Using Self-Persuasion to Increase Perceived Competence

• In Event: AERA Poster Session 6
  In Poster Session: Motivation in Education SIG Poster Session: Process, Methods, and Outcomes

Abstract

We conducted a laboratory study to examine whether self-persuasion techniques can be used to increase students’ perceptions of their own competence. In this study, college student participants (N = 231) were taught a math technique. Half were randomly assigned to a self-persuasion condition, in which they reflected on their progress during the session. Compared to those in the control group, those in the self-persuasion condition reported higher expectancies for success, stronger beliefs in their ability to perform the math technique, and greater perceptions of progress. In addition to these overall effects, the self-persuasion task helped promote interest for less-confident participants. Our findings suggest that it may be possible to design self-persuasion interventions that increase students’ perceptions of academic competence.

Authors

• Michael W. Asher, University of Wisconsin

• Emily Quinn Rosenzweig, University of Georgia

• Judith Harackiewicz, University of Wisconsin