Аннотация:This article demonstrates the applicability of implementing multilevel design, measurement, and analysis to explore research questions central to the management education literature. Specifically, we offer a multilevel model of self-assessed team performance based on self-enhancement theory and on the construal level theory of psychological distance. We implemented a team decision-making task with 52 student teams, objectively measured team performance, and then asked team members and teams for assessments of team performance. Results show that relationship conflict moderates the relationship between (a) team objective performance and individual assessments of team performance (i.e., cross-level interaction effect); and (b) team objective performance and team assessments of team performance (i.e., team-level interaction effect). The moderating effect is isomorphic across levels of analysis: As relationship conflict increases, the relationship between subjective and objective performance also increases. Our results have important implications for research on management education, assessments of team performance, relationship conflict, and methodological approaches adopted by management education researchers.
