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Abstract

The main goal of the study was to determine how the accuracy of students’ predictions of their academic achievements was dependent on their actual academic results as well as how succeptible to the overconfidence effect these students were (i.e. overconfidence in their predictions). In order to minimise this effect and improve the accuracy of predictions, the participants were also asked for additional feedback related to ther learning. N = 430 students were asked for a prediction of their grade average and confidence level (0-100%) a total of 5 times, once every 6 months. In support of the theory of Kruger & Dunning (1993) – the results revealed that better students were more accurate and avoided overconfidence in contrast to those who achieved lower grades. No learning effect or meta-knowledge impact on the error of estimation and overconfidence were found.

Keywords

education emerging adults the accuracy of own academic grades estimation overconfidence edukacja młodzi dorośli trafność przewidywania ocen błąd przeszacowania

Article Details

How to Cite
Kleka, P., Fanslau, A., & Brycz, H. (2019). DO STUDENTS LEARN TO PREDICT THEIR ACADEMIC GRADES ACCURATELY? THE ROLE OF OVERCONFIDENCE IN THE ACCURACY OF ASSESSING ONE’S OWN EDUCATIONAL DEVELOPMENT. Dyskursy Młodych Andragogów/Adult Education Discourses, (20). https://doi.org/10.34768/dma.vi20.22