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Publication
When competence and confidence are at odds: A cross-country examination of the Dunning–Kruger effect
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Advisor(s)
Abstract(s)
Research has shown that some students who underperform in mathematics overestimate
their performance, while others who excel in mathematics underestimate it. Looking at
this mismatch of performance and confidence judgement—the Dunning–Kruger effect
(DKE)—the current study investigates how well students’ confidence judgement and itemspecific
mathematics competence relate with each other and whether such a relationship
differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and
Portugal). We also examine whether perceived competence, mathematics identity, gender,
socioeconomic status and immigration background predict this mismatch and whether
these demographic factors function differently between the examined countries. The results
show that the DKE could be found across grades three and four in all six countries. However,
there are country-specific patterns regarding the relationship between performance,
mathematics identity and perceived competence; the DKE; and how different demographic
variables predict its occurrences in particular subpopulations.
Description
Keywords
Dunning–Kruger effect Confidence judgement Perceived competence Mathematics SES Gender Immigration background
Citation
Yang Hansen, K., Thorsen, C., Radišić, J., Peixoto, F., Laine, A., & Liu, X. (2024). When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect. European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.), 1–23. https://doi.org/10.1007/s10212-024-00804-x
Publisher
Springer Netherlands