidades sociais e desempenho escolar em diferentes anos escolares e por sexo, visando fornecer evidências de validade para o Teste de Habilidades Sociais em Crianças e Adolescentes em situação escolar (THAS-C

show abstract

supporting

confidence: 93%

supporting

confidence: 80%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Bartholomeu¹,

Montiel²,

Néia³

et al. 2016

Temas Psicol.

View full text Add to dashboard Cite

show abstract

Positive Psychological Interventions and Self‐Perceptions:A Cautionary Tale

Killam¹,

Kim²

2014

The Wiley Blackwell Handbook of Positive Psychological Interventions

View full text Add to dashboard Cite

According to Allport (1937), "an impartial and objective attitude toward oneself is held to be a primary virtue, basic to the development of all others … if any trait of personality is intrinsically desirable, it is the disposition and ability to see oneself in perspective" (p. 422). Similarly, Jahoda (1953) claimed that a hallmark of healthy individuals is considering "matters one wishes were different, without distorting them to fit these wishes" (p. 349). In line with the viewpoints of these and other forerunners in psychology, this chapter presents a case for positive psychological interventions that promote positive yet realistic self-perceptions. Our recommendation arises from research showing that unrealistically positive self-perceptionsdeemed self-enhancement -can actually hinder a person from succeeding and functioning optimally, whereas accurate self-perceptions yield a host of beneficial outcomes. In particular, we have conducted experiments directly comparing self-enhancement to accurate self-perceptions and consistently found that the former is detrimental, whereas the latter promotes academic excellence, motivation to improve and achieve, and psychological well-being. Likewise, robust research from within positive psychology supports this claim, which we will review in this chapter. Taking into account this body of evidence, interventions may be most effective in helping people to flourish if they encourage positive but realistic selfperceptions and if they provide effective methods to advance from a current, realistic self to a future, idealistic self. Indeed, in order to improve, be more successful, and lead fulfilling, meaningful lives, individuals need to have an accurate sense of themselves, their current abilities, and their current shortcomings, and to take action accordingly.Furthermore, emphasizing realistic self-perceptions within positive psychological interventions separates positive psychology from other trends that promote artificial positive thinking. These trends, such as the self-esteem movement, the

show abstract

Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation

Gresham¹,

Lane²,

Beebe-Frankenberger³

2005

Psychol. Schs.

View full text Add to dashboard Cite

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity-impulsivity-inattention and conduct problems (HIA ϩ CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA-only or CP-only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixthgrade students with HIA ϩ CP (n ϭ 61), HIA-only (n ϭ 29), and CP-only (n ϭ 14). Results showed that the HIA-only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA ϩ CP and CP-only groups. By Grade 6, the HIA-only and HIA ϩ CP groups showed lower academic competence than the CP-only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA ϩ CP and CP-only groups had poorer social skills than the HIA-only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self-concept. Early screening and identification methods using a multiple-gating model were recommended as a means of proactive approaches to intervention design and prevention.

show abstract

Effects of Positive and Negative Illusory Biases

Cited by 77 publications

References 33 publications

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Positive Psychological Interventions and Self‐Perceptions:A Cautionary Tale

Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation

Contact Info

Product

Resources

About