I Thought I Got an A! Overconfidence across the Economics Curriculum

Autor/inn/en	Nowell, Clifford; Alston, Richard M.
Titel	I Thought I Got an A! Overconfidence across the Economics Curriculum
Quelle	In: Journal of Economic Education, 38 (2007) 2, S.131-142 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0485
Schlagwörter	Economics Education; Grade Prediction; Self Esteem; College Students; Self Evaluation (Individuals); Student Surveys; Gender Differences; Grading; Academic Achievement; Attendance + Suchen Sie Ihr Suchwort? Wirtschaftskunde; Self-esteem; Selbstaufmerksamkeit; Collegestudent; Schülerbefragung; Geschlechterkonflikt; Notengebung; Schulnote; Schulleistung; Anwesenheit
Abstract	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. (Contains 4 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10