People who score low on a performance test overestimate their own performance relative to others, whereas high scorers slightly underestimate their own performance. J. Kruger and D. Dunning (1999) attributed these asymmetric errors to differences in metacognitive skill. A replication study showed no evidence for mediation effects for any of several candidate variables. Asymmetric errors were expected because of statistical regression and the general better-than-average (BTA) heuristic. Consistent with this parsimonious model, errors were no longer asymmetric when either regression or the BTA effect was statistically removed. In fact, high rather than low performers were more error prone in that they were more likely to neglect their own estimates of the performance of others when predicting how they themselves performed relative to the group.

This study assesses if correspondence existed between concepts scholars use to discuss positive youth development (PYD) and terms used by practitioners, parents, and youth to discuss exemplary PYD, or thriving. Qualitative and quantitative analyses of 173 interviews about the meaning of thriving found no significant commonality between the terms used in the scholarly literature and the specific words or phrases used by the adult and youth participants. However, the terms generated by the adults and youthwere able to be grouped into categories that reflect the general concepts used in the PYD literature (e.g., the five Cs ofcompetence, confidence, connection, character, caring, and the sixth C, contribution). Applications to public education youth programs are discussed.

No abstract

No abstract

No abstract