I Thought I Got an A! Overconfidence Across the Economics Curriculum
Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in economics and quantitative courses at a large public university. They analyze the difference between a student's expected and actual grade and how teacher pedagogies can influence student overconfidence. They find male students and those with lower GPAs exhibit greater overconfidence. Students in lower division classes have a greater tendency to be overconfident than do those in upper division classes. The findings also indicate that grading practices influence overconfidence.
Year of publication: |
2007
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Authors: | Nowell, Clifford ; Alston, Richard M. |
Published in: |
The Journal of Economic Education. - Taylor & Francis Journals, ISSN 0022-0485. - Vol. 38.2007, 2, p. 131-142
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Publisher: |
Taylor & Francis Journals |
Saved in:
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