title: Performing well in an evaluative situation: the roles of perceived competence and task-irrelevant interfering thoughts.
abstract: This research expands on previous research by arguing and demonstrating that high perceived competence buffers the detrimental effects of an evaluative situation. In Study 1 (n=75, 38.7% male), the situation (evaluative vs. non-evaluative) and perceived competence (high vs. low) were manipulated, whereas in Study 2 (n=42, 33.3% male), perceived competence relied on naturally occurring differences in perceived competence. The results of Study 1 indicate that people may underachieve in an evaluative situation. More importantly, in Study 2 it was demonstrated that such an evaluative situation had only a negative effect on test performance among individuals low in perceived competence. The occurrence of task-irrelevant interfering thoughts during task completion accounted for this inimical effect of an evaluative situation on test performance among these individuals.
authors.affiliation: Department of Social and Organizational Psychology, University of Groningen, Groningen, The Netherlands. n.van.yperen@rug.nl
authors.forename: Nico W
authors.initials: NW
authors.lastname: Van Yperen
mesh_terms: D000328:Adult; D003071:Cognition; D005260:Female; D006801:Humans; D007600:Judgment; D008257:Machiavellianism; D008297:Male; D016743:Mental Competency / Q000523:psychology*; D008960:Models, Psychological; D010465:Perception; D013334:Students; D013647:Task Performance and Analysis; D013850:Thinking / Q000502:physiology*