Overconfidence in Classroom

Journal title CADMO
Author/s Serhat Erat, Citci Sadettin Haluk, Kurtulus Demirkol
Publishing Year 2016 Issue 2016/1
Language English Pages 13 P. 57-69 File size 159 KB
DOI 10.3280/CAD2016-001007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

Current theories of educational psychology and academic motivation assert that confidence of students in their own abilities and performances is an important determinant of their academic performances. In an experimental setting, we examine whether students accurately estimate or overestimate their performances. We establish that most of students exhibit overconfidence in their abilities and performances. More importantly, we find that overconfidence of students significantly decreases their academic performances. The negative relation between overconfidence and academic performance depends on the field of study and is stronger for students studying at Department of Electronic Engineering and Department of Material Science and Engineering. Moreover, our results indicate no significant gender differences in overconfident behavior. Findings of the paper suggest that in order to form effective teaching and grading strategies, teachers and pedagogues should consider effects of student’s tendency to be overconfident.

Keywords: Overconfidence, judgment accuracy, field of study, student performance, student motivation

  • Social Diversity in Focus: Assessing the Impact of Socioeconomic Backgrounds and Work Experience on Psychological Well-Being and Academic Confidence Among German First-Year Medical Students Morris Gellisch, Martin Bablok, Beate Brand-Saberi, Thorsten Schäfer, in Education Sciences /2024 pp.1173
    DOI: 10.3390/educsci14111173
  • The Role of Monetary Incentives and Feedback on How Well Students Calibrate Their Academic Performance Gerardo Sabater‐Grande, Noemí Herranz‐Zarzoso, Aurora García‐Gallego, in European Journal of Education e70140/2025
    DOI: 10.1111/ejed.70140

Serhat Erat, Citci Sadettin Haluk, Kurtulus Demirkol, Overconfidence in Classroom in "CADMO" 1/2016, pp 57-69, DOI: 10.3280/CAD2016-001007