Pluralistic Ignorance within Academic Self-Efficacy and Its Relationship with Academic Performance

Pluralistic Ignorance within Academic Self-Efficacy and Its Relationship with Academic Performance. Dai, T. Ph.D. Thesis, Radford University, 2023.
abstract bibtex

Pluralistic ignorance (PI) is a phenomenon where people incorrectly estimate the strength and/or direction of the majority’s attitudes (Miller & Prentice, 1994). The current study investigates the presence of PI within academic self-efficacy (ASE) among college freshmen to see whether students tend to overestimate their peers’ ASE. Associations between PI within ASE and college freshmen’s academic performance, and whether this relationship is mediated by academic behaviors, academic adjustment, and institutional attachment are also tested. A total of 101 college freshmen from introductory psychology classes completed survey measures during the first 5 weeks of their first semester in college, and 44 of them completed time two survey measures during the last four weeks of their first semester. Contrary to the hypotheses, results indicated that on average participants significantly underestimated their peers’ ASE instead of overestimating. Underestimation of peers’ ASE is also associated with higher academic performance at the end of the semester. However, the relationship between PI within ASE and academic performance is not significantly mediated by academic behaviors, academic adjustment, or institutional attachment. The current study provided initial evidence for the presence of PI in academic settings, which in turn affects students’ academic performance. Implications of the results and suggestions for future research are discussed.

@phdthesis{dai2023,
	title = {Pluralistic {Ignorance} within {Academic} {Self}-{Efficacy} and {Its} {Relationship} with {Academic} {Performance}},
	abstract = {Pluralistic ignorance (PI) is a phenomenon where people incorrectly estimate the strength and/or direction of the majority’s attitudes (Miller \& Prentice, 1994). The current study investigates the presence of PI within academic self-efficacy (ASE) among college freshmen to see whether students tend to overestimate their peers’ ASE. Associations between PI within ASE and college freshmen’s academic performance, and whether this relationship is mediated by academic behaviors, academic adjustment, and institutional attachment are also tested. A total of 101 college freshmen from introductory psychology classes completed survey measures during the first 5 weeks of their first semester in college, and 44 of them completed time two survey measures during the last four weeks of their first semester. Contrary to the hypotheses, results indicated that on average participants significantly underestimated their peers’ ASE instead of overestimating. Underestimation of peers’ ASE is also associated with higher academic performance at the end of the semester. However, the relationship between PI within ASE and academic performance is not significantly mediated by academic behaviors, academic adjustment, or institutional attachment. The current study provided initial evidence for the presence of PI in academic settings, which in turn affects students’ academic performance. Implications of the results and suggestions for future research are discussed.},
	school = {Radford University},
	author = {Dai, T.},
	year = {2023},
	keywords = {4 Social aspects of ignorance},
}

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