2026-09-26T05:58:40Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/115683 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Briley, Daniel A Briley, Daniel A Derringer, Jaime Fraley, R. Chris Newman, Dan A Pomerantz, Eva M 2022-05 application/pdf en text Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2024-05-01 The student, Randi Vogt, accepted the attached license on 2022-04-07 at 11:02. The student, Randi Vogt, submitted this Dissertation for approval on 2022-04-07 at 11:07. This Dissertation was approved for publication on 2022-04-08 at 15:44. DSpace SAF Submission Ingestion Package generated from Vireo submission #17601 on 2022-11-11 at 12:18:55 Growth in academic and social non-ability-based confidence in American and Chinese adolescents Vogt, Randi Louise 2022-04-08 overconfidence adolescence growth curve modeling autonomy Non-ability-based confidence is an individual’s level of confidence that is not calibrated to their ability level. Some people have positive non-ability-based confidence and are overconfident, other people have negative non-ability-based confidence and are underconfident, and others have non-ability-based confidence close to zero and are calibrated in their confidence. Little is known about how non-ability-based confidence develops and whether it changes over time. Using a sample of 420 American adolescents (n = 212 boys, 208 girls) and 514 Chinese adolescents (n = 276 boys, 238 girls) assessed in the fall of 7th grade, spring of 7th grade, and fall of 8th grade, I constructed a non-ability-based confidence variable using a latent variable residual approach for academic confidence (self-perceptions of how well they do in school) and academic ability (students’ semester grades), as well as social confidence (self-perceptions of social skills, likeability, and popularity) and social ability (peer nominations of who is popular, admired, and well-liked). I used growth curve modeling to find that both academic (d ≈ -.1) and social (d ≈ -.3) non-ability-based confidence decreased from the beginning of 7th grade to the middle of 8th grade. Then, I calculated the associations between the latent intercept and slopes. Academic and social non-ability-based confidence were moderately correlated (r ≈ .4) in the fall of 7th grade, and individuals tended to follow somewhat similar patterns of change (r ≈ .4) through 8th grade. Finally, I found that the level of autonomy the child receives in the academic and social domains relates to their initial level of academic and social non-ability-based confidence (r ≈ |.1|), but not growth (r ≈ 0). Across these analyses, I examined gender and culture differences in the level of academic and social non-ability-based confidence and the pattern of change over time. These results inform our understanding of how non-ability-based confidence changes over an important period in the development of self-identity, by domain, and with respect to autonomy support from parents. Thesis eng https://hdl.handle.net/2142/115683 Copyright 2022 Randi Vogt Ph.D. Dissertation Psychology University of Illinois at Urbana-Champaign Psychology