Discriminant Effect of Self-Evaluation Type in Test Score Prediction and Learning Strategy Judgment

The purpose of this study was to analyze how judgments about self-evaluation(s-e) relate to illusions identified in test score prediction and study strategy judgment situations. Nursing students(N=372) at a community college were surveyed. S-e was measured using a 9-point scale of "I think I am very smart" and ''My friends think I am very smart" to determine the extent of each type. S-e were not related to actual scores, but were positively related to expected scores, which reflected hope and motivation. The "low'' usefulness strategy(u-s), which creates the illusion of fluency and stability, also affects s-e, with direct ratings being positively related to both the use and effectiveness of rereading and the effectiveness of highlighting/ underlining(h/u), and reflective ratings being positively related to the use of rereading. There was no significant correlation with the "high" u-s. When judging learning strategies by predicted score quartiles,(=Q) the ''high'' u-s had higher effectiveness ratings than usage ratings in all Q, and the ''low'' u-s, ''h/u," had higher usage ratings than effectiveness ratings in the 3rd and 4th Q, indicating a typical competence illusion. Only for the ''h/u" strategy was the degree of use significantly higher than the degree of effectiveness when compared to direct evaluation. Overall, the proportion of "direct=reflective" is the highest, with more "d<r'' than "d>r'', and the proportion of "d=r’' tends to increase with grade level before dropping slightly in the 4th grade. In conclusion, it was confirmed that the illusion of motivation and hope in the test score prediction situation and the fluency and stability illusion in the learning strategy judgment situation are related to the illusion in the s-e situation.