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

  • Clifford Nowell
  • Richard M. Alston
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    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.

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    File URL: http://hdl.handle.net/10.3200/JECE.38.2.131-142
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    Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

    Volume (Year): 38 (2007)
    Issue (Month): 2 (April)
    Pages: 131-142

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    Handle: RePEc:taf:jeduce:v:38:y:2007:i:2:p:131-142
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