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

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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.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education

UniBE Contributor:

Krispenz, Ann

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1381-2890

Publisher:

Springer

Language:

English

Submitter:

Ann Krispenz

Date Deposited:

28 Jun 2017 11:16

Last Modified:

19 Jul 2018 12:09

Publisher DOI:

10.1007/s11218-016-9341-2

BORIS DOI:

10.7892/boris.96256

URI:

https://boris.unibe.ch/id/eprint/96256

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