text stringlengths 45 512 | source_url stringclasses 11
values | source_title stringclasses 11
values | source_domain stringclasses 5
values | license_type stringclasses 2
values | attribution_required bool 1
class | attribution_text stringclasses 1
value | license_url stringclasses 1
value | relevance_score float64 0.31 0.68 | quality_score float64 0.47 0.89 | topics stringlengths 2 74 | character_count int64 45 512 | subject_name stringclasses 1
value | subject_type stringclasses 1
value | extraction_date stringdate 2026-04-07 02:39:54 2026-04-07 02:39:56 | embedding listlengths 384 384 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Heliyon . 2018 Dec 24;4(12):e01061. doi: 10.1016/j.heliyon.2018.e01061 The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity Aljoscha C Neubauer Aljoscha C Neubauer 1 University of Graz, Institute of Psychology, Graz, Austria Find articles by Aljoscha C Neubauer 1, ∗ , Ann... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.576 | 0.846 | ["education", "innovation"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.479336 | [
0.06830338388681412,
0.04611591994762421,
-0.030119530856609344,
0.11109806597232819,
-0.060157570987939835,
-0.03370010480284691,
0.027808811515569687,
0.023829983547329903,
0.039978452026844025,
0.029087333008646965,
0.01061898935586214,
0.02294342778623104,
0.04055957868695259,
0.001389... | ||
Wallner 1 University of Graz, Institute of Psychology, Graz, Austria Find articles by Alexandra Wallner 1 , Gabriela Hofer Gabriela Hofer 1 University of Graz, Institute of Psychology, Graz, Austria Find articles by Gabriela Hofer 1 Author information Article notes Copyright and License information 1 University of Graz... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.553 | 0.846 | ["education", "philosophy"] | 505 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481114 | [
0.05535165220499039,
0.038265474140644073,
0.057870060205459595,
0.09452058374881744,
0.030469948425889015,
0.005351616069674492,
-0.004192845895886421,
-0.030975190922617912,
0.12569259107112885,
-0.07455962151288986,
-0.05992792546749115,
-0.020525071769952774,
0.0005579483113251626,
0.0... | ||
; Accepted 2018 Dec 13; Collection date 2018 Dec. © 2018 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). PMC Copyright notice PMCID: PMC6307038 PMID: 30603696 Abstract The self–other knowledge asymmetry model (SOKA) assumes th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.403 | 0.852 | ["innovation", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481242 | [
0.11580102890729904,
0.0029481216333806515,
-0.033322542905807495,
0.11018846929073334,
-0.01385706476867199,
-0.020157968625426292,
0.025790773332118988,
0.012127869762480259,
0.01797543652355671,
0.000471017905510962,
0.07869896292686462,
-0.04016320779919624,
-0.013812487944960594,
-0.0... | ||
s (‘blind spot’); a third group of traits might be visible only to oneself and not to others (‘hidden area’), and finally a trait might neither be visible to oneself nor to one's peers (‘unknown area’). So far, this model has been tested only for personality traits and general intelligence, not for more specific abilit... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.57 | 0.866 | ["innovation", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481401 | [
0.0759274959564209,
-0.054189346730709076,
0.030882935971021652,
0.05630118027329445,
0.011021004989743233,
-0.01826222985982895,
0.056491926312446594,
-0.011775354854762554,
-0.06663653999567032,
0.029624907299876213,
0.03248453140258789,
-0.02000235952436924,
0.009038851596415043,
-0.020... | ||
al and intrapersonal competence; and creative potential/divergent thinking ability) are in which SOKA area. We administered performance tests for the six abilities in two samples – 233 14-year-olds and 215 18-year-olds – and collected self- and peer-ratings for each domain. Numerical intelligence and creativity were ju... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.382 | 0.848 | ["innovation", "philosophy"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481578 | [
0.10021109879016876,
0.0012554546119645238,
-0.07218903303146362,
-0.019314264878630638,
-0.041087087243795395,
-0.018894273787736893,
-0.0028900785837322474,
0.013594959862530231,
-0.03542271628975868,
0.007440507411956787,
0.011958292685449123,
0.011535635218024254,
-0.0013923548394814134,... | ||
s (‘blind spot’), whereas the older group showed some insight into their own abilities as well (‘blind spot’ to ‘open area’). While in the younger group only the pupils themselves could validly estimate their intra- and interpersonal competence (‘hidden area’), in the older group peers were also successful in estimatin... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.426 | 0.826 | [] | 417 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481796 | [
0.07189912348985672,
-0.0021275461185723543,
-0.00865027867257595,
0.025254422798752785,
0.04417802765965462,
0.004075699485838413,
0.0037197815254330635,
0.028072673827409744,
-0.059859033674001694,
0.003197683021426201,
0.09925699234008789,
-0.01200090628117323,
0.04862840473651886,
-0.0... | ||
with low accuracy (‘hidden area’ to ‘open area’). For 18-year-olds, spatial ability was in the hidden area too, but in 14-year-olds this could neither be validly estimated by pupils themselves nor by peers (‘unknown area’). These results implicate the possibility of non-optimal career choices of young people, and could... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.388 | 0.854 | ["career", "decision_making"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.481953 | [
0.088460773229599,
0.07137142866849899,
-0.009407931007444859,
0.08059577643871307,
0.01732470840215683,
-0.0033443004358559847,
0.08760398626327515,
0.03431238234043121,
0.012705467641353607,
0.006119061727076769,
-0.046435773372650146,
0.022068845108151436,
-0.037568602710962296,
0.05223... | ||
bout us that we don't know about ourselves?” ( Vazire, 2010 , p. 281). This tricky question was asked by Simine Vazire, the author of the so-called self–other knowledge asymmetry model (SOKA), in which she described the phenomenon that many people have surprisingly insufficient insight into their own personality. This ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.416 | 0.834 | ["education"] | 440 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482079 | [
0.08056921511888504,
0.03809860721230507,
-0.06008761003613472,
0.0970531702041626,
-0.014187670312821865,
-0.055058859288692474,
0.1222064420580864,
0.04412046819925308,
0.032712213695049286,
-0.013887394219636917,
0.007729856297373772,
-0.05269303917884827,
-0.002061092760413885,
-0.0748... | ||
es that nobody knows yourself better than you do. Although self-ratings of personality can be a valid source when predicting professional and other life outcomes, and in spite of the fact that self-perceptions play a very important role in current conceptions of personality ( Roberts et al., 2007 ), it has also repeate... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.456 | 0.85 | ["career"] | 440 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482194 | [
0.04237066209316254,
0.029538966715335846,
-0.03364187106490135,
0.07765568792819977,
-0.01461607776582241,
0.0001365469506708905,
0.07703014463186264,
0.09910210967063904,
-0.0027212658897042274,
-0.019593803212046623,
-0.06659399718046188,
-0.06434030085802078,
-0.05226517841219902,
-0.0... | ||
Beer and Vazire, 2017 ; Vazire and Mehl, 2008 ). Much research has shown compelling evidence for the validity of informant reports, such as peers or even unknown persons, called zero-acquaintance judgements ( Borkenau and Liebler, 1992 ). That there does not have to be an overlap between self-judgements of personality ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.434 | 0.864 | ["philosophy", "motivation"] | 508 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482319 | [
0.018136626109480858,
0.10275591909885406,
-0.11892973631620407,
0.016021955758333206,
-0.00613404531031847,
0.042275574058294296,
0.04402013123035431,
0.03962535411119461,
0.034183964133262634,
-0.031758569180965424,
0.05947572737932205,
-0.04615067318081856,
-0.025760071352124214,
0.0342... | ||
by Vazire's (2010) proposition of the SOKA model. She started her research on the basis of Luft and Ingham's Johari window ( 1955 ), which contains four quadrants (see Fig. 1 ): (a) aspects of personality known to both the self and others (open area); (b) aspects not known to the self but known to others (blind area); ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.542 | 0.864 | [] | 449 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482552 | [
0.08459006994962692,
0.03989541158080101,
-0.059796009212732315,
0.0972379744052887,
-0.04516907408833504,
0.06038752943277359,
0.022449864074587822,
0.004723947960883379,
0.059179406613111496,
-0.007303341757506132,
0.06886221468448639,
-0.027606524527072906,
-0.06324261426925659,
-0.0375... | ||
nknown to both self and others (unknown). Fig. 1. Open in a new tab Adaptation of the Johari window ( Luft and Ingham, 1955 ) and hypotheses about abilities. EMA = Emotional Management Ability. As pointed out by Vazire (2010) , the problem of people's limited insight into their personality traits not only has important... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.399 | 0.85 | ["management"] | 469 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482714 | [
0.03249615430831909,
0.04771732911467552,
0.001945186173543334,
0.0697510689496994,
-0.001960955560207367,
-0.029247349128127098,
0.07291629910469055,
0.027582136914134026,
0.030381979420781136,
0.008144904859364033,
-0.006761462427675724,
-0.021168382838368416,
-0.032803554087877274,
-0.0... | ||
as well as in work and organizational psychology. So far, the SOKA model has been studied mostly in the field of classical personality traits like the Big Five, as well as in two very general abilities (general intelligence and creativity). In several studies (e.g., Vazire, 2010 ; see also Beer and Vazire, 2017 ; Bolli... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.409 | 0.854 | ["innovation", "philosophy"] | 470 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482834 | [
0.03692874312400818,
0.03934314474463463,
-0.08366712182760239,
0.06490389257669449,
-0.026691576465964317,
0.04490871727466583,
-0.022219039499759674,
0.025259368121623993,
0.019591614603996277,
-0.03518404811620712,
-0.001817022915929556,
0.012614424340426922,
-0.059538763016462326,
0.01... | ||
iends and from strangers in a round-robin design. Through this approach, Vazire (2010) showed that in the open area (a) there are the observable, nonevaluative traits like extraversion; in the blind spot (b) there are evaluative traits like intelligence, and in the hidden area (c) there are internal (unobservable) non-... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.515 | 0.86 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.482970 | [
0.016387321054935455,
0.005824116989970207,
-0.07264364510774612,
0.0868438258767128,
0.04139472544193268,
0.06364264339208603,
-0.03600158542394638,
0.0043755583465099335,
0.019828233867883682,
-0.008982217870652676,
0.08756827563047409,
-0.04147644340991974,
-0.07589907944202423,
-0.0312... | ||
deal solely with clinical fields ( Carlson et al., 2013 ) or social relations ( Uziel, 2012 ). What is completely unknown is: Where in the SOKA model are specific cognitive abilities like verbal, numerical and spatial intelligence, or other abilities like creativity and emotional competencies located? So far, no study ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.439 | 0.854 | ["philosophy", "innovation", "education"] | 499 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483044 | [
0.12310124933719635,
0.010590353049337864,
-0.11606593430042267,
0.025677384808659554,
-0.07314726710319519,
0.04321091249585152,
-0.017860325053334236,
0.0396844707429409,
0.009930386207997799,
-0.026943765580654144,
0.006845992058515549,
-0.006253239698708057,
-0.0708954930305481,
0.0713... | ||
as informant-ratings of the very same abilities. Therefore, we want to analyze the location of six defined abilities in the SOKA model: verbal, numerical and spatial intelligence (which are part of most current intelligence models; Hunt, 2010 ), creativity (or more exactly the creative potential as measured by divergen... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.503 | 0.692 | ["innovation", "philosophy"] | 490 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483106 | [
0.11192761361598969,
-0.01687314733862877,
-0.06566257774829865,
0.03560483083128929,
-0.011046190746128559,
0.003331025829538703,
-0.02802962437272072,
0.004510792437940836,
0.014949774369597435,
-0.022440459579229355,
0.012921644374728203,
-0.010778086259961128,
-0.03666042536497116,
0.0... | ||
/competence ( Freudenthaler and Neubauer, 2005 ). This research question is not only relevant from a theoretical point of view but also has important practical implications regarding career counselling, especially for young people: Are they (or their peers, parents, etc.) aware of their abilities and talents, so that t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.434 | 0.832 | ["decision_making", "career", "war_conflict"] | 434 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483177 | [
0.023998884484171867,
0.0058932797983288765,
-0.0790443867444992,
0.03068968653678894,
-0.00764107471331954,
-0.0068280864506959915,
0.09112241864204407,
0.029125867411494255,
-0.011794454418122768,
-0.014139837585389614,
-0.1036936417222023,
0.06725713610649109,
-0.029384493827819824,
0.0... | ||
y on their interests but also on their abilities? This is particularly important, considering that abilities and interests mostly display surprisingly low relationships, as shown in the meta-analysis by Pässler et al. (2015) . The large importance of abilities for later professional success has been documented in sever... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.557 | 0.84 | ["networking", "career"] | 466 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483257 | [
0.12442848831415176,
0.039752375334501266,
-0.03679729625582695,
-0.019444745033979416,
0.031115474179387093,
-0.016797620803117752,
0.07516598701477051,
0.0554787814617157,
-0.0476670004427433,
0.01305111963301897,
-0.03345082327723503,
0.09346820414066315,
-0.06846705079078674,
0.0693846... | ||
tions around .5 for cognitive intelligence tests. For the big five, however, meta-analytically smaller correlations with job success have been reported, mostly between .1 and .2, maximally up to .3 ( Barrick et al., 2001 ). For emotional abilities, however, evidence on the importance for job success is much less clear.... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.471 | 0.714 | ["career"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483461 | [
-0.008404520340263844,
0.0030241713393479586,
-0.01757037080824375,
0.03652571886777878,
0.04678959399461746,
0.005319049581885338,
0.06850212812423706,
0.00047330185770988464,
-0.04992382600903511,
0.0012542182812467217,
0.0026467060670256615,
0.06819773465394974,
-0.02369721233844757,
0.... | ||
is relevant for job success, and although the relationships are small, EI shows an incremental contribution over and above cognitive intelligence. For creativity, however, no meta-analysis on relationship with job success is available. What do we know about the validity of self- versus informant ratings of abilities? E... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.422 | 0.848 | ["philosophy", "networking", "career", "innovation", "education"] | 475 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483562 | [
0.01878475770354271,
0.04341365396976471,
-0.06872048228979111,
-0.03837649151682854,
-0.01032272819429636,
0.028322914615273476,
0.06514621526002884,
0.030453328043222427,
-0.01921779476106167,
-0.009995648637413979,
-0.0180321354418993,
0.04566511511802673,
-0.03638897463679314,
0.040593... | ||
s, self- and informant ratings in the same study. To derive hypotheses, we thus needed to look into studies of (a) self-estimates of abilities and (b) informant estimates of abilities. A recent metasynthesis by Zell and Krizan (2014) has shown that self-estimates of quite diverse abilities are of low to medium validity... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.509 | 0.87 | ["philosophy", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483676 | [
0.07123582810163498,
-0.005750434938818216,
-0.06681878864765167,
0.000961070996709168,
-0.04414497688412666,
0.004865151830017567,
0.044140275567770004,
0.07874183356761932,
0.0019334101816639304,
0.02788500115275383,
-0.030711999163031578,
-0.01667882315814495,
-0.04514611139893532,
0.08... | ||
lities it was considerably lower than .29 – in particular, for nonverbal skills it was only .09. Another meta-analysis by Freund and Kasten (2012) , which focused on abilities covered in intelligence tests, however, reported valid self-estimates only for numerical but not verbal and spatial abilities. This discrepancy ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.486 | 0.848 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483772 | [
0.08029679208993912,
-0.001470762537792325,
-0.004006688017398119,
0.01589738205075264,
-0.024550994858145714,
0.0023431743029505014,
0.027833914384245872,
0.10119651257991791,
-0.08252431452274323,
0.07646027952432632,
0.007358092349022627,
-0.0019213142804801464,
-0.041323766112327576,
0... | ||
igence (as measured in intelligence tests), whereas the meta-synthesis by Zell and Krizan referred to foreign language ability. With regard to informant estimates of abilities, two kinds of studies can be found: First, some studies analyzed the validity of zero-acquaintance reports for general intelligence, which is mo... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.356 | 0.846 | ["diplomacy", "philosophy"] | 470 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483849 | [
0.038199733942747116,
-0.005453560966998339,
-0.02735324390232563,
-0.005718820262700319,
0.010826578363776207,
0.002095974748954177,
0.04850383847951889,
0.06940001994371414,
-0.0065127648413181305,
0.026030952110886574,
0.0011917612282559276,
0.06842539459466934,
0.013070760294795036,
0.... | ||
elligence have been summarized by Denissen et al. (2011) , who concluded that they “were reliable, stable and weakly correlated with objective intelligence” (p.108). The found intelligence*peer correlations that varied from .22 to .27. A further restriction is that pertinent research has been conducted only in adults, ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.379 | 0.702 | ["career", "family", "philosophy"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.483909 | [
0.003529503708705306,
0.03056761436164379,
-0.03955257311463356,
0.04661707580089569,
0.02049613930284977,
0.00961325317621231,
0.051920272409915924,
0.017436126247048378,
-0.022578099742531776,
0.049252644181251526,
0.0023710092063993216,
0.05328216403722763,
0.00026845536194741726,
0.025... | ||
of abilities is particularly important for young people facing important career decisions. In choosing a career path, young people might either rely on the self-perception of their abilities, or seek advice from friends, parents, teachers, and so on. But do self-estimates of abilities and/or informant estimates of abil... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.55 | 0.818 | ["career", "decision_making", "family", "philosophy"] | 410 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.484040 | [
0.02729632705450058,
0.027760883793234825,
-0.055007122457027435,
0.014273898676037788,
-0.019781529903411865,
-0.024136947467923164,
0.029629096388816833,
0.06884827464818954,
-0.027667418122291565,
-0.004768753424286842,
-0.041144583374261856,
0.027359614148736,
-0.010943877510726452,
0.... | ||
f the real (psychometrically determined) ability? And for which abilities should (young) people rely on their self-perception or on the advice of informants? In order to answer these questions, we want to analyze validity of self- versus informant ratings of select abilities at two age points, where important career de... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.384 | 0.866 | ["decision_making", "career", "philosophy", "family"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.484124 | [
0.03682636469602585,
0.05397038906812668,
-0.08884773403406143,
-0.018012581393122673,
-0.005540216341614723,
0.05776139721274376,
0.04741115868091583,
0.08657555282115936,
0.006433206144720316,
0.01985272951424122,
0.0012219841592013836,
0.008051822893321514,
-0.07871371507644653,
0.08473... | ||
choose a further career at (higher secondary) school leading eventually to academic studies at university, or whether to go directly into professional education (such as apprenticeships in Germany, Austria, other countries; see Dumfart et al., 2016 ). The second timepoint for career decisions is at 17–18 years, when (s... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.457 | 0.86 | ["education", "career", "decision_making", "leadership", "philosophy"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.484782 | [
0.02087126113474369,
0.03888961672782898,
0.0007413883577100933,
0.0026497389189898968,
0.0041562216356396675,
0.007715058047324419,
0.037650104612112045,
0.10756359994411469,
0.0069860368967056274,
0.023021571338176727,
0.008099117316305637,
0.014478206634521484,
-0.07186997681856155,
0.0... | ||
rmant reports of select abilities at 14 compared to 18 years of age. The following hypotheses are being tested: 1) Verbal and interpersonal ability should be located in the open area (I, see Fig. 1 ), that is, self- and informant reports should both be valid sources ( Furnham et al., 2005 ; Vazire, 2010 ). We based our... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.352 | 0.878 | ["philosophy"] | 503 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.484899 | [
0.06955662369728088,
0.023745805025100708,
-0.01295800693333149,
-0.0037572658620774746,
-0.002843849826604128,
0.012116167694330215,
0.0332149975001812,
0.10248361527919769,
-0.036735497415065765,
0.01967313326895237,
-0.02849593758583069,
0.005571205634623766,
-0.05258915200829506,
0.062... | ||
en (2012) , given the larger scale of the former. Our prediction for inter personal abilities arose from the finding that they usually correlate at medium-effect size with extraversion ( Freudenthaler et al., 2008 ), which was in the open area in Vazire (2010) . 2) For numerical ability, Freund and Kasten (2012) found ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.388 | 0.834 | ["philosophy"] | 413 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.484964 | [
-0.0010060297790914774,
-0.030601348727941513,
-0.005173277109861374,
0.039770547300577164,
0.02437012642621994,
-0.07981997728347778,
0.025871144607663155,
0.09872785210609436,
-0.027402225881814957,
-0.007367466576397419,
-0.018478909507393837,
-0.014009513892233372,
-0.016256336122751236,... | ||
n (2014) did not analyze this ability separately. With regard to informant ratings, no study was found that analyzed the validity of numerical ability. However, because of the high visibility of numerical ability in school contexts, we predict numerical ability to be also in the open area (I). 3) Spatial abilities have... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.482 | 0.868 | ["philosophy", "education"] | 506 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485033 | [
0.07612374424934387,
-0.016454152762889862,
-0.03472471982240677,
-0.011135011911392212,
-0.04465596750378609,
-0.006867196876555681,
0.00558568025007844,
0.03152192384004593,
-0.03144391253590584,
0.03846586495637894,
0.0021576033905148506,
0.02821572683751583,
0.020052043721079826,
0.074... | ||
rmant ratings of performance might be more valid. The same prediction is made for creativity (which was in the blind area in Vazire, 2010 ). 4) Finally, we expect intra personal competence to be located in the hidden area (III) of the SOKA window. Vazire (2010) placed neuroticism in the hidden area and in a former stud... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.573 | 0.848 | ["philosophy", "innovation", "education"] | 457 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485092 | [
0.04199281334877014,
-0.022991294041275978,
-0.06608378142118454,
0.01970432884991169,
-0.032409682869911194,
0.04530937969684601,
0.05777566134929657,
0.012708031572401524,
0.007996141910552979,
-0.061604175716638565,
-0.0027991568204015493,
-0.004280242137610912,
-0.027174079790711403,
-... | ||
neuroticism ( Freudenthaler and Neubauer, 2005 ). Finally, we ran a set of more exploratory multiple regressions to see how good the six abilities can be predicted from self- and peer-perspective in combination. The aim was on one hand to see whether the self- and other perspective can complement each other and for whi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.379 | 0.874 | [] | 509 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485158 | [
0.020062394440174103,
-0.0409197136759758,
-0.04496808722615242,
0.03355000540614128,
0.024064144119620323,
0.06062113121151924,
0.01030730176717043,
0.034369174391031265,
0.01854649931192398,
-0.010278211906552315,
-0.04744461551308632,
0.011529997922480106,
-0.04002361372113228,
0.028612... | ||
R 2 ) and compare that between the six abilities. 2. Method 2.1. Samples We recruited two convenience samples of adolescents in lower secondary school (LSS; grade 8, around 13/14 years, n = 237) and higher secondary school (HSS; grade 12, around 17/18 years, n = 225). However, since we wanted to compare correlations be... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.398 | 0.854 | ["education", "ethics", "philosophy"] | 480 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485250 | [
0.053565654903650284,
0.0714469701051712,
-0.02576768770813942,
0.0070142424665391445,
0.010739253833889961,
0.04737744852900505,
-0.023988422006368637,
0.08260291069746017,
-0.0271952785551548,
0.016918597742915154,
0.056711651384830475,
0.008751753717660904,
-0.01395497377961874,
0.05641... | ||
ility tests, self-estimates, and peer estimates). This left 448 participants (55.8 % female), with 233 of them in LSS ( M age = 14.07, SD age = 0.60, 53.2 % female) and 215 of them in HSS ( M age = 18.00, SD age = 0.70, n = 215, 58.6 % female). The studies were approved by the Ethic Commission of the University of Graz... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.341 | 0.746 | ["education", "governance"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485326 | [
0.047523729503154755,
0.06724301725625992,
0.01543258037418127,
0.01308857649564743,
0.07032812386751175,
0.0378875732421875,
0.014510470442473888,
0.11690009385347366,
-0.044909100979566574,
0.05486617237329483,
0.07084812223911285,
0.0010832706466317177,
-0.04825253039598465,
-0.00754573... | ||
ested pupils have the right to refuse – which they had in the studies conducted. We aimed at recruiting a diverse and representative sample, therefore inviting pupils from both public and from private schools that were located in rural areas and cities across two Austrian provinces (Styria and Upper Austria). A total n... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.346 | 0.85 | ["education"] | 465 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485428 | [
0.08203195035457611,
0.05863414704799652,
0.06520792841911316,
0.033431679010391235,
0.023950284346938133,
0.06230912357568741,
0.06682296842336655,
0.00284220720641315,
0.04217272996902466,
0.02321537584066391,
0.13182668387889862,
-0.059150900691747665,
-0.029389023780822754,
0.001079970... | ||
f all measures can be found in Table 1 . Table 1. Descriptive statistics and reliabilities of performance measures, self-estimates, and peer estimates. Ability Performance Self-estimate Peer estimate M SD Rel. M SD Rel. M SD Rel. Lower secondary school Verbal 12.30 3.61 .61 [.54, .68] 3.26 0.69 .82 [.79, .86] 3.23 0.71... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.525 | 0.728 | ["philosophy", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.485496 | [
0.13564155995845795,
-0.05053013563156128,
-0.03329235687851906,
-0.009320078417658806,
-0.0257498137652874,
0.0284823440015316,
-0.004689614288508892,
0.08800970017910004,
-0.0007589986198581755,
0.08047199994325638,
0.00464714365079999,
-0.023171845823526382,
0.047539446502923965,
0.0155... | ||
3 .84 [.81, .87] 3.29 0.56 .90 [.88, .92] Creativity 1.27 0.32 κ = .74 3.43 0.71 .82 [.78, .85] 3.28 0.60 .87 [.84, .89] EMA intrapersonal 2.83 0.38 .49 [.38, .59] 3.36 0.59 .64 [.56, .71] 3.24 0.45 .74 [.69, .78] EMA interpersonal 2.97 0.42 .58 [.49, .66] 3.65 0.67 .83 [.79, .86] 3.32 0.54 .85 [.82, .87] Higher second... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.536 | 0.742 | ["innovation", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.486153 | [
0.022658228874206543,
0.020311571657657623,
-0.032796140760183334,
-0.04975278675556183,
-0.08705157786607742,
-0.06236877664923668,
-0.0038698348216712475,
0.0813942551612854,
0.05097255855798721,
0.03355469927191734,
0.07176624983549118,
-0.04581927880644798,
0.0401754304766655,
0.001222... | ||
3 [.91, .94] 3.34 0.76 .96 [.95, .97] Spatial 9.78 2.75 .74 [.69, .79] 3.50 0.70 .85 [.82, .88] 3.55 0.46 .88 [.85, .90] Creativity 1.53 0.32 κ = .74 3.36 0.66 .82 [.78, .85] 3.46 0.55 .86 [.83, .89] EMA intrapersonal 2.96 0.36 .49 [.38, .58] 3.51 0.54 .63 [.55, .70] 3.50 0.50 .80 [.76, .84] EMA interpersonal 3.08 0.38... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.54 | 0.722 | ["management", "innovation"] | 450 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.486279 | [
0.006442713085561991,
0.0021288818679749966,
-0.06022036075592041,
0.016727615147829056,
-0.046029433608055115,
-0.04306463524699211,
0.05799190327525139,
0.06112400442361832,
0.059107743203639984,
0.03239121288061142,
0.07513035088777542,
-0.014150258153676987,
0.05174586921930313,
0.0089... | ||
ab Note. EMA = Emotional management ability. Rel. = reliability, measured as (1) inter-rater agreement between both judges in form of Cohen's kappa (κ) for the performance measure of creativity or (2) Cronbach's alpha for all other variables. Values in brackets refer to 95% confidence intervals for Cronbach's alpha, ca... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.36 | 0.7 | ["philosophy", "management", "ethics", "innovation", "negotiation"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.486348 | [
0.024001577869057655,
-0.002374111907556653,
-0.07806385308504105,
0.03235052898526192,
-0.026342079043388367,
-0.044409532099962234,
0.00644641974940896,
0.07554249465465546,
0.021513832733035088,
-0.01641438901424408,
0.017998244613409042,
-0.05437818542122841,
0.01787390559911728,
-0.03... | ||
subtests from Intelligenz-Struktur-Analyse (ISA; Fay et al., 2001 ). The subtests were for verbal ability ‘Gemeinsamkeiten finden’ (commonalities), numerical ability ‘Zahlenreihen’ (number series) and spatial ability ‘Figurenauswahl’ (figure completion), and these are well-established, reliable, and valid measures of t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.503 | 0.666 | ["innovation"] | 460 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.486459 | [
0.03644184768199921,
-0.04531644284725189,
-0.018269095569849014,
0.008725395426154137,
-0.06133401766419411,
-0.00009792547643883154,
0.06777191162109375,
0.023390594869852066,
-0.021319692954421043,
0.004514711908996105,
-0.004574276972562075,
-0.01808948814868927,
0.058051660656929016,
... | ||
directly, particularly not in these young people. Therefore, we measured the creative potential through divergent thinking tasks. We used three alternative uses tasks, namely umbrella, plastic bottle, and shoe, each given with a time limit of 2 min.; these tests have proven reliable and valid in a former study ( Jauk e... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.402 | 0.856 | ["innovation", "education", "philosophy"] | 453 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.486523 | [
0.02321138046681881,
0.033727504312992096,
0.03285669907927513,
-0.017961010336875916,
0.06657317280769348,
-0.07101999223232269,
0.06610137224197388,
0.05686648190021515,
0.05813084915280342,
0.016233084723353386,
0.023505987599492073,
0.02760254219174385,
-0.07521332055330276,
0.05202981... | ||
y can for the given object within the time limit. Each task was analyzed for fluency (number of answers) and originality, the latter being judged independently by three raters (authors A.P. and A.W. and a student; see Table 1 for interrater-agreement measure κ). Since the results for both measures showed similar tenden... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.342 | 0.696 | ["negotiation"] | 446 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487132 | [
-0.007476506754755974,
-0.054110635071992874,
-0.0364689901471138,
-0.011784764938056469,
0.04663921147584915,
-0.026796594262123108,
0.026868144050240517,
-0.01897420547902584,
0.10754537582397461,
-0.008093610405921936,
0.014105517417192459,
-0.005300871562212706,
-0.0231561791151762,
0.... | ||
y measure here (see also Diedrich et al., 2018 ). Fluency and originality were correlated at .53 in LSS and at .60 (both p <. 001) in HSS. 2.2.3. Emotional abilities/competencies Emotional abilities were measured by means of a previously developed test for emotional management ability (EMA, inter- and intrapersonal) fo... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.36 | 0.708 | ["management"] | 489 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487243 | [
0.03886069357395172,
-0.017115725204348564,
-0.0414050929248333,
0.03204364329576492,
0.01615859568119049,
-0.02142759971320629,
0.005736418999731541,
0.04077708348631859,
-0.008273420855402946,
-0.0306707676500082,
0.0018316355999559164,
0.04267630726099014,
0.028730755671858788,
0.019490... | ||
nd Neubauer, 2005 ; Freudenthaler et al., 2008 ). This is a 28-item situational judgement test (SJT) with 14 items each for intrapersonal and interpersonal emotional management ability. Items are of the following type: A short description of an emotionally laden situation is given and the testee has to choose from four... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.531 | 0.86 | ["management"] | 503 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487310 | [
0.030094973742961884,
0.05119604617357254,
-0.07057292014360428,
0.0465768538415432,
0.04902578890323639,
0.04325179010629654,
0.04547366872429848,
0.06028159335255623,
-0.007960895076394081,
-0.008666742593050003,
0.034126926213502884,
-0.06531758606433868,
0.014686173759400845,
0.0760423... | ||
t efficient handling of the respective situation. In the present study alphas were rather low (see Table 1 ), which is surprising considering that it was acceptable in prior studies. However, this is a common phenomenon with tests for social and emotional abilities (see Archer and Akert, 1977 ; Costanzo and Archer, 198... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.393 | 0.868 | ["education", "philosophy"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487368 | [
0.09507754445075989,
0.014494229108095169,
-0.03967012092471123,
0.008833715692162514,
-0.01832178235054016,
-0.030146081000566483,
0.022947516292333603,
0.07426566630601883,
-0.006157263647764921,
0.0022359336726367474,
-0.02289489097893238,
0.04366593435406685,
-0.014642502181231976,
0.0... | ||
scribing the respective ability in 9–10 items, reflecting its various aspects as good as possible. Peer estimates came from classmates: Each target person was rated by two peers/classmates, who were selected randomly. For each ability, the two peer-estimates were averaged, in order to obtain a measure that is less susc... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.469 | 0.852 | ["ethics"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487437 | [
0.05000770464539528,
0.02639978751540184,
-0.011658845469355583,
0.048895008862018585,
0.0024694937746971846,
0.01964445225894451,
0.0508095920085907,
0.09017820656299591,
-0.08340006321668625,
0.042303163558244705,
0.03342415764927864,
-0.014154127798974514,
0.05949205905199051,
0.0029591... | ||
different wording.” (verbal intelligence) or “Estimating the size of a room is easy for me.” (spatial intelligence). The peer estimate questionnaires were based on the same items but slightly rephrased so that they referred to others instead of oneself (e.g., “_____ can easily rephrase a text using different wording.”)... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.374 | 0.7 | [] | 476 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487503 | [
0.06633420288562775,
0.05561294034123421,
-0.010236428119242191,
0.09668503701686859,
-0.012245647609233856,
-0.041112564504146576,
0.0848802998661995,
0.06592655926942825,
-0.07058422267436981,
0.08501273393630981,
0.03950147330760956,
-0.0014783709775656462,
0.039039500057697296,
0.00047... | ||
he appendix shows translations of all items used. As can be seen in Table 1 , all alphas were either high (α > .80) or at least satisfactory (α > .70), with the exception of the self-estimate for intrapersonal ability (α LSS = .64, 95% CI [.56, .71], α HSS = .63, 95% CI [.55, .70]). 2.4. Procedure Tests were given in r... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.524 | 0.74 | [] | 499 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487556 | [
0.06984970718622208,
0.01594742015004158,
-0.049149032682180405,
-0.020915543660521507,
-0.0375908799469471,
-0.060222260653972626,
0.0116492360830307,
0.10468275099992752,
-0.01925780065357685,
0.022610023617744446,
0.035637520253658295,
0.022177143022418022,
-0.03882230073213577,
0.02906... | ||
e limits of 8, 11 and 7 minutes, respectively; 2. the three alternative uses tasks with a time limit of 2 minutes each; 3. the test for emotional management ability without a strict time limit (this took about 20 minutes). In order to obtain a maximum estimate of self*ability correlation, each self-estimate was given d... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.426 | 0.86 | ["management", "philosophy"] | 485 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487616 | [
0.04232018068432808,
0.024815792217850685,
-0.018179873004555702,
0.06272134929895401,
-0.009046141989529133,
-0.06486006081104279,
-0.053053006529808044,
0.023633036762475967,
0.008366243913769722,
0.007840316742658615,
0.035769421607255936,
0.0045473333448171616,
-0.014007731340825558,
0... | ||
is, after all other tests had been administered. At this point, individuals also had to complete the German version of the Inclusion of the Other in the Self Scale (IOS scale; Aron et al., 1992 ) for each peer they rated. This is a measure of relationship closeness and resulted in a score between one (no relationship a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.567 | 0.874 | ["networking"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487667 | [
0.0005290638073347509,
0.05291353911161423,
-0.02325432561337948,
-0.007851897738873959,
-0.0494384728372097,
-0.007237856276333332,
-0.013220255263149738,
0.08663597702980042,
-0.003073727246373892,
-0.01933782920241356,
0.04343311861157417,
-0.0006821327260695398,
-0.018935803323984146,
... | ||
s investigated in two ways: First, we computed correlations between self-estimates and performance, as well as, between peer estimates and performance for each of the six ability domains. Bonferroni-correction was applied to all tests of significance involving multiple subscales of the same test, that is the ISA with t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.368 | 0.864 | ["philosophy"] | 496 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487721 | [
0.05130447819828987,
0.05326436460018158,
0.038653984665870667,
-0.016902197152376175,
-0.06733843684196472,
-0.09066689014434814,
-0.03396661952137947,
0.08823511004447937,
0.02773340791463852,
0.03669222816824913,
-0.06506071984767914,
-0.043983664363622665,
-0.027696698904037476,
-0.023... | ||
sulting in a significance threshold of p < .025). In addition to this significance-testing approach, we also developed a more descriptive approach when considering the minimal effect necessary to define a perspective as reasonably accurate. The aim of this effect-size-based approach is to obtain results that are compar... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.503 | 0.83 | ["philosophy"] | 434 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487778 | [
0.07027050107717514,
0.05824560672044754,
0.06771200150251389,
0.04101531207561493,
-0.0025961296632885933,
-0.006991685833781958,
-0.016627445816993713,
0.1529596447944641,
0.03598402440547943,
0.01512004341930151,
0.009912059642374516,
0.0005032760091125965,
-0.07976147532463074,
0.02318... | ||
obtained by looking at significance levels alone. Similar to Vazire and Mehl (2008) , we consider all estimate*performance correlations starting from r = .2 to indicate a relevant level of accuracy. This lies exactly between what would be considered a small and a medium sized effect according to common conventions and ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.45 | 0.866 | ["philosophy"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.487904 | [
0.0866452008485794,
0.01787302829325199,
-0.025639599189162254,
0.019218407571315765,
0.004755995701998472,
-0.008504463359713554,
-0.02788652665913105,
0.08920370787382126,
-0.016634298488497734,
0.00553562305867672,
-0.07142950594425201,
0.03020837903022766,
0.0023697358556091785,
0.0061... | ||
sen et al., 2011 ; Freund and Kasten, 2012 ; Zell and Krizan, 2014 ). We then compared the resulting self-estimate*performance and peer estimate*performance correlations with each other. In line with Vazire (2010) , we defined a difference between two correlation coefficients of more than .15 as substantial. Second and... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.592 | 0.854 | ["philosophy"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488019 | [
0.0293491892516613,
-0.017603788524866104,
-0.04083076864480972,
0.024046817794442177,
0.0031726728193461895,
-0.016610162332654,
0.06139760464429855,
0.07238993048667908,
0.004583282861858606,
-0.0037348922342061996,
-0.070743627846241,
0.03545559570193291,
-0.005114651285111904,
0.001265... | ||
independent contributions to predicting actual (psychometric) performance, we performed a series of multiple regression analyses with performance in each of the ability tests as outcome. Gender was entered in the first step as control variable. In the second step, self- and peer estimates of the respective ability were... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.557 | 0.842 | ["philosophy", "family"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488369 | [
0.10856562852859497,
-0.006960622034966946,
-0.057094261050224304,
0.05765984579920769,
0.024053869768977165,
0.004491792991757393,
0.003134186379611492,
-0.03193255886435509,
0.0069991410709917545,
0.010633577592670918,
-0.02325705625116825,
0.009765587747097015,
-0.03698877617716789,
0.0... | ||
, homoscedasticity, absence of multicollinearity, independent errors, and normality of residuals) were assessed and met. 3. Results Intercorrelations of all performance measures for both samples are displayed in Table 2 . As can be seen, all classical intelligence facets (i.e., verbal, numerical, and spatial intelligen... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.536 | 0.822 | ["management", "philosophy"] | 430 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488440 | [
0.11025834083557129,
-0.05188341811299324,
-0.012163516134023666,
0.09632012993097305,
0.030709723010659218,
0.008265496231615543,
-0.034493811428546906,
-0.011869426816701889,
-0.016259323805570602,
0.06986097246408463,
0.02464105933904648,
0.005330076906830072,
-0.019171589985489845,
-0.... | ||
did both facets of emotional management ability. While creativity correlated with all classical intelligence facets in the older sample, it correlated with verbal and numerical but not with spatial intelligence in the younger sample. There was no significant difference between the closeness of the friendship between th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.346 | 0.736 | ["management", "innovation"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488502 | [
0.07282620668411255,
-0.021585434675216675,
0.04376178979873657,
0.050129495561122894,
0.05728516727685928,
-0.0405852310359478,
-0.030718306079506874,
0.00909221637994051,
-0.019500533118844032,
0.023506229743361473,
0.01876303181052208,
0.05581459775567055,
0.03412444517016411,
-0.047872... | ||
3.36, SD = 2.11, t (224) = −0.22, p = .826, d = 0.02; HSS: M = 3.37, SD = 1.83, t (212) = −1.44, p = .153, d = 0.10). Table 2. Summary of intercorrelations of all performance measures as a function of school type. Measure 1 2 3 4 5 6 Verbal (1) – .366** .408** .262** −.028 .022 Numerical (2) .451** – .371** .143* .060 ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.526 | 0.75 | ["innovation", "education", "philosophy"] | 510 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488571 | [
0.05575863644480705,
-0.025711605325341225,
-0.006927693262696266,
-0.013691890053451061,
-0.03648066893219948,
0.002088298788294196,
-0.012516168877482414,
0.061142448335886,
0.05392363294959068,
0.03989243879914284,
0.06368346512317657,
-0.005531555041670799,
0.032177671790122986,
0.0135... | ||
85 – .262** EMA interpersonal (6) .101 .062 −.004 .123 .338** – Open in a new tab Note . EMA = Emotional Management Ability. Intercorrelations for pupils of higher secondary schools ( n = 215) are presented above the diagonal, and intercorrelations for pupils of lower secondary schools ( n = 233) are presented below th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.546 | 0.73 | ["education", "management", "philosophy"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488645 | [
0.015404434874653816,
0.008580096065998077,
0.004227689933031797,
-0.03125261887907982,
-0.020672976970672607,
-0.07659700512886047,
-0.026664001867175102,
0.05401376262307167,
0.0667535662651062,
0.008379672653973103,
0.06541579961776733,
-0.004616683814674616,
0.026709595695137978,
-0.01... | ||
estimates for the respective domain in lower versus higher secondary school, as well as the self*peer correlations. Relationships of abilities with self- and peer estimates are quite diverse. Surprisingly, verbal intelligence does not correlate with self-estimates in lower secondary school. It also shows only a small t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.544 | 0.844 | ["education", "networking"] | 495 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488698 | [
0.06560762226581573,
-0.0022282639984041452,
0.018364036455750465,
0.017684051766991615,
-0.054353535175323486,
-0.033800721168518066,
0.014527036808431149,
0.06552654504776001,
0.007801723666489124,
0.07432901114225388,
0.022631589323282242,
0.02338407188653946,
0.008608099073171616,
0.03... | ||
w the above defined accuracy threshold of r ≥ .2. Even peer estimates of verbal intelligence are only of rather low validity ( r s between .26 and .28, albeit significant). Considering Vazire's (2010) suggestions that a difference in r values of more than .15 indicates a relevant difference between the perspectives, we... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.37 | 0.86 | ["ethics"] | 499 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488780 | [
0.021564383059740067,
0.001569180516526103,
-0.031807202845811844,
-0.020687764510512352,
0.014123601838946342,
0.026747802272439003,
0.0037517654709517956,
0.0805823877453804,
-0.014885139651596546,
0.05526501685380936,
-0.00793277844786644,
0.05126670375466347,
-0.0067094359546899796,
0.... | ||
ple the difference falls short of that criterion. In contrast, numerical abilities show mostly medium to high validities, both for self- and peer estimates. Nevertheless, in higher secondary school the self-perspective is substantially more valid than the peer-perspective (difference in r s of .18). Spatial ability is ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.382 | 0.854 | ["education"] | 502 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488862 | [
0.033407729119062424,
-0.025032049044966698,
0.02926620841026306,
-0.04780839756131172,
-0.010403651744127274,
-0.047638289630413055,
-0.042306672781705856,
0.11312944442033768,
0.03544481098651886,
0.058923665434122086,
-0.015656890347599983,
0.047683969140052795,
-0.010839929804205894,
0... | ||
the difference between both perspectives is .15. Creativity (originality in divergent thinking tasks) gave low to medium validities ( r s between.22 and .34); and according to the ‘Vazire criterion’ the differences in perspectives are irrelevant. Intrapersonal ability can be self-estimated well, with medium to high r v... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.451 | 0.696 | ["ethics", "innovation"] | 458 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488914 | [
0.039212729781866074,
-0.04860689118504524,
-0.018183834850788116,
-0.024547554552555084,
0.025141572579741478,
-0.05315703898668289,
-0.006547159049659967,
0.07697742432355881,
0.015624876134097576,
-0.01202545315027237,
-0.04093782603740692,
0.0240605641156435,
-0.013793881051242352,
-0.... | ||
fference in r values exceeds .15 in both samples. For interpersonal abilities self-estimates show good validity ( r s around .46), whereas peer-estimates show low validity in the older sample ( r = .19, significant but below our proposed threshold) and no correlation with performance in the younger sample ( r = −.01). ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.396 | 0.688 | ["philosophy", "ethics"] | 429 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.488966 | [
0.04350743442773819,
0.007598576135933399,
-0.016425268724560738,
-0.005560575518757105,
0.02585982345044613,
-0.001062657916918397,
-0.004136241041123867,
0.07652167230844498,
0.007285799831151962,
-0.006688047666102648,
-0.02627522684633732,
-0.00261911703273654,
-0.00951826199889183,
0.... | ||
and conforms to the ‘Vazire criterion.’ Table 3. Correlations of abilities (performance) with self- and peer-estimates and correlations between self- and peer estimates for six abilities. Ability Lower secondary school Higher secondary school Perf * SE Perf * PE SE * PE Perf * SE Perf * PE SE * PE Verbal .080 ( p = .22... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.549 | 0.666 | ["education", "philosophy"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489020 | [
0.07149151712656021,
0.01424914225935936,
-0.02094971016049385,
-0.011024534702301025,
-0.07799424231052399,
-0.002510142046958208,
0.022532081231474876,
0.06721161305904388,
0.0012253860477358103,
0.0567859522998333,
0.003782163606956601,
0.03692708909511566,
0.011632331646978855,
0.03473... | ||
46* ( p < .001) .533* ( p < .001) .357* ( p < .001) .472* ( p < .001) Spatial .097 ( p = .139) .138 ( p = .036) .083 ( p = .206) .310* ( p < .001) .159 ( p = .020) .130 ( p = .056) Creativity .335* ( p < .001) .217* ( p < .001) .219* ( p = .001) .315* ( p < .001) .278* ( p < .001) .315* ( p < .001) EMA intrapersonal .3... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.517 | 0.692 | ["innovation"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489086 | [
0.06487584859132767,
0.005910210777074099,
0.010207444429397583,
0.043774768710136414,
-0.047773610800504684,
-0.05146832391619682,
0.05455371364951134,
0.08099623769521713,
0.01989779993891716,
0.034606873989105225,
0.07356110960245132,
-0.04883582517504692,
0.029442155733704567,
0.001281... | ||
9 ( p = .894) .037 ( p = .576) .476* ( p < .001) .190* ( p = .005) .280* ( p < .001) Open in a new tab Note. EMA = Emotional Management Ability. Perf = Performance. SE = Self-Estimates. PE = Peer-Estimates. *significant (for tests with multiple subtests after Bonferroni correction; p < .0167 for analyses involving verb... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.525 | 0.7 | ["management", "philosophy"] | 420 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489151 | [
0.07746542990207672,
0.028086872771382332,
0.01455133780837059,
-0.003605879843235016,
-0.04936113581061363,
-0.02380598522722721,
-0.007300115190446377,
0.10521572828292847,
0.04818011075258255,
0.06517134606838226,
0.045567214488983154,
-0.03420398011803627,
-0.032133039087057114,
-0.044... | ||
analyses involving EMA intra- or interpersonal). Table 3 also shows self*peer correlations: In both samples self- and peer perspectives agree at medium to high size for verbal and numerical abilities, and (lower) for creativity. In higher secondary school there is a medium self*peer correlation for interpersonal abilit... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.575 | 0.82 | ["innovation", "education"] | 419 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489216 | [
0.044360898435115814,
-0.02874942310154438,
0.005489402916282415,
-0.03466744348406792,
-0.05271578207612038,
-0.08370286971330643,
-0.0007783633773215115,
0.024553438648581505,
0.03478309512138367,
0.02166983112692833,
0.026614859700202942,
0.03406427428126335,
0.01212367881089449,
0.0240... | ||
t) no correspondence between self and peers. 3.2. Multiple regressions The amount of variance explained in each step of the hierarchical multiple regression analyses as well as beta-values of each predictor can be seen in Table 4 . Our control variable gender was a significant and positive predictor of numerical intell... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.548 | 0.86 | ["education", "ethics"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489272 | [
0.08041749149560928,
-0.03558340668678284,
0.07243329286575317,
0.021561672911047935,
0.020963432267308235,
-0.006916026584804058,
-0.0012835424859076738,
-0.013077953830361366,
0.00967807974666357,
0.09175964444875717,
0.03806356340646744,
0.03530759736895561,
-0.014527100138366222,
0.000... | ||
in higher secondary school, indicating that boys performed better than girls in the respective performance measures. Girls outperformed boys in creativity in lower secondary school and interpersonal abilities in both age groups. Table 4. Hierarchical multiple regression analyses predicting level of verbal, numerical, a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.53 | 0.82 | ["philosophy", "innovation", "education", "management"] | 461 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489349 | [
0.0762205496430397,
-0.029074018821120262,
0.04296305775642395,
-0.000010213861060037743,
-0.003162610111758113,
-0.05950451269745827,
-0.029112400487065315,
-0.02695840783417225,
0.001605917583219707,
0.05706872045993805,
0.005977845750749111,
0.04143397510051727,
0.03236987069249153,
-0.... | ||
ties from corresponding self- and peer estimates. Predictor Ability Verbal Numerical Spatial Creativity EMA intra-personal EMA inter-personal Δ R 2 β Δ R 2 β Δ R 2 β Δ R 2 β Δ R 2 β Δ R 2 β Lower secondary school Step 1 <.001 .043** .043** .022* .003 .082** Gender −.022 .208** .207** −.150* .054 −.287** Step 2 .070** .... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.546 | 0.74 | ["innovation", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489403 | [
0.03931576758623123,
-0.0477587915956974,
-0.010057446546852589,
0.0017270944081246853,
-0.055122923105955124,
-0.0467730388045311,
-0.02720910683274269,
0.06604529172182083,
0.029519252479076385,
0.0478312186896801,
0.00890485942363739,
0.019058624282479286,
-0.02802126668393612,
-0.01983... | ||
31* .010 −.061 Total R 2 .071** .274** .058** .152** .142** .255* Higher secondary school Step 1 <.001 .091** .009 <.001 .039** .059** Gender −.006 .302** .096 −.013 .198** −.243** Step 2 .084** .264** .101** .138** .144** .218** Gender .046 .245** .019 .066 .158* −.219** SE .070 .407** .290** .251** .353** .459** PE .... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.52 | 0.72 | ["management", "education"] | 508 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489471 | [
0.033146992325782776,
0.032292015850543976,
-0.03653797134757042,
0.046786580234766006,
-0.025548772886395454,
-0.06099176034331322,
-0.028713708743453026,
0.0639876276254654,
0.010254418477416039,
0.07870510965585709,
0.06517183780670166,
-0.05730047449469566,
0.039350710809230804,
-0.021... | ||
bility; SE = Self-Estimates; PE = Peer-Estimates. One participant in lower secondary school did not provide their gender, leading to a sample of n = 232 for all regression analyses involving this sample. Gender was scored such that positive betas indicate higher ability levels in men than in women. * p < .05. ** p < .0... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.512 | 0.734 | ["leadership", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489543 | [
0.08559878915548325,
0.017176203429698944,
0.011254090815782547,
0.04475456103682518,
-0.029891114681959152,
-0.026047896593809128,
0.034199293702840805,
0.03196902945637703,
0.02077295072376728,
0.062148451805114746,
0.025317009538412094,
0.025415459647774696,
-0.0548429861664772,
-0.0266... | ||
y low (LSS: F (3, 228) = 5.80, p = .001, R 2 = .071, Cohen's f 2 = .076; HSS: F (3, 211) = 6.42, p < .001, R 2 = .084, Cohen's f 2 = .092). Numerical intelligence can be predicted with high effect sizes and both self- and peer estimates contribute significantly to its prediction (LSS: F (3, 228) = 28.67, p < .001, R 2 ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.513 | 0.638 | [] | 415 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489596 | [
0.061934202909469604,
-0.027227366343140602,
0.01888934150338173,
0.05190920829772949,
0.09267833083868027,
-0.010823633521795273,
-0.07904762029647827,
0.12571364641189575,
-0.044508930295705795,
0.041215650737285614,
-0.0787992924451828,
-0.012832412496209145,
0.028392620384693146,
-0.04... | ||
38.69, p < .001, R 2 = .355, Cohen's f 2 = .550). Spatial intelligence shows low predictability in both samples and can only be predicted from self-estimates in higher secondary school, while neither self- nor peer estimates can contribute to its prediction in lower secondary school (LSS: F (3, 228) = 4.66, p = .003, R... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.351 | 0.716 | ["education"] | 417 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489664 | [
0.15372136235237122,
-0.046091701835393906,
0.023420700803399086,
0.04607902094721794,
0.047860484570264816,
-0.015587126836180687,
-0.07964687049388885,
0.1084774062037468,
-0.03096042014658451,
0.10174227505922318,
-0.04196365922689438,
0.015552956610918045,
0.02897617034614086,
0.029108... | ||
8.73, p < .001, R 2 = .110, Cohen's f 2 = .124). For creativity, a medium-sized amount of variance can be explained and both perspectives contribute to its prediction (LSS: F (3, 228) = 13.62, p < .001, R 2 = .152, Cohen's f 2 = .179; HSS: F (3, 211) = 11.32, p < .001, R 2 = .139, Cohen's f 2 = .161). When it comes to ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.575 | 0.746 | ["management", "innovation"] | 510 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489746 | [
0.10422330349683762,
-0.011961986310780048,
0.05636780709028244,
0.10067316144704819,
0.045198842883110046,
-0.01887676492333412,
0.0009945405181497335,
0.12803968787193298,
0.05255747213959694,
0.007328535430133343,
-0.04775210842490196,
0.018491245806217194,
-0.010791181586682796,
-0.042... | ||
s also medium-sized (LSS: F (3, 228) = 12.53, p < .001, R 2 = .142, Cohen's f 2 = .166; HSS: F (3, 211) = 15.81, p < .001, R 2 = .184, Cohen's f 2 = .225). Like numerical intelligence, interpersonal emotional management abilities can be predicted with high effect sizes in both samples. However, here only self-estimates... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.43 | 0.656 | ["management"] | 506 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489799 | [
0.09864725917577744,
-0.0139370858669281,
0.02952665463089943,
0.09013102948665619,
0.08592666685581207,
-0.027944393455982208,
-0.0672539696097374,
0.1163351908326149,
-0.03474368155002594,
0.0252845361828804,
-0.0441390685737133,
-0.04507569968700409,
0.03815039247274399,
-0.028423033654... | ||
87, p < .001, R 2 = .276, Cohen's f 2 = .381). 4. Discussion The questions and hypotheses of this study were derived from three sources: 1. Vazire's (2010) SOKA model; 2. the literature on self-estimates of abilities; 3. the validity of informant ratings of abilities. We made the following predictions regarding the fou... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.424 | 0.726 | ["innovation", "education", "philosophy"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489862 | [
0.11243220418691635,
0.0065430100075900555,
-0.06682595610618591,
0.042371612042188644,
-0.05901534855365753,
0.04251040890812874,
0.01864926517009735,
0.036093875765800476,
0.0022826269268989563,
-0.002158717717975378,
-0.004178044386208057,
-0.0027947393245995045,
-0.03065270557999611,
0... | ||
al intelligence and creativity in the blind spot (II); intrapersonal ability in the hidden area (III). Most predictions were not confirmed. Since the pattern of results was similar for both age groups, we discuss most findings without differentiating between age groups (unless otherwise noted): In lower secondary schoo... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.429 | 0.858 | ["innovation", "education"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489916 | [
0.03206297382712364,
0.027388334274291992,
0.020349111407995224,
0.05716996267437935,
-0.014600294642150402,
0.034153640270233154,
0.023441076278686523,
-0.02629132568836212,
-0.016334809362888336,
0.023466311395168304,
0.10596726834774017,
0.012407244183123112,
0.049786005169153214,
-0.08... | ||
while peers judge them more accurately, but also with rather low validity ( r of .26). Also in line with this result, only peer estimates could significantly predict verbal intelligence in the respective multiple regression analysis. Pupils in higher secondary school seem to have at least some sense of their verbal abi... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.407 | 0.856 | ["communication", "education"] | 510 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.489980 | [
0.0723121240735054,
0.003656950779259205,
-0.00408586161211133,
-0.006289673037827015,
-0.024748705327510834,
-0.012334526516497135,
0.02412698231637478,
0.052155569195747375,
-0.024028513580560684,
0.10034332424402237,
0.03167868033051491,
0.0505354106426239,
-0.013210028409957886,
0.0324... | ||
w validity and putting verbal intelligence at the verge between the open and blind spot. Again, peers have a bit more insight, albeit the difference between both perspectives is lower than what Vazire (2010) suggested to be relevant. The accuracy of both perspectives was on the one hand unexpectedly low, considering th... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.512 | 0.844 | [] | 451 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490038 | [
0.019166266545653343,
-0.037317488342523575,
-0.02704421430826187,
0.049796212464571,
-0.022343989461660385,
0.03122183308005333,
0.06567837297916412,
0.07255367934703827,
-0.00996390450745821,
0.030339259654283524,
0.02348044142127037,
0.0501541867852211,
0.0031746700406074524,
0.00202531... | ||
ce from Zell and Krizan's metasynthesis ( 2014 ). On the other hand, it conforms well with results from Freund and Kasten's meta-analysis ( 2012 ), which operationalized verbal abilities as performance in verbal intelligence subtests and could therefore be considered more alike to the present study. Moreover, multiple ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.419 | 0.85 | ["philosophy", "education"] | 465 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490093 | [
0.060324665158987045,
-0.00564600108191371,
-0.018091894686222076,
0.01302594318985939,
-0.028531024232506752,
-0.003990773111581802,
0.05907336622476578,
0.11612487584352493,
-0.028333308175206184,
0.05399562418460846,
-0.035333648324012756,
0.023861246183514595,
-0.012259144335985184,
0.... | ||
and .08), putting it almost in the unknown area. This might be the most puzzling finding of the current study. There are several possible explanations for the low associations between psychometrically measured and estimated verbal intelligence: The verbal intelligence test might not be a good measure of verbal ability,... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.509 | 0.856 | ["family", "education"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490142 | [
0.039223022758960724,
-0.014425577595829964,
0.008409913629293442,
0.0456601157784462,
-0.04097139462828636,
0.014216967858374119,
0.023027939721941948,
0.0336308516561985,
-0.059647854417562485,
0.061299458146095276,
0.06630393117666245,
-0.02263663336634636,
0.01553178858011961,
0.052513... | ||
bility and also showed the expected intercorrelations with the other intelligence factors (see Table 2 ). In addition, the substantial correlations with divergent thinking tasks clearly speak in favor of a valid measurement of verbal ability in our samples (verbal fluency, which is also measured in divergent thinking t... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.534 | 0.86 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490185 | [
0.09089944511651993,
-0.07700726389884949,
-0.011934006586670876,
-0.02862854115664959,
-0.0517074391245842,
-0.02220233716070652,
0.060064587742090225,
0.0731717124581337,
-0.01925526186823845,
0.019323306158185005,
0.0032265859190374613,
0.012690556235611439,
0.006855837535113096,
0.0713... | ||
were of sufficient reliability (see as in Table 1 ) and the self-peer correlations were rather high (see Table 3 ). Therefore, it seems rather that the implicit concept of verbal ability in adolescents might not correspond to our (the psychologists) concept of verbal intelligence. A closer look at the items in the self... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.377 | 0.862 | [] | 509 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490269 | [
0.006548547185957432,
-0.022828521206974983,
-0.016704875975847244,
-0.0034230644814670086,
-0.052436500787734985,
-0.02294011600315571,
0.08249641209840775,
0.031139183789491653,
-0.03630846366286278,
0.01886436529457569,
0.027048656716942787,
0.029957031831145287,
-0.00936965737491846,
0... | ||
he abilities tapped by verbal intelligence tests. There is another – maybe most plausible – explanation though: These days, the supposedly weak verbal proficiency of young people is often complained about, with the low rate of (focused) reading and other factors being held responsible (e.g., De Naeghel, Van Keer, Vanst... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.517 | 0.856 | ["philosophy", "rhetoric"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490327 | [
0.12450028210878372,
-0.006196738686412573,
0.01435360498726368,
0.008362584747374058,
-0.045930542051792145,
-0.015882613137364388,
0.08756427466869354,
0.07258380949497223,
-0.020246949046850204,
0.05377773195505142,
0.01028116513043642,
0.05175033584237099,
-0.012457707896828651,
0.0424... | ||
be particularly weak at self- and peer estimating because this might require exactly what they are missing: a good verbal ability (see also the Dunning-Kruger-effect; Kruger and Dunning, 1999 ; Dunning et al., 2003 ). The finding that numerical ability is in the open area is in agreement with Freund and Kasten's meta-a... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.407 | 0.868 | ["negotiation", "education", "philosophy"] | 511 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490392 | [
0.11073943227529526,
0.02828194387257099,
0.014747774228453636,
-0.002927611581981182,
-0.04866760969161987,
-0.017511293292045593,
0.010163366794586182,
0.11929608136415482,
-0.012581444345414639,
0.04157270863652229,
-0.03908873349428177,
0.01906232163310051,
-0.009495723061263561,
0.022... | ||
nts' mathematical performance) and the amount of feedback pupils get in this context. Spatial intelligence we had hypothesized to be located in the blind spot. However, it turned out to be in the unknown area (14 years) or in the hidden area (18 years). This is the only ability that changes its position within the Joha... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.357 | 0.876 | ["philosophy", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490469 | [
0.06891153007745743,
0.0038466237019747496,
0.025982048362493515,
0.04176170751452446,
-0.021933749318122864,
0.027677148580551147,
0.009058158844709396,
0.013092843815684319,
0.019156984984874725,
0.07923222333192825,
0.005500847939401865,
0.01981968618929386,
0.024929482489824295,
-0.016... | ||
hool performance and therefore do not receive as much feedback from school performance in the younger sample compared to the higher secondary school, where in math classes aspects of spatial ability are also required (e.g., geometry). The third unexpected finding is that creativity is not in the blind spot ( Vazire, 20... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.439 | 0.856 | ["philosophy", "innovation", "education"] | 478 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490519 | [
0.07948003709316254,
0.02491416595876217,
-0.002173086628317833,
-0.051000840961933136,
-0.05364366993308067,
-0.03917757421731949,
0.010374688543379307,
0.017620272934436798,
0.028040610253810883,
0.054961007088422775,
0.02207770198583603,
0.06154828146100044,
-0.005569832865148783,
-0.03... | ||
higher than those from the informant perspective. This deviation from Vazire's (2010) finding might be explained by the age group studied here. Children/adolescents might get more feedback in school about their creativity than adults usually get, but this is only a conjecture. Apart from verbal intelligence, maybe the ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.532 | 0.848 | ["innovation", "family", "education", "philosophy"] | 477 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490576 | [
0.055269185453653336,
0.010944237001240253,
0.03197341784834862,
0.006217177491635084,
0.021404674276709557,
-0.03443031385540962,
0.0005647779908031225,
0.06427491456270218,
0.021991994231939316,
0.035325948148965836,
0.0625595897436142,
0.033876653760671616,
0.008531598374247551,
-0.0370... | ||
located in the open area but in the hidden area. This means, young adolescents have accurate self-views but no insight into each other's interpersonal abilities. Here it might be that – after filling out the SJT for interpersonal ability – the testees have a conceptually valid view of their own interpersonal competence... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.409 | 0.84 | [] | 431 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490626 | [
0.03247658535838127,
0.045074623078107834,
-0.05217353254556656,
-0.009374579414725304,
0.0803241953253746,
-0.02201109193265438,
0.006185478530824184,
0.06102773919701576,
0.005800115875899792,
0.006695241667330265,
0.12362838536500931,
-0.015839958563447,
-0.004089749418199062,
-0.031356... | ||
ass) that conception might have vanished already. It is also possible that the peer estimate reflects some general aspects related to liking, although this is purely speculative at the moment. Nevertheless, it is interesting to note that this ability is the only one where some change in peers' accuracy with age can be ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.409 | 0.868 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490685 | [
0.008595697581768036,
0.028254719451069832,
0.042995575815439224,
0.021150287240743637,
0.03218157961964607,
0.011467019096016884,
0.008580086752772331,
0.027180319651961327,
-0.013242222368717194,
0.0641692727804184,
0.002362140454351902,
0.03301268070936203,
0.04870457202196121,
-0.03285... | ||
below our threshold for accuracy, the change between both age groups is considerable. Self-peer-agreement also rose from .04 to .28. This means that interpersonal competence might need some ontogenetic development – and possibly also feedback from experiences with the other gender – so that people can properly estimate... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.427 | 0.842 | ["negotiation", "philosophy"] | 472 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490736 | [
0.05875866115093231,
0.03587335720658302,
0.015021292492747307,
0.04904014617204666,
0.027921311557292938,
-0.031742244958877563,
-0.037505440413951874,
0.017509181052446365,
-0.048878706991672516,
0.005725501570850611,
-0.04620329290628433,
-0.01119796372950077,
-0.00027663508080877364,
-... | ||
be tempted to blame the performance test itself. However, upon closer examination the test mostly showed the expected correlations with other abilities, namely medium-size correlations of .34 in the younger sample and .26 in the older sample with intrapersonal ability (see Table 2 ), which corresponds well with earlier... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.452 | 0.856 | ["philosophy"] | 509 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490797 | [
0.07382918149232864,
-0.010097706690430641,
-0.034797944128513336,
0.05074205622076988,
0.029319968074560165,
-0.05056607350707054,
-0.009748883545398712,
0.02323014661669731,
-0.048518337309360504,
-0.028579365462064743,
-0.03080901689827442,
0.00011141283175675198,
0.0015894477255642414,
... | ||
n area conforms well with the initial prediction. Turning to the practical issue of career counseling in the field of work and organizational psychology, using multiple regression analyses we asked whether complementing self- and peer perspectives of six central ability domains gives the adolescents a good perspective ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.581 | 0.854 | ["philosophy", "career"] | 507 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490871 | [
0.025537662208080292,
-0.014383104629814625,
-0.0564223974943161,
-0.033769186586141586,
-0.00014481712423730642,
-0.015511172823607922,
0.04242788255214691,
-0.004174880683422089,
0.02922997809946537,
-0.02626330778002739,
-0.04771299660205841,
0.0231336560100317,
-0.01700056903064251,
0.... | ||
terms of the amount of variance explained (≥25%). In the case of numerical ability both the self- and the peer-perspective make important contributions to its prediction, while for interpersonal ability only the self-perspective can contribute ( Table 4 ). On the contrary, spatial and verbal ability have quite low leve... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.386 | 0.856 | ["career"] | 503 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490924 | [
0.12183557450771332,
-0.025477919727563858,
0.032511480152606964,
-0.00791676715016365,
-0.05203886702656746,
-0.03934529051184654,
0.050490908324718475,
0.08702563494443893,
0.016546333208680153,
0.02887302078306675,
-0.010223175399005413,
0.028897088021039963,
-0.02207365073263645,
0.044... | ||
f either their verbal or their spatial abilities. Intrapersonal abilities and creativity lie in between with around 15% variance explained. These findings have important practical implications (see also Zell and Krizan, 2014 ): Spatial ability in particular appears to be a construct, for which neither oneself nor other... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.365 | 0.862 | ["innovation", "philosophy"] | 506 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.490981 | [
0.12343975901603699,
-0.05794274061918259,
0.021440064534544945,
-0.02100224606692791,
-0.03634146228432655,
-0.055731724947690964,
0.06258805841207504,
0.01969750225543976,
0.01115472987294197,
0.028870463371276855,
-0.054973945021629333,
0.02971581555902958,
-0.019103994593024254,
0.0270... | ||
al ability, particularly not at a very young age. Somehow more surprising is the low validity of self- and peer perspectives on verbal ability, which might pose a serious problem for young people. Even though a replication of these findings is needed, it seems that in the present sample it is, if anything, the peer per... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.378 | 0.874 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.491025 | [
0.05354385823011398,
0.02574397809803486,
-0.008808345533907413,
-0.01591525971889496,
-0.11988160759210587,
-0.009967628866434097,
0.042756833136081696,
0.016859304159879684,
-0.022544877603650093,
0.021296285092830658,
0.03190535679459572,
0.0014893633779138327,
0.009072295390069485,
0.0... | ||
lity are, which could not be expected on the basis of Zell and Krizan's (2014) metasynthesis, but it is in line with Freund and Kasten (2012) , as explained above. Thus, it seems that the weak self-estimation of verbal ability is a ubiquitous phenomenon and that the young people of our sample indeed have a weak meta-pe... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.378 | 0.864 | [] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.491090 | [
0.08563395589590073,
-0.06492545455694199,
0.03178549185395241,
0.027490466833114624,
-0.05717635527253151,
-0.027349451556801796,
0.0908925011754036,
0.08297099173069,
-0.0383542999625206,
0.057449743151664734,
-0.01048293523490429,
0.015213592909276485,
-0.027238957583904266,
0.066359788... | ||
the poorly estimable verbal and spatial intelligence on the other hand, we find intrapersonal ability and creativity. Between around 15 and 20 % of variance of these abilities can be estimated, which means (vocational) counselling is important here too, as people themselves as well as peers do not give the adolescents ... | https://pmc.ncbi.nlm.nih.gov/articles/PMC6307038/ | The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity - PMC | pmc.ncbi.nlm.nih.gov | public_domain | false | 0.506 | 0.868 | ["innovation", "education"] | 512 | Self-Awareness Personal Leadership | topic | 2026-04-07T02:39:54.491143 | [
0.08127319067716599,
-0.05945862457156181,
0.06155937537550926,
0.058310616761446,
-0.0587298646569252,
-0.027314580976963043,
0.05874721705913544,
0.002608932089060545,
-0.024341437965631485,
0.05234944820404053,
-0.04884166643023491,
0.021444164216518402,
-0.04558940231800079,
0.03964429... |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.