Effects of Positive and Negative Illusory Biases: Comparisons Across Social and Academic Self-Concept Domains

By F. Gresham, Kathleen Lynne Lane, D. Macmillan, Kathleen M. Bocian, Sharon L. Ward. 2000

102 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d5e626ce04a79f67b71c6d802982aa94995180c0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Kathleen M. Minke
2. Maureen A. Manning
3. George G Bear

In Safety Research

1. J. Wehby
2. Sally M. Barton-Arwood
3. J. Nelson
4. Kathleen Lynne Lane
5. Kathleen M. Minke
6. Maureen A. Manning
7. George G Bear

In Social Psychology

1. Kathleen Lynne Lane
2. J. Wehby
3. Sally M. Barton-Arwood
4. Kathleen M. Minke
5. B. Cavanaugh

Citations in the corpus

• Self-Concept of Students with Learning Disabilities: A Meta-Analysis (2002, background): “With respect to self-perceptions, Gresham et al. (2000) identified a group of students with learning problems who perceived themselves to be more academically or socially competent than external indices supported (positive illusory bias) and another group who saw themselves as less competent than…”
• Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, methodology): “…we used curriculum-based measures to accompany standardized measures of achievement with a goal of (a) including measures that were sensitive to change and (b) addressing the recommendation of multioperationalism—that is using varied measures of the construct of interest (Gresham et al. 2000).”