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The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort
Bi, Yanling1,2; Liu, Pei1,2; Li, Shu3; Zhang, Baoshan1,2; Shu Li
2017-04-01
Source PublicationJOURNAL OF BEHAVIORAL DECISION MAKING
Correspondent Emaillishu@psych.ac.cn
ISSN0894-3257
SubtypeArticle
Volume30Issue:2Pages:555-568
Abstract

Three studies were conducted to investigate whether individuals whose performance on a learning task fell short of their previous overconfident self-assessment would apply more effort on a subsequent task to resolve their dissatisfaction and thereby achieve better subsequent performance than individuals who made accurate or underconfident self-assessments. Specifically, Study 1 and Study 2 used overestimation, and Study 3 used overplacement to predict subsequent performance by measuring students' self-assessments before the first task, their level of dissatisfaction with their actual performance on that task, the effort they applied in learning, and their performance on the subsequent task. Furthermore, Study 3 divided the participants randomly into a false feedback group (the control group) and a real feedback group (the experimental group). The results showed that when controlling for prior performance, participants who were more overconfident tended to express greater dissatisfaction and increase more effort to achieve their desired outcomes when they perceived a gap between their desired performance and their actual performance. Notably, they achieved better subsequent performance, whereas those in the control group who were overconfident neither applied more effort in subsequent learning nor increased their subsequent performance when they received "unbiased feedback." The implications of these findings for education are discussed. Copyright (C) 2016 John Wiley & Sons, Ltd.

KeywordOverconfidence Dissatisfaction Effort Performance Subsequent Performance
DOI10.1002/bdm.1974
Indexed BySSCI
Language英语
Funding OrganizationMOE (Ministry of Education in China) Project of Humanities and Social Sciences(14XJC190001) ; National Natural Science Foundation of China(31400907 ; 31200778 ; 31170976)
WOS Research AreaPsychology
WOS SubjectPsychology, Applied
WOS IDWOS:000397999600034
WOS HeadingsSocial Sciences
WOS KeywordHIGH-SCHOOL-STUDENTS ; POSITIVE SELF-VIEWS ; ACADEMIC-PERFORMANCE ; EMOTIONAL-REACTIONS ; OWN INCOMPETENCE ; EXPECTATIONS ; MOTIVATION ; COSTS ; ENHANCEMENT ; ASSESSMENTS
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/21328
Collection中国科学院行为科学重点实验室
Corresponding AuthorShu Li
Affiliation1.Shaanxi Normal Univ, Sch Psychol, 199 South Changan Rd, Xian 710062, Peoples R China
2.Shaanxi Prov Key Lab Behav & Cognit Neurosci, Xian, Peoples R China
3.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing, Peoples R China
Recommended Citation
GB/T 7714
Bi, Yanling,Liu, Pei,Li, Shu,et al. The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort[J]. JOURNAL OF BEHAVIORAL DECISION MAKING,2017,30(2):555-568.
APA Bi, Yanling,Liu, Pei,Li, Shu,Zhang, Baoshan,&Shu Li.(2017).The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort.JOURNAL OF BEHAVIORAL DECISION MAKING,30(2),555-568.
MLA Bi, Yanling,et al."The Enhancing Effect of Overconfidence on Subsequent Learning Performance: Potential Mediation Effects of Dissatisfaction and Effort".JOURNAL OF BEHAVIORAL DECISION MAKING 30.2(2017):555-568.
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