The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill

By P. Grimes. 2002

154 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/195f51e590774ea3aa32473255532f568578d699

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In Education

Citations in the corpus

Grades—Who's to Blame? Student Evaluation of Teaching and Locus of Control (2004, background): “This observation of overconfidence and unmet performance expectations is consistent with the findings reported by Grimes (2002) in his study of student metacognition in a principles course.”
Student Evaluations of Teaching: Are They Related to What Students Learn? (2009, background): “In other words, poorer students don’t know what they don’t know and consequently overestimate their knowledge of tested material, whereas better students know what they don’t know and underestimate their knowledge (Grimes, 2002; Kennedy, Lawton, & Plumlee, 2002; Moreland, Miller, & Laucka, 1981).”
The Influence of Overt Practice, Achievement Level, and Explanatory Style on Calibration Accuracy and Performance (2005, background): “Of the various factors that influence calibration, achievement level of the student has been associated with accuracy (Barnett & Hixon, 1997; Bol & Hacker, 2001; Grimes, 2002; Hacker et al., 2000; Kruger & Dunning, 1999; Winne & Jamieson-Noel, 2002).”
Performance Overconfidence: Metacognitive Effects or Misplaced Student Expectations? (2005, background): “Grimes (2002), however, suggests that the same effect is a result of unmet student performance expectations.”
Metacognition in education: A focus on calibration. (2008, background): “…or test preparedness is a robust phenomenon observed across many subject areas (e.g., Allwood & Granhag, 1999; Bol & Hacker, 2001; Bol et al., 2005; Dunning et al., 2004; Flannelly, 2001; Glenberg, Wilkinson, & Epstein, 1982; Grimes, 2002; Hacker et al., 2000; McCormick, 2003; Nelson, 1999).”