Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

Abstract

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students’ self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.

Cannabis cessation among youth: rates, patterns and academic outcomes in a large prospective cohort of Canadian high school students

“…4 Self-reports of math-related academic achieve ment tend to be more accurate than those relating to language studies, which are more consistently (if only slightly) overreported. 34 Applied to our study, these data further underline the likelihood of differential impacts of cannabis cessation. Neurocognitive studies also suggest a greater effect of cannabis use on language skills and verbal IQ, as well as a faster post-cessation recovery of executive function skills, which underlie mathematical reasoning.…”

Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?

“…This may reflect a relatively accurate self-evaluation of students regarding their performance in the test. This result of this study is consistent with the findings of Sticca et al (2017) among high-school students and Laguador (2013) with freshmen engineering students in the Philippines. Landrum & Dillinger (2000) also found that 61% of students had an accurate prediction of their expected to actual grade.…”

“…Moreover, although earlier researchers cautioned on the use of self-reported grades (Kuncel, Credé, & Thomas, 2005) and that students have the propensity to overreport their grades (Zimmerman, Caldwell, & Bernat, 2002;Tejeiro et al, 2012), it is also important to study the ability of students to accurately self-evaluate course performance to ascertain that students do not under-or over-estimate their achievement levels (Sticca et al, 2017). In this study, students perceived performance in the final exam reflects their self-evaluation defined "as the process that involves the students making summative judgments about their work, leading to the assignment of a mark or selfgrading" (Tejeiro et al, 2012).…”

Effects of peer tutoring on middle school students’ mathematics self-concepts

“…Students with a high self-concept may see failed attempts as exciting challenges and new opportunities, while students with low self-concept will doubt their own abilities and give up early after few attempts [29,30]. Besides, authors such as Sticca, Goetz, Bieg, Hall, Eberle, and Haag (2017) [31] or Onetti, Fernández-García, and Castillo-Rodríguez (2019) [32] state that the transition from primary school to middle school usually results in a decrease in students' mathematics self-concept during the first year, that is, 7 th grade. Factors such as a higher difficulty in the mathematics contents, substantially more difficult exams, the change of learning environments and methodologies are associated…”