期刊名称：Journal of Economics and Economic Education Research
印刷版ISSN：1533-3604
出版年度：2017
卷号：18
期号：2
页码：1-13
语种：English
出版社：The DreamCatchers Group, LLC
摘要：The idea that overconfidence is a common problem among students–particularly the less able–is widely spread among those who work on educational economics and is supported by a series of articles. In Grimes (2002) the score forecasts of the most able students are more pessimistic (under confident) and anyway nearer–in absolute value–to the effective score value with respect to the forecasts of the less able students, who tend to overestimate their performance. Similar results are found for students in Economics by Grimes & Millea (2004), Nowell & Aston (2007) and for psychology students by Ochse (2001), Johnson & Purvis (2012) as well as by the cognitive psychologist Chew (2011) in the data shown in his video guide for teaching and in different contributions. In a previous study Novarese (2009) finds a correlation between ability and overconfidence also among the students of the course in Economics of the Law Faculty in the University of Piemonte Orientale. Grimes (2002), Ambrose et al. (2010) & Kennedy et al. (2002) and many others connect overconfidence to meta-cognitive abilities. The best students are better able to think about what they know this makes them more aware of their own knowledge and therefore more able to evaluate themselves. However, this mainly explains the higher predictive ability of the better students, but not necessarily overconfidence. On the contrary, one could think that students who have the poorest metacognition have no clue how weak the understanding of a concept is (see for instance Chew, 2012). If on one side this sounds reasonable, on the other it suggests that less able students do not know they are so and this seems a less credible statement many students know that they do not understand, have lower aspiration levels (Castellani et al., 2010), they do not feel much like studying and so on.
