Better-than-average effects in secondary education: a 3-year follow-up

Abstract

The present study examined the “better-than-average” (BTA) effect among secondary school students during 3 consecutive years. It was hypothesized that boys would overestimate their abilities relative to their classmates more than girls and that comparative evaluations of liking would be positively related to comparative evaluations of ability. Students rated their comparative abilities and likings on 7 courses and 16 activities and traits. Results largely supported our hypotheses. In addition, comparative evaluations showed several interesting developments over the years. Theoretical and practical implications of these findings are discussed.

Keywords:

• BTA effect
• social comparison
• secondary education
• gender differences
• development

Acknowledgement

We are grateful to Jolijn Hendriks for doing the congruence rotations.

Notes

1. This research was funded by the former Institute for Educational Research in The Netherlands, Grant number 0358.