Are Overconfidence and the Accurate Calibration of Performance Mutually Incompatible? 1
Bibliographic Data
| ID | 19276743 |
|---|---|
| Authors | Eunju J Lee (0000-0001-5425-1241, Kyungpook National University, corresponding author) |
| Year | 2024 |
| Volume | 66 |
| Issue | 3 |
| Pages | 350-358 |
| Publication date | 2024-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Japanese Psychological Research (JOURNAL) |
| Journal identifiers | ISSN: 0021-5368 • E-ISSN: 1468-5884 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jpr.12409 |
| OpenAlex | W4214521158 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
The present study investigated whether calibration accuracy in metacognitive judgment on performance and the positively biased self‐evaluation of competence are distinct and whether they play independent roles in learning. A sample of 432 sixth‐graders reported their pre‐test competence for solving math problems and the post‐test calibration of performance, and these measures were compared with their actual math‐test scores to compute overconfidence and calibration accuracy. Data analyses indicated (a) that a positive correlation existed between accurate calibration and overconfidence; (b) that high‐achieving students calibrated performance accurately but overestimated their competence; and (c) that accurate calibration and overconfidence independently predicted positive learning behaviors, highlighting that both self‐evaluation indices contribute to self‐regulated learning in their own way
Calibration · Cognition · Competence (human resources) · Correlation · Developmental psychology · Econometrics · Metacognition · Overconfidence effect · Statistics · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Mathematics · Psychological and Educational Research Studies · Psychology · Social Psychology
Models of Self-regulated Learning
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Feedback and Self-Regulated Learning
Self-Efficacy
Measuring students' emotions in the early years
The Control-Value Theory of Achievement Emotions
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
I can do this! The development and calibration of children’s expectations for success and competence beliefs
Antecedents, Consequences, and Mechanisms
Unskilled and unaware of it
Investigating Self-Regulation and Motivation
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |