Assessing task difficulty for other people: when deeper evaluation means “it’s more about me!”

Krispenz, Ann; Dickhäuser, Oliver; Reinhard, Marc-André (2016). Assessing task difficulty for other people: when deeper evaluation means “it’s more about me!”. Social psychology of education, 19(4), pp. 865-877. Springer 10.1007/s11218-016-9341-2

Preview

Text 10.1007_s11218-016-9341-2.pdf - Published Version Available under License Publisher holds Copyright. Download (456kB) | Preview

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.

Interest & Impact

Downloads

58 since deposited on 28 Jun 2017
29 in the past 12 months

Citations

5 Citations in Web of Science ®
6 Citations in Scopus

Search

in Google Scholar™

Services

Actions (login required)

Edit item

Actions (login required)

Edit item