Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention

By John Dunlosky, Katherine A. Rawson. 2012

611 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/777163ec3b70b4e5b4004fde0a24a8c2b438d591

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Enhancing attention and memory during video-recorded lectures. (2015, background): “Given that overconfident judgments of learning can result in students failing to take advantage of opportunities to restudy target materials (Dunlosky & Rawson, 2012), it is important to assess strategies that could help students to produce more accurate judgments of learning.”
How beliefs can impact judgments of learning: Evaluating analytic processing theory with beliefs about fluency (2017, background): “For instance, people use JOLs to allocate their study (Metcalfe & Finn, 2008) and hence these monitoring judgments can contribute to the effectiveness of people’s self-regulated learning (e.g., Dunlosky & Rawson, 2012; Kornell & Metcalfe, 2006; Thiede, 1999; Thiede, Anderson, & Therriault, 2003).”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Prior knowledge is also necessary but not sufficient for the accuracy of monitoring, because there are individual differences factors that influence confidence irrespectively of prior knowledge or feedback (Efklides, 2012; see also Dunlosky & Rawson, 2012).”
Improving self-monitoring and self-regulation: From cognitive psychology to the classroom (2012, background): “The study by Dunlosky and Rawson (2012) assesses how absolute accuracy affects learning.”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…from undergraduates, dental students, medical students, and mTurk participants from Gagnon and Cormier (2019), Geller et al. (2017), Hartwig and Dunlosky (2012), Kornell and Bjork (2007), Kornell and Son (2009), McAndrew et al. (2016), Morehead et al. (2016), Piza et al. (2019), Schmidmaier et…”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, background): “Accurate monitoring and regulation of learning is paramount to optimizing learning and performance (Dunlosky & Rawson, 2012), but formal training is scarce (Bjork et al., 2013).”
Self-regulated learning: beliefs, techniques, and illusions. (2013, background): “…required at test—and it is most likely to occur when an answer that is solicited during testing is judged to be natural or obvious when presented along with the question, but is less likely to come forward, owing to the elicitation of other possible answers, when the question is presented alone.”
Activation of inaccurate prior knowledge affects primary-school students' metacognitive judgments and calibration (2013, background): “Commission errors thus contribute to inefficient study regulation to a large extent (Dunlosky, Hartwig, Rawson, & Lipko, 2011; Dunlosky & Rawson, 2012).”