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Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.
Abstract
People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... 3 The Dunning-Kruger effect (DKE) is a cognitive bias wherein individuals who are unskilled overestimate their abilities, while those who are skilled tend to underestimate their capabilities. 4 Interestingly, the more confident one becomes in their abilities, the more pronounced this overestimation of knowledge and skills becomes. Moreover, people often struggle to accurately gauge how their abilities compare to those of others. ...
... In particular, individuals with lower skills frequently lack metacognitive insight into their relative performance and disproportionately rate their self-assessments as superior. [4][5][6] Metacognition, defined as the ability to think about one's own thinking, consists of two key elements: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge includes learning processes, awareness of effective learning strategies, and the ability to distinguish between knowing and not knowing. ...
... This awareness fosters personal development by encouraging individuals to acknowledge areas where they may lack expertise and seek opportunities for improvement. 4 By understanding the potential for overestimating their abilities, individuals can also approach decision making with greater caution and humility, seeking input from others and avoiding the pitfalls of overconfidence. 20 Discussions regarding humility and confidence in the clinical learning environment are increasing. ...
Objectives
The Dunning–Kruger effect (DKE) is a cognitive bias wherein individuals who are unskilled overestimate their abilities, while those who are skilled tend to underestimate their capabilities. The purpose of this investigation is to determine if the DKE exists among American Board of Emergency Medicine (ABEM) in‐training examination (ITE) participants.
Methods
This is a prospective, cross‐sectional survey of residents in Accreditation Council for Graduate Medical Education (ACGME)‐accredited emergency medicine (EM) residency programs. All residents who took the 2022 ABEM ITE were eligible for inclusion. Residents from international programs, residents in combined training programs, and those who did not complete the voluntary post‐ITE survey were excluded. Half of the residents taking the ITE were asked to predict their self‐assessment of performance (percent correct), and the other half were asked to predict their performance relative to peers at the same level of training (quintile estimate). Pearson's correlation (r) was used for parametric interval data comparisons and a Spearman's coefficient (ρ) was determined for quintile‐to‐quintile comparisons.
Results
A total of 7568 of 8918 (84.9%) residents completed their assigned survey question. A total of 3694 residents completed self‐assessment (mean predicted percentage correct 67.4% and actual 74.6%), with a strong positive correlation (Pearson's r 0.58, p < 0.001). There was also a strong positive correlation (Spearman's ρ 0.53, p < 0.001) for the 3874 residents who predicted their performance compared to peers. Of these, 8.5% of residents in the first (lowest) quintile and 15.7% of residents in the fifth (highest) quintile correctly predicted their performance compared to peers.
Conclusions
EM residents demonstrated accurate self‐assessment of their performance on the ABEM ITE; however, the DKE was present when comparing their self‐assessments to their peers. Lower‐performing residents tended to overestimate their performance, with the most significant DKE observed among the lowest‐performing residents. The highest‐performing residents tended to underestimate their relative performance.
... The authors posit that underperforming students not only exhibit a deficiency in content knowledge but also lack the metacognitive capacity necessary for discerning inadequacies in their content knowledge. Consequently, these students tend to overestimate their performance [15]. ...
... The previously described Dunning-Kruger effect occurs in various learning situations and when assessing different parameters, as demonstrated in numerous studies [16][17][18]. Some studies focused on the mere prediction of scores, but this effect can also be observed in the prediction of the percentile rank in which a score lies [15,[19][20][21][22][23]. ...
... Together, these competencies form a holistic framework for informed self-evaluation and sustained personal and professional growth [63]. Since the sample consists of students in their first semester, these metacognitive skills must first be developed in the setting of university teaching [15,24,64]. It is known that that medical students' self-assessment becomes more self-critical over time and less prone to overestimation [5,8]. ...
Introduction
The ability to self-assess is a crucial skill in identifying one’s own strengths and weaknesses and in coordinating self-directed learning. The Dunning-Kruger effect occurs when limited knowledge causes individuals to overestimate their competence and underestimate others’, leading to poor self-assessment and unrecognized incompetence. To serve as a foundation for developing strategies to improve self-assessment, the self-assessment abilities of first-semester students were assessed.
Methods
In the final weeks of the summer 2021, winter 2021/22, and summer 2022 semesters, the academic performance (oral anatomy exam) of first semester students was assessed (0–15 points). Before the exam results were announced, students were asked to self-assess their performance.
Results
Exam scores (M = 10.64, SD = 2.95) and self-assessed scores (M = 10.38, SD = 2.54) were comparable. The absolute difference between them, as a measure of self-assessment ability ranged from − 9 to + 9 points (M = -0.26, SD = 2.59). Among participants (N = 426), 18.5% assessed themselves accurately, 35.5% overestimated, and 46.0% underestimated their performance. The correlation between actual score and self-assessment was ρ = -0.590 (p < 0.001), reflecting the Dunning-Kruger effect. When separated by gender, correlation for females was ρ = -0.591 (p < 0.001), and for males ρ = -0.580 (p < 0.001).
Conclusions
Realistic self-assessment is a challenge for first-semester students. The data indicate that females tend to overestimate their performance while males underestimate theirs. A pronounced Dunning-Kruger effect is evident in both genders, with significant negative correlations between self-assessment and actual performance. There are several reasons for the occurrence of the Dunning-Kruger effect. Considering that the COVID-19 pandemic influenced learning environments, collaborative learning was significantly restricted. The lack of opportunities for comparison could potentially lead to unrealistic self-assessment.
... Regardless, each of these approaches is reliant on performance for a given task. For instance, overconfidence within an individual should be most prominent in domains where competence is the lowest and vice versa with high competency domains (Kruger and Dunning, 1999;Pennycook et al., 2017). The question remains, however: Are some people more overconfident in general-across different tasks and regardless of their baseline levels of competency? ...
... all, overconfidence appears to be a ubiquitous aspect of human behavior (Dunning, 2011;Kruger and Dunning, 1999;Pennycook et al., 2017)-it would be surprising if this general tendency to overestimate was not also subject to individual differences. Indeed, as noted, the speculation of a general overconfidence is nothing new (Klayman et al., 1999;Stanovich and West, 1997). ...
Overconfidence plays a role in a large number of individual decision biases and has been considered a ‘meta-bias’ for this reason. However, since overconfidence is measured behaviorally with respect to particular tasks (in which performance varies across individuals), it is unclear whether people generally vary in terms of their general overconfidence. We investigated this issue using a novel measure: the Generalized Overconfidence Task (GOT). The GOT is a difficult perception test that asks participants to identify objects in fuzzy (‘adversarial’) images. Critically, participants’ estimated performance on the task is not related to their actual performance. Instead, variation in estimated performance, we argue, arises from generalized overconfidence, that is, people indicating a cognitive skill for which they have no basis. In a series of studies (total N = 1,293), the GOT was more predictive when looking at a broad range of behavioral outcomes than two other overestimation tasks (cognitive and numeracy) and did not display substantial overlap with conceptually related measures (Studies 1a and 1b). In Studies 2a and 2b, the GOT showed superior reliability in a test–retest design compared to the other overconfidence measures (i.e., cognitive and numeracy measures), particularly when collecting confidence ratings after each image and an estimated performance score. Finally, the GOT is a strong predictor of a host of behavioral outcomes, including conspiracy beliefs, bullshit receptivity, overclaiming, and the ability to discern news headlines.
... Overconfidence bias is also closely linked to the Dunning-Kruger effect, a cognitive bias where individuals with low ability at a task tend to overestimate their skill level. This phenomenon, identified by Kruger and Dunning (1999), can lead investors with limited financial literacy to make overconfident decisions based on their inflated self-assessment of market knowledge. Research by Barber and Odean (2000) has demonstrated a gender dimension to overconfidence, with male investors exhibiting higher levels of overconfidence than their female counterparts. ...
... This framework serves as a basis for comprehending why overconfident investors might take excessive risks while underestimating potential losses (Barber & Odean, 2001). The Dunning-Kruger effect, identified by Kruger and Dunning (1999), contributes to the theoretical landscape by elucidating how individuals with limited competence in a particular domain tend to overestimate their expertise. This cognitive bias explains why novice investors, driven by overconfidence, may engage in riskier portfolio decisions despite their inadequate understanding of market complexities. ...
Overconfidence biases exert a significant influence on portfolio decisions, often leading investors to make suboptimal choices driven by inflated self-assessment. This study delves into the intricate interplay of cognitive and emotional mechanisms that underlie overconfidence biases and their effects on investment portfolios. Theoretical foundations are rooted in behavioral finance literature, including studies by Barber and Odean, De Bondt and Thaler, and Gervais and Odean. These biases manifest through mechanisms such as illusion of knowledge, self-perception, emotional attachment, and illusion of control, impacting decisions ranging from asset allocation to market timing. The consequences of overconfidence biases encompass excessive trading, suboptimal asset allocation, impulsive decisions, market timing errors, underestimation of risks, and loss aversion. To mitigate these effects, strategies such as diversification, passive investing, long-term planning, behavioral coaching, scenario analysis, and education have been proposed. Incorporating these strategies into investment practices can aid investors in countering the influence of overconfidence biases, making more informed and rational portfolio decisions that align with long-term financial goals.
... Three of the four B1 participants over-rated, their abilities in response to nearly all of the questions. This could be a consequence of what is commonly referred to as the Dunning -Kruger effect [21] which suggests that individuals with lower competences overestimate their abilities due to a lower metacognitive ability in the given domain. By contrast, the data also showed that in six cases the C2 participants underestimated their abilities (two significantly), which is consistent with Kruger and Dunning's findings [21] that competent individuals tend to underestimate their relative competence because they assume tasks that are easy for them are easy for others as well. ...
... This could be a consequence of what is commonly referred to as the Dunning -Kruger effect [21] which suggests that individuals with lower competences overestimate their abilities due to a lower metacognitive ability in the given domain. By contrast, the data also showed that in six cases the C2 participants underestimated their abilities (two significantly), which is consistent with Kruger and Dunning's findings [21] that competent individuals tend to underestimate their relative competence because they assume tasks that are easy for them are easy for others as well. ...
The Harmonization Emergence Model emphasizes that the emergence of a 'real' team with truly interdependent members, hinges on their ability to co-create 'Stimmigkeit' or Congruent Shared Meaning, which is an effective shared cognitive representation of the external environment. This increases the likelihood that a team's engagement in languaging would yield the intended effects. In this paper, we explore the effect of using a foreign language (L2) on team members' ability to engage in participatory sense making (PSM) to reach congruent shared meaning. The study is based on the self-assessments 31 participants during a multinational exercise as part of the Joint Advanced Command and Staff Programme (JACS-P) at the Swedish Defence University (SEDU). It explores participants own reflections on their ability to mediate information and to engage participatory discourses when sense-making. It concludes that the participants' ability to develop a nuanced shared meaning or model of the external environment is constrained when using an L2. We suggest that in multilingual contexts a 'Constructive-Decoherence Approach' could be used. This would allow team members to use of their first (L1) language in the sense-making process, enabling a deeper and more nuanced analysis of the situation, while simultaneously facilitating the integration necessary in multinational or multicultural organizational efforts.
... Meanwhile, participants also showed clear under-reliance in condition Control, Concept, Analogy (significantly worse than condition Concept-Imp). A potential cause for such under-reliance can be the Dunning-Kruger effect (Kruger & Dunning, 1999). As reported by He et al. , "users who overestimated their capability on the task tend to exhibit under-reliance." ...
... They achieved only 4.3% accuracy on this task. This suggests that Overconfidence or Optimism Bias bias (i.e., Dunning-Kruger effect (Kruger & Dunning, 1999;) may have played a role in shaping these outcomes. Meanwhile, some participants also reported that the explanations helped confirm and validate their initial decision, suggesting a potential role of Confirmation Bias in shaping our findings. ...
Concepts are an important construct in semantics, based on which humans understand the world with various levels of abstraction. With the recent advances in explainable artificial intelligence (XAI), concept-level explanations are receiving an increasing amount of attention from the broad research community. However, laypeople may find such explanations difficult to digest due to the potential knowledge gap and the concomitant cognitive load. Inspired by prior work that has explored analogies and sensemaking, we argue that augmenting concept-level explanations with analogical inference information from commonsense knowledge can be a potential solution to tackle this issue. To investigate the validity of our proposition, we first designed an effective analogy-based explanation generation method and collected 600 analogy-based explanations from 100 crowd workers. Next, we proposed a set of structured dimensions for the qualitative assessment of such explanations, and conducted an empirical evaluation of the generated analogies with experts. Our findings revealed significant positive correlations between the qualitative dimensions of analogies and the perceived helpfulness of analogy-based explanations, suggesting the effectiveness of the dimensions. To understand the practical utility and the effectiveness of analogybased explanations in assisting human decision-making, we conducted a follow-up empirical study (N = 280) on a skin cancer detection task with non-expert humans and an imperfect AI system. Thus, we designed a between-subjects study spanning five different experimental conditions with varying types of explanations. The results of our study confirmed that a knowledge gap can prevent participants from understanding concept-level explanations. Consequently, when only the target domain of our designed analogy-based explanation was provided (in a specific experimental condition), participants demonstrated relatively more appropriate reliance on the AI system. In contrast to our expectations, we found that analogies were not effective in fostering appropriate reliance. We carried out a qualitative analysis of the open-ended responses from participants in the study regarding their perceived usefulness of explanations and analogies. Our findings suggest that human intuition and the perceived plausibility of analogies may have played a role in affecting user reliance on the AI system. We also found that the understanding of commonsense explanations varied with the varying experience of the recipient user, which points out the need for further work on personalization when leveraging commonsense explanations. In summary, although we did not find quantitative support for our hypotheses around the benefits of using analogies, we found considerable qualitative evidence suggesting the potential of high-quality analogies in aiding non-expert users in their decision making with AI-assistance. These insights can inform the design of future methods for the generation and use of effective analogy-based explanations.
... Assim, percebe-se um aparente paradoxo: o baixo nível médio de proficiência do brasileiro e a demanda por profissionais bilíngues em diversas áreas do conhecimento.De outra maneira, também é possível imaginar que esse efeito mercadológico e a aura de exclusividade e elitismo que envolvem a habilidade de comunicação em inglês, conforme mencionado por Ferreira e Mozzillo (2020), tem como resultado a superestimação da importância da competência linguística para algumas vagas. Nesses casos, o desequilíbrio entre o que é exigido como competência fundamental para contratação e o que é efetivamente usado no desempenho das tarefas pelo profissional depois de contratado pode causar efeitos adversos, eliminando candidatos com bom nível técnico, porém com elevada autocrítica em relação ao seu nível de inglês e favorecendo candidatos com baixa consciência de suas limitações (sobre este fenômeno, recomenda-se uma análise da hipóteseDunning-Kruger (1999) e seus desdobramentos).Os referenciais teóricos utilizados para construir a linha de argumentação do presente trabalho, apesar de logicamente consistentes, são tangenciais à investigação ora proposta. Sendo assim, desvela-se a necessidade de pesquisas mais aprofundadas, capazes de dar suporte teórico e empírico ao estudo do impacto da competência linguística na empregabilidade. ...
Mesmo sendo uma habilidade frequentemente exigida em processos seletivos, o domínio da língua inglesa é tratado em muitos casos como elemento acessório em entrevistas de emprego. Nestas situações é comum que o candidato selecionado para uma determinada vaga falhe em atender minimamente à competência linguística exigida na oferta de emprego. A pesquisa aqui apresentada teve como objetivo identificar e categorizar as razões que ocasionam este fenômeno e suas consequências. Para tanto, foi realizada uma pesquisa qualitativa de caráter exploratório, a partir de entrevistas com recrutadores e candidatos selecionados para vagas que exigiam o domínio da língua inglesa. Os resultados foram analisados utilizando a técnica de análise de conteúdo. Verificou-se que, embora considerado de caráter essencial durante o recrutamento, o fator linguístico não foi decisivo para a escolha do profissional contratado ao final do processo. Concluiu-se que os principais motivos para esta assimetria foram (i) a dificuldade do entrevistador em avaliar o nível de inglês do candidato e (ii) a discrepância entre o nível de inglês exigido na descrição de cargo e o uso efetivamente necessário para a rotina de trabalho.
... In financial education, for example, broadens an investor's knowledge and perspective, however, its most dangerous stage is when the level of self-perceived competence is beyond his or her reality, which could lead to mistakes and losses, leading to a chasm of despair that must be overcome with proper life experience and knowledge and then lead back to a path of wisdom towards the top, which is described as the Dunning-Kruger effect (Kruger & Dunning, 1999). ...
The purpose of this article is to present, delimit, and integrate the proposals of economic behavior and behavioral economics, including their axioms, heuristics, and biases, to advance research in this field. The article recommends applying first economic and then psychological issues, in that strict order, for epistemological, legal and practical reasons. Based on human action or praxeology, the process of economic decision making and doing is graphed, these in turn frame systems of thought with their different heuristics, the latter of which are the cause of systematic errors called biases.
... The Dunning Kruger effect describes a cognitive bias where individuals may overstate their ability in domains where they have limited competence (Kruger & Dunning, 1999). This relates to the old saying of not knowing what you don't know. ...
This paper provides a comprehensive examination of the ongoing debate surrounding Artificial Intelligence (AI) and its societal implications, with a particular focus on job displacement. The release of generative AI tools for public use, particularly ChatGPT, has created numerous concerns on how these tools will be used and adverse impacts on society. Augmented Intelligence has been introduced as a concept utilizing AI to enhance human capabilities but its distinction as an assistive role is ill-defined. This research provides insights into the reconceptualization of AI as Augmented Intelligence examining their differences in terms of knowledge development, decision-making, and outcomes. Through three case studies, we demonstrate the assistive role of Augmented Intelligence and how it can serve as a catalyst for job creation and cognitive enhancement. We also explore the impact of AI and IA tools as a sociotechnical system and their effect on human cognitive abilities through the theoretical lens of the Dunning Kruger Effect. We conclude with a research agenda to stimulate future directions of research.
... Links have been demonstrated between competence and confidence of personnel. Kruger and Dunning (1999) claim that incompetent individuals tend to overestimate their performance and have overinflated confidence, while the highly competent individuals tend to underestimate their performance thus lacking confidence. However, Stewart et al., (2000) study identified that terms like confidence and competence are complex and multifaceted, despite their frequent use. ...
Data shows sudden cardiac arrest is still one of the leading causes of death in Europe and the United States (Berdowski et al., 2010). Healthcare professionals must provide immediate and proper resuscitation, which directly impacts the patient likelihood of survival. Mock code drills play a pivotal role in healthcare education and training, by enhancing the participants' confidence levels. This increased confidence, in turn, contributes to improved clinical performance and patient outcomes. Within the hospital setting, resources and personnel are readily available in the event of a medical emergency, however in the outpatient setting the stakes may be higher due to lessened resources and manpower (Urman, Punwani and Shapiro, 2012). To date, there is very little research surrounding medical emergencies in the outpatient settings, this highlights the need for further investigation as cardiac arrest is a high risk low volume emergency that many healthcare professionals feel unprepared and ill equipped for (Monachino et al., 2019). This Quality Improvement (QI) project explored the impact of mock code blue drills on healthcare professional’s confidence levels in the outpatient setting. Over three months, monthly code blue drills were conducted in two separate outpatient locations. Staff involved in this QI completed a pre and post drill survey consisting of nine statement with five-point Likert scaling assessing their confidence levels. Results in this QI showed an overall improvement in the confidence of clinical staff after taking part in mock code blue drills. There were limitations to this QI including a low response rate, small sample size, as well as external factors such as a faulty public announcement system impacting the drills. Future recommendations include increased frequency of drills, qualitative research to explore staff’s perceptions and high-quality simulation equipment. Code blue drills should be completed every three months to safeguard patient safety and promote staff responsiveness in a true cardiac arrest event.
... Ved å reflektere over sitt eget arbeid, kan studenter følge med på og kontrollere sin egen laering mer effektivt [Nicol and MacFarlane-Dick, 2006]. EV kan imidlertid lide under kognitive bias, for eksempel at lavtpresterende studenter overvurderer sine egne prestasjoner [Kruger and Dunning, 1999]. ...
Denne studien undersøkes effekten av lærervurdering (LV), egen-vurdering (EV) og hverandrevurdering (HV) på læringsutbyttet til 528 studenter i et introduksjonskurs i informatikk. Studentene ble tilfeldig fordelt i tre grupper, hvor hver gruppe mottok en annen type tilbakemelding på en obligatorisk oppgave. Resultatene viste at alle intervensjonene førte til en signifikant forbedring i studentenes prestasjoner fra første utkast til endelig innlevering (p < 0.05). HV-gruppen hadde den største gjennomsnittlige økningen i poeng (M = 0.52), etterfulgt av LV (M = 0.45) og EV (M = 0.36). På eksamen oppnådde HV-gruppen den høyeste gjennomsnittlige poengsummen (67.08%), sammenlignet med EV (62.85%) og LV (62.59%). Disse funnene fremhever potensialet til alternative vurderingsmetoder, spesielt hverandrevurdering, som effektive verktøy for å fremme læring og prestasjoner. Studien bidrar til forskningen på vurdering i høyere utdanning og gir innsikt i fordelene og utfordringene ved hver tilnærming. Resultatene har viktige implikasjoner for vurderingspraksis og understreker behovet for å kombinere egenvurdering og hverandrevurdering med tradisjonell lærervurdering for å skape et mer helhetlig og studentsentrert vurderingsmiljø.
... A related concept is the so-called Gartner hype curve, which plots expectations concerning new technologies vs time, showing a strong first peak, followed by a trough until the start of a steady growth at lower positive derivative (Fenn 2007, Fenn and Raskino 2008, Fenn, Raskino et al. 2013refreshed 2017, Dedehayir and Steinert 2016. Administering questionnaires and tests to groups of people, Kruger and Dunning studied the gap between self-evaluated and actual understanding of concepts (Kruger and Dunning 1999). They found that participants with actual low grades usually overestimate their abilities, whereas for high performers there is some consistency between self-expectation and the actual grade. ...
Engineering researchers and students dedicate most of their working time to the details of the fields they are advancing or studying. Since excessive focus on details may lead to loss of contact with the wider societal context, it is advisable to create opportunities for their exposure to ‘the wider picture’; the topics chosen for this presentation are of transversal interest and expected to provide food-for-thought for those willing to venture outside the strict borders of their discipline. But first a disclaimer: I am not a professional forecaster neither a crystal ball reader, but just a Mechanical Engineer with a career of 40+ years as a researcher / professor in a field transversal to several disciplines and specialties – fracture and fatigue of materials and structures. As with every other researcher, early in my career I was mainly asked to participate in activities and panels within the boundaries of my own research but, as time went by, the scope of my activities was progressively enlarged, namely with membership of the board of Agência de Inovação - AdI (precursor of the present ANI) and involvement in several EU activities in fields as aeronautics, civil engineering, transportation but also innovation and higher education management. Awareness of the past and curiosity about the future motivated my growing interest in the interplay between society and engineering – the societal context within which engineering takes place. Although many topics addressed here are general, details reflect the nationality and interests of the writer (Portuguese). The talk at EJIL 2022 briefly touches the following topics: Portugal, macroeconomics, inequality, innovation, skills, education, R&D, sustainability, future, and geopolitics.
... The literature suggests that participants often exhibit a tendency to present themselves more favorably when responding to self-efficacy measures (Dinçer, 2018;2019a;Kruger & Dunning, 1999;Rosenman, Tennekoon, & Hill, 2011). This tendency is associated with participants' behavior of giving high scores to avoid being perceived as "inadequate". ...
This study investigates science teachers' perceptions of their level of Technological Pedagogical Content Knowledge (TPACK) and the challenges they face in integrating technology into the classroom. Using a case study approach, data were collected through the TPACK scale and semi-structured interviews with 102 science teachers. The results reveal significant deficiencies in teachers' design and proficiency dimensions of TPACK, which impact on their ability to integrate technology effectively. While basic technologies such as smart boards and presentation software are commonly used, the lack of advanced integration is attributed to insufficient infrastructure, inadequate training and limited discipline-specific materials. In addition, dissatisfaction with professional development programs and low levels of technological literacy among students further hinder technology integration. The findings emphasize the need for tailored, practical training programs and improved infrastructure to address these challenges. It also highlights the importance of incorporating student-centered, technology-enhanced learning strategies to promote effective teaching practices. Curriculum revisions, collaborative training programs, and further research into the pedagogical impact of technology integration are recommended.
... Este estudio presenta varias limitaciones que deben ser consideradas al interpretar los resultados; se basa principalmente en autopercepciones de los participantes sobre sus competencias digitales y conocimiento del DUA. Esto podría introducir sesgos en los resultados, ya que las autoevaluaciones pueden no reflejar con precisión las habilidades reales (Kruger y Dunning, 1999;Nielsen et al., 2021). Al ser un estudio transversal, no permite observar la evolución de las competencias a lo largo del tiempo. ...
La integración efectiva de las tecnologías digitales y el Diseño Universal para el Aprendizaje (DUA) en la educación plantea desafíos significativos en la formación docente. Este estudio examina la relación entre la competencia digital autopercibida y el conocimiento del DUA en futuros maestros, analizando la influencia de factores demográficos y académicos. Mediante un diseño cuantitativo no experimental de tipo ex post facto, se evaluó a 903 estudiantes de Magisterio de Educación Infantil y Primaria utilizando un cuestionario sobre competencia digital, conocimiento del DUA y uso de herramientas digitales. Los resultados revelaron una correlación positiva moderada (r = 0.45, p < 0.001) entre la competencia digital y el conocimiento del DUA. Se encontraron diferencias significativas por etapa educativa (F(1, 784) = 26.073, p < 0.001) y rendimiento académico (F(2, 784) = 35.162, p < 0.001), pero no por género (F(1, 784) = 0.274, p = 0.600). El análisis entre cursos académicos mostró variaciones significativas en las competencias digitales (F(3, 782) = 16.42, p < 0.001). Estos hallazgos subrayan la necesidad de integrar sistemáticamente la formación en competencias digitales y DUA en los programas de formación docente, considerando factores como el rendimiento académico y la etapa educativa.
... For instance, Ghomi and Redecker (2019) developed a Dig-CompEdu self-assessment that assigns pre-service teachers to the competence levels A1 to C2. However, self-assessments face validity challenges like systematic overestimation (Kruger and Dunning 1999) or social desirability bias and may measure self-efficacy beliefs rather than actual competence (e.g., Scherer et al. 2017). Max et al. (2022) show, for example, how pre-service teachers, especially those with low performance, systematically overestimate their performance. ...
Digital competence is an increasingly important component of teacher competence. So far, self-reports are a commonly used, efficient, but potentially problematic assessment method. Standardized and valid assessments to measure digital competence for teachers—particularly of a concrete subject—and proximally to performance are lacking. To address this, we developed a performance-based assessment for pre-service mathematics teachers based on the TPACK and DigCompEdu frameworks, both widely used in teacher education. The test focuses on digital competence related to mathematics tools such as computer algebra systems, dynamic geometry, and spreadsheet software, where technical-mathematical and pedagogical competences are required. This report presents the assessment design and provides validity evidence regarding the internal structure of the test, its sensitivity to intervention, and the relation of the scores to external variables, like affective-motivational aspects or prior experiences with tools based on a study with N = 118 pre-service teachers. First, we confirmed a two-dimensional structure of technical-mathematical and pedagogical aspects of digital competence through a confirmatory factor analysis. Second, expectations regarding the relation to external variables were partially confirmed. Third, we identified the sensitivity of the assessment to an intervention. Especially as expected, the relations between scores and self-assessment results were mixed. Our results indicate that the assessment is suitable for measuring pre-service mathematics teachers’ digital competence in two aspects close to performance. We discuss possible uses to evaluate learning opportunities in teacher education.
... Children who accurately evaluate their performance in a task (metacognitive monitoring) are, for instance, more likely to adjust their study time according to task difficulty and to ask for help (Destan et al., 2014;Ghetti et al., 2013). Moreover, overconfident children (overrating their performance) are less likely to adapt their learning (e.g., Destan & Roebers, 2015) and often underperform at school (e.g., Dunlosky & Rawson, 2012;Kruger & Dunning, 1999). ...
Background: The ability to accurately evaluate one's task performance (metacognitive monitoring) is crucial for children's learning and academic achievement, but mechanisms explaining monitoring development remain to be uncovered.
Aim: We investigated the role of language abilities for metacognitive monitoring in five to seven-year-old native and non-native speakers.
Sample: Data stems from an ongoing German large-scale assessment (National Educational Panel Study) initiated in 2010 (N = 9167; 49.6 % male).
Methods: We computed cross-lagged panel models including measurements of children's language abilities and metacognitive monitoring (in math and science tasks) in kindergarten and grade one.
Results: Earlier language abilities predicted later metacognitive monitoring for native (β = − .21), but not for non-native speakers (β = − .07). Conversely, metacognitive monitoring predicted language abilities for non-native (β = .53), but not for native speakers (β = .03).
Conclusion: Fundamentally different mechanisms appear to drive native and non-native speakers' metacognitive monitoring development.
... This was an unexpected and surprising finding. Because interviewees who described this idea as impacting their science identity also had extensiveresearch experience and were contemplating futures in research, we speculate that we are observing one element of the Dunning-Kruger effect: these interviewees held a deep understanding of science that led them to question their competence more than if their understanding had been shallower [33]. ...
Science identity impacts undergraduates’ persistence in their science courses and careers. Here, we investigated science identity in learning assistants, undergraduate peer educators who provide academic and social support in science courses. Understanding learning assistants’ science identities has particular value because of their dual role as science students and peer educators. While previous research has investigated disciplinary identity among physics learning assistants, we extend that work by investigating science identity among students who served as learning assistants in six different science courses, seeking to understand the ways in which they characterize their science identity and the experiences they describe as important in its development. Analysis of twelve interviews revealed three distinct groups of learning assistants: those with lower, intermediate, and high science identities. Recognition by important others, research experiences, and constrictive definitions of science were salient for science identity across all groups, while other experiences had varied salience. Notably, learning assistants with lower science identity described learning to use scientific language as critical for identity development, while learning assistants with the highest science identity found helping others to be an important contributor. Surprisingly, learning assistants with intermediate science identity cited uncertainty about their ability to develop research projects as important for determining their science identity. To communicate the variation in and factors relevant to science identity among learning assistants, we have developed three personas that can serve as tools to help programs and instructors develop robust support for learning assistants’ science identity.
... Los estudiosos de la didáctica de la interpretación coinciden en reconocer un valor importante a la autoevaluación en el proceso de aprendizaje de la técnica, en particular para definir con más precisión una serie de objetivos y herramientas específicas de aprendizaje (Russo, 1995;Schjoldager, 1996;Riccardi, 2002;Martínez-Fernández y González, 2006), siempre que el estudiante tenga la guía del docente a priori y a posteriori se le puedan proporcionar los instrumentos necesarios para sistematizar las variables a considerar (Schjoldager, 1996) a través de cuadros y tablas. De hecho, sin estos requisitos previos, la autoevaluación corre el riesgo de quedarse como una actividad solamente relacionada con la percepción subjetiva del estudiante que, por definición, no posee la necesaria conciencia metacognitiva para llevar a cabo esta operación (Kruger y Dunning, 1999). En cambio, al estudiante se le debe enseñar a observar algunas variables establecidas. ...
Este artículo es una propuesta preliminar de un modelo de evaluación de la interpretación de conferencias (tanto simultánea como consecutiva) que viene de la experiencia desarrollada en el Departamento de Interpretación y Traducción (DIT) de la Universidad de Bologna, y, precisamente, de las buenas prácticas que surgieron de las actividades de apoyo a la didáctica (ejercitaciones) y extra-curriculares (tutorías) de interpretación entre italiano y español. Sin embargo, dichas buenas prácticas se pueden aplicar a cualquiera combinación lingüística. El modelo se basa en tres fases: autoevaluación, evaluación entre pares y heteroevaluación. En la segunda parte se describen las modalidades y los métodos de aplicación de este enfoque en el DIT y, finalmente, se vislumbran algunos potenciales desarrollos aplicativos de la investigación.
... When applying the certainty matrix, analysts must be cautious to avoid overconfidence in their interpretations (Kruger and Dunning, 1999) and should fairly assess their work in comparison to that of others (e.g., Shipton et al., 2020). ...
This paper introduces an approach for expressing certainty in the analysis and interpretation of faults, using a modification of the risk matrix commonly used in risk assessment. The certainty matrix uses qualitative or semi-quantitative analyses of both the data used and an interpreted characteristic of individual faults or fault systems. These characteristics may include the existence of faults, the certainty of trace lengths, the age of faults, or the influence of faults on sub-surface fluid flow. This approach improves the ability to make justifiable interpretations and decisions about faults and fault-affected areas, including about issues relevant to geothermal energy exploration or the underground storage of radioactive waste. The use of this approach is illustrated using three faults from Somerset, UK.
... Drawing inspiration from human expert behavior (Payne et al., 1993;Stevenson et al., 1986;Kruger & Dunning, 1999), we observe that experts first assess a scientific problem's complexity before deciding whether to employ basic reasoning or specialized tools. We aim to instill similar adaptive capabilities in LLMs, developing them into reliable and accurate assistants across scientific domains. ...
Large Language Models (LLMs) demonstrate promising capabilities in solving simple scientific problems but often produce hallucinations for complex ones. While integrating LLMs with tools can increase reliability, this approach typically results in over-reliance on tools, diminishing the model's ability to solve simple problems through basic reasoning. In contrast, human experts first assess problem complexity using domain knowledge before choosing an appropriate solution approach. Inspired by this human problem-solving process, we propose a novel two-component fine-tuning method. In the first component World Knowledge Distillation (WKD), LLMs learn directly from solutions generated using tool's information to internalize domain knowledge. In the second component Tool Usage Adaptation (TUA), we partition problems into easy and hard categories based on the model's direct answering accuracy. While maintaining the same alignment target for easy problems as in WKD, we train the model to intelligently switch to tool usage for more challenging problems. We validate our method on six scientific benchmark datasets, spanning mathematics, climate science and epidemiology. On average, our models demonstrate a 28.18% improvement in answer accuracy and a 13.89% increase in tool usage precision across all datasets, surpassing state-of-the-art models including GPT-4o and Claude-3.5.
... This discrepancy could be explained by the Dunning-Kruger effect, in which individuals with limited knowledge overestimate their competence. 10 In addition, many residents in our cohort received their medical training internationally, where ultrasound education is less prevalent. For instance, while 73% of U.S. medical schools incorporate an ultrasound curriculum, such exposure is considerably rarer in Asian medical schools, which may contribute to the lower confidence observed among our international medical graduates. ...
Background: Point of Care Ultrasound (POCUS) is a vital tool in rheumatology for detecting pathologies like osteophytes and joint effusion. Its integration into rheumatology electives during internal medicine clerkship and residency is limited, despite its emphasis in pre-clinical years. Methods: In this QIRB-approved, single-center, prospective study (2022–2023), third- and fourth-year medical students and internal medicine residents in a two-week rheumatology elective voluntarily completed online surveys. These surveys assessed their confidence using POCUS in rheumatology, using a 5-point Likert scale. Results: A survey of 25 residents and 10 medical students found that 84% of residents and 90% of students rated POCUS training as valuable or very valuable. Both groups felt more confident identifying knee joint effusion (average scores: 3.5 for students, 2.6 for residents) compared to other ultrasound techniques and pathologies. Confidence was lower in hip ultrasounds (2.20 for students, 1.68 for residents) and chondrocalcinosis identification (2.20 for students, 1.76 for residents). Among participants, 28% of residents and 70% of students had prior informal POCUS training. Previous training significantly increased comfort levels, with average scores of 2.86 for students and 2.30 for residents, compared to 2.69 and 1.91 for those without prior training (P-values: <0.001). Conclusion: Prior experience significantly enhances confidence and comfort, reinforcing the need for early, comprehensive, and targeted POCUS training in medical curricula to address proficiency gaps. Keywords: Education, medical, undergraduate, rheumatology, point-of-care systems, ultrasonography
... While for grit there is widespread consensus in the literature on the use of the Grit-S scale (Duckworth and Quinn 2009), various methods have been proposed to measure creativity, broadly categorized into self-assessment and expert evaluation of a creative performance task (Haase et al. 2018). It is reported that self-assessed creativity scores often differ from those assigned by experts (Lemons 2010;Pretz and McCollum 2014;Haase et al. 2018) due to the tendency of people to overestimate or underestimate their abilities (Kruger and Dunning 1999;Alicke and Govorun 2005;Karpen 2018). Therefore, we use two approaches to measure creativity: a self-assessment through the Short Scale of Creative Self ) and an expert assessment through an index of creativity developed by the authors. ...
Creativity and grit are widely recognized as vital components for the success and prosperity of individuals, even more so for younger people who will have to deal with the complex challenges connected to the digital era. Yet, whether these skills can be learnt or are innate traits is still subject to debate, which is further complicated by the difficulty of defining and, in turn, assessing these concepts. In this study, we challenge the idea that creativity and grit cannot be learnt and show that creative pedagogy activities, such as those offered by FabLabs, are powerful tools to enhance these non-cognitive skills. We conduct a randomized controlled trial in which 710 students from five Italian high schools are randomly assigned to creative STEM courses. The courses are delivered by FabLabs, small-scale workshops that offer access to tools for digital fabrication and employ a hands-on pedagogical approach expected to impact students’ creativity and grit positively. Assignment to the courses is at the class level: only students in classes randomly selected to join the Fablab activities can participate, and they may decide whether to enrol or not on a voluntary basis. We address noncompliance by adopting an instrumental variable approach. We use two modalities to measure creativity: a self-assessment through the Short Scale of Creative Self and an assessment made by an independent expert using an index of creativity developed by the authors. While the effect on self-assessed creativity is not significant, results show that the external, independent assessment of students’ creativity can capture a significant effect of Fablabs’ courses. It also emerges that FabLab activities have a positive significant effect on students’ grit, measured through the Duckworth scale. The encouraging results obtained for a relatively small sample of students should prompt a replication of the experiment on a broader scale.
... Therefore, the respondents were already interested in the topic and may have been early adopters. Furthermore, our analysis was based on self-reporting, so misreporting, overestimation, and underestimation (Kruger & Dunning, 1999) cannot be completely ruled out. Consequently, the results should be viewed as preliminary, necessitating further research with a more extensive sample to validate these initial findings. ...
Faculty perspectives on the use of artificial intelligence (AI) in higher education are crucial for AI’s meaningful integration into teaching and learning, yet research is scarce. This paper presents a study designed to gain insight into faculty members’ (N = 122) AI self-efficacy and distinct latent profiles, perceived benefits, challenges, use, and professional development needs related to AI. The respondents saw greater equity in education as AI’s greatest benefit, while students and faculty members’ lack of AI literacy was among the greatest challenges, with the majority interested in professional development. Latent class analysis revealed four distinct faculty member profiles: optimistic, critical, critically reflected, and neutral. The optimistic profile moderates the relationship between self-efficacy and usage. The development of adequate support services is suggested for successful and sustainable digital transformation.
... In comparison, student confidence in their data science skills was relatively higher prior to completing the module (e.g., graphing data, with a median pre-module score of 4, or 'very confident'; Fig. S1). The Dunning-Kruger effect (Kruger and Dunning 1999) may explain the few students that exhibited decreases in confidence (ranging from n = 24 students for the skill of generating a forecast to n = 77 students for the skill of graphing data), in which novice students overestimate their abilities, and as they progress, are much better able to estimate their abilities, which are less than they previously thought (Fig. S1). Ultimately, increased student confidence and knowledge of data science and forecasting are relevant beyond the life sciences, as workers with data science and predictive modeling skills are sought across multiple sectors (Stanton and Stanton 2019). ...
... In comparison, students' confidence in their data science skills was relatively higher prior to completing the module (e.g., graphing data, with a median premodule score of 4, or "very confident"; figure S1). The Dunning-Kruger effect (Kruger and Dunning 1999 ) may explain the few students that exhibited decreases in confidence (ranging from n = 24 students for the skill of generating a forecast to n = 77 students for the skill of graphing data), in which novice students overestimate their abilities and, as they progress, are much better able to estimate their abilities, which are less than they previously thought (figure S1). Ultimately, increased student confidence and knowledge of data science and forecasting are relevant beyond the life sciences, because workers with data science and predictive modeling skills are sought across multiple sectors (Stanton and Stanton 2019 ). ...
Data science skills (e.g., analyzing, modeling, and visualizing large data sets) are increasingly needed by undergraduates in the life sciences. However, a lack of both student and instructor confidence in data science skills presents a barrier to their inclusion in undergraduate curricula. To reduce this barrier, we developed four teaching modules in the Macrosystems EDDIE (for environmental data-driven inquiry and exploration) program to introduce undergraduate students and instructors to ecological forecasting, an emerging subdiscipline that integrates multiple data science skills. Ecological forecasting aims to improve natural resource management by providing future predictions of ecosystems with uncertainty. We assessed module efficacy with 596 students and 26 instructors over 3 years and found that module completion increased students’ confidence in their understanding of ecological forecasting and instructors’ likelihood to work with long-term, high-frequency sensor network data. Our modules constitute one of the first formalized data science curricula on ecological forecasting for undergraduates.
... In the medical field, LLMs can collaboratively diagnose diseases and predict patient outcomes [40,25]. However, some cognitive biases such as the anchoring effect [34] and overconfidence [19] may lead to inaccurate medical advice or diagnosis. Hence, it is urgent and imperative to establish a robust mechanism for detecting cognitive biases, encompassing the development of comprehensive datasets that can effectively identify cognitive biases in LLMS, as well as reliable methods for detection and evaluation. ...
Detecting cognitive biases in large language models (LLMs) is a fascinating task that aims to probe the existing cognitive biases within these models. Current methods for detecting cognitive biases in language models generally suffer from incomplete detection capabilities and a restricted range of detectable bias types. To address this issue, we introduced the 'MindScope' dataset, which distinctively integrates static and dynamic elements. The static component comprises 5,170 open-ended questions spanning 72 cognitive bias categories. The dynamic component leverages a rule-based, multi-agent communication framework to facilitate the generation of multi-round dialogues. This framework is flexible and readily adaptable for various psychological experiments involving LLMs. In addition, we introduce a multi-agent detection method applicable to a wide range of detection tasks, which integrates Retrieval-Augmented Generation (RAG), competitive debate, and a reinforcement learning-based decision module. Demonstrating substantial effectiveness, this method has shown to improve detection accuracy by as much as 35.10% compared to GPT-4. Codes and appendix are available at https://github.com/2279072142/MindScope.
... This gap in knowledge levels might influence the perceived utility and trustworthiness of AI technologies among students. This might show an interesting emerging pattern: the manifestation of the Dunning-Kruger effect within the responses(Kruger & Dunning, 1999).This psychological principle suggests that individuals with low competences overestimate their knowledge on the subject. Applied to the AI context, the respondents with lower AI literacy, display a higher trust in AI's capabilities across various tasks, reflecting a possible overestimation of their understanding of AI technologies. ...
Artificial intelligence (AI) has the potential to transform various aspects of our lives, but its development has been accompanied by several social and ethical concerns. To comprehend the implications and underlying mechanisms, it is essential to acquire a broad understanding of its benefits and drawbacks. To this purpose, AI literacy is a fundamental driver for more aware attitudes towards AI development and implications. However, AI literacy research is still in its infancy. To contribute to advances in the sector, this paper presents the results of a study aimed at assessing students' AI literacy in the context of higher education, focusing on doctoral students. A survey on AI literacy was performed in four dimensions: cognitive, operational, critical and ethical. The results show that while participants had little AI knowledge, they were overconfident of the technology's capabilities. The study highlights the need for a more comprehensive approach to AI literacy that encompasses a deeper understanding of its ethical, social and economic implications. SOMMARIO L'intelligenza artificiale (IA) ha il potenziale per trasformare vari aspetti delle nostre vite, ma il suo sviluppo è stato accompagnato da numerose preoccupazioni sociali ed etiche. Per comprendere le implicazioni e i meccanismi sottostanti, è essenziale acquisire una comprensione ampia dei suoi benefici e svantaggi. A questo scopo, l'alfabetizzazione all'IA è un fattore fondamentale per promuovere atteggiamenti più consapevoli verso lo sviluppo dell'IA e delle sue implicazioni. Tuttavia, la ricerca sulla literacy all'IA è ancora agli esordi. Per contribuire ai progressi del settore, questo articolo presenta i risultati di uno studio volto a valutare l'alfabetizzazione all'IA degli studenti nel contesto dell'istruzione universitaria, concentrandosi su dei dottorandi. L'indagine sulla loro literacy all'IA è stata condotta su quattro dimensioni: cognitiva, operativa, critica ed etica. I risultati mostrano che, sebbene i partecipanti avessero poca conoscenza dell'IA, erano eccessivamente fiduciosi nelle capacità della tecnologia. Lo studio evidenzia la necessità di un approccio più completo all'alfabetizzazione all'IA, che includa una comprensione più profonda delle sue implicazioni etiche, sociali ed economiche.
... The maintenance of civic self-efficacy, as opposed to a drop in civic self-efficacy, is notable, especially, considering that the Dunning-Kruger effect could be at play, as evidenced by our results. This effect, in which a person overestimates their capability (i.e., their civic self-efficacy exceeds their actual skill), could apply in this situation especially as regards a student's sense of how much skill or knowledge they would need to have an impact on the community and the potential magnitude impact they could have (Kruger and Dunning, 1999). As expressed by multiple students (see quote by Agatha above), learning about others' vast knowledge and experiences may actually cause students to recalibrate their own estimates of efficacy. ...
“Bee the CURE” is a Power-of-Place course-based undergraduate research experience (PoP-CUREs; Jaeger et al., 2024) that combines place-based education (Demarest, 2014; Gruenewald, 2014) with CUREs, emphasizing student scientific civic engagement where research is relevant to the community where the research is taking place. PoP-CUREs have potential to build students’ knowledge, skills, value, and self-efficacy when engaging with the public using science skills (i.e., scientific civic engagement). A mixed-methods sequential explanatory design utilizing surveys and semistructured interviews was used for this study (Warfa, 2016). Students made gains in science self-efficacy over the course of the semester and showed a trend of increasing science identity in both Fall 2021 and Spring 2022 semesters. Students’ scientific civic knowledge, or a student's sense of how to use or apply knowledge and skills to help a community, increased significantly, while other predictors of scientific civic engagement started high and remained high throughout the course. Bee the CURE demonstrates psychosocial outcomes that are similar to previously studied CUREs and expands our understanding of how PoP-CUREs might influence outcomes with evidence that an important predictor of future scientific civic engagement increases. Implications for PoP-CURE instruction at Hispanic serving community colleges are discussed.
... Previously, most educational activities were mono-professional activities, such as congresses or courses. Now, a paradigm shift is seen in favour of workplace-based learning, but as it is difficult to be objective about one's own competencies, input from others is essential [7]. Team reflexivity and peer feedback could strengthen dialogue and learning in the context of daily clinical work. ...
Background
Team reflexivity and peer feedback in daily clinical work can improve patient safety. However, teams do not always engage in reflection after patient care. A reason could be that team members may lack skills in engaging in team reflection. This study explores the use of interprofessional team-based simulations to encourage and equip teams for reflective conversations in the real-world clinical practice.
Methods
This was a prospective, explorative study of team members’ perceptions of the use of in situ simulation-based scenarios with critically ill patient cases to train team-based reflections and peer feedback. The study took place in two neurological wards. Prior to the intervention, a 1-day observation in each ward and semi-structured short interviews with physicians and nurses were conducted.
Results
A total of 94 staff members, 57 nurses, 8 nurse assistants and 29 physicians participated in the in situ simulation scenarios. All team members showed appreciation of the safe learning environment. The authors found that the simulations and the debriefing structure provided an opportunity for training of team reflexivity and feedback. The team members evaluated the simulation-based training very positively, and their initial reaction indicated that they found peer feedback useful for the individual and the team. This approach allowed them to reflect on their own clinical practice.
Conclusion
The simulation-based training scenarios and the debriefing structure promoted team members’ team reflexivity and peer feedback skills. The method is feasible and could be used in other specialties and situations.
The team members’ reactions to feedback were positive, and based on their reflections, there is a potential to increase both individual and team skills as well as improve patient treatment.
... Los estudiosos de la didáctica de la interpretación coinciden en reconocer un valor importante a la autoevaluación en el proceso de aprendizaje de la técnica, en particular para definir con más precisión una serie de objetivos y herramientas específicas de aprendizaje (Russo, 1995;Schjoldager, 1996;Riccardi, 2002;Martínez-Fernández y González, 2006), siempre que el estudiante tenga la guía del docente a priori y a posteriori se le puedan proporcionar los instrumentos necesarios para sistematizar las variables a considerar (Schjoldager, 1996) a través de cuadros y tablas. De hecho, sin estos requisitos previos, la autoevaluación corre el riesgo de quedarse como una actividad solamente relacionada con la percepción subjetiva del estudiante que, por definición, no posee la necesaria conciencia metacognitiva para llevar a cabo esta operación (Kruger y Dunning, 1999). En cambio, al estudiante se le debe enseñar a observar algunas variables establecidas. ...
Didáctica y evaluación en interpretación: autoevaluación, evaluación entre pares y heteroevaluación Interpreter training and assessment: self-assessment, peer assessment and expert assessment This article is a preliminary proposal of an assessment model for conference interpreting (both simultaneous and consecutive) coming from the experience of the Department of Interpreting and Translation (DIT) at the University of Bologna and, more specifically, from the best practices emerging from teaching support (exercise hours) and extra-curriculum (tutorials) activities of conference interpreting between Italian and Spanish. However, these best practices may be applied to any language combination. The model is based upon three phases: self-assessment, peer assessment and expert assessment. The second part of this article describes the implementation modalities and the methods of this approach at DIT. To conclude, this article sheds lights on some potential investigation developments. KEY WORDS: interpreting; self-assessment; peer assessment; expert assessment. Este artículo es una propuesta preliminar de un modelo de evaluación de la interpretación de conferencias (tanto simultánea como consecutiva) que viene de la experiencia desarrollada en el Departamento de Interpretación y Traducción (DIT) de la Universidad de Bolonia, y, precisamente, de las buenas prácticas que surgieron de las actividades de apoyo a la didáctica (ejercicios) y extra-curriculares (tutorías) de inter-pretación entre italiano y español. Sin embargo, dichas buenas prácticas se pueden aplicar a cualquiera combinación lingüística. El modelo se basa en tres fases: autoevaluación, evaluación entre pares y hetero-evaluación. En la segunda parte se describen las modalidades y los métodos de aplicación de este enfoque en el DIT y, finalmente, se vislumbran algunos potenciales desarrollos aplicativos de la investigación.
... As we established a trend in low-capacity individuals being more overconfident in their VWM performance than high-capacity individuals, we investigated whether the individual differences of metacognitive assessments are bi-directional. One possibility is that high-capacity individuals may be more underconfident than low-capacity individuals (Kruger & Dunning, 1999). ...
Visual Working Memory (VWM) performance fluctuates from moment to moment with occasional failures in maintaining accurate information in mind. While previous research suggests that individuals are more often overconfident in their VWM performance during these failures, no study to date has examined whether individuals can prospectively predict VWM performance reductions. To test the accuracy of both prospective and retrospective awareness on VWM performance, we developed a VWM bet task in which participants made trial-by-trial bets and confidence ratings on VWM performance. Across two experiments, we demonstrate that retrospective awareness is more sensitive to VWM performance fluctuations than prospective awareness, though both metacognitive abilities are far from perfect. The poor metacognitive abilities reflected a general tendency for individuals, particularly the low VWM capacity individuals, to overestimate their VWM performance. When individuals overestimated their upcoming VWM performance (i.e., prospective failures), we observed a reliable reduction of VWM performance compared to the preceding trials of a prospective failure. Moreover, this reduction in performance lingered into subsequent trials. Interestingly, however, individuals’ prospective and retrospective awareness better aligned to VWM performance after the initial occurrence of a prospective failure. This post-failure calibration was observed even without immediate feedback signaling the occurrence of a prospective failure (Experiment 2), thus suggesting a metacognitive efficiency in recognizing the initial overestimation. Taken together, our results suggest that individuals, particularly low-capacity individuals, have a limited awareness towards upcoming VWM performance. However, after the occurrence of a prospective failure, individuals adjust their metacognitive ratings to better reflect their VWM performance.
... This phenomenon is called the Dunning-Kruger Effect, a cognitive bias where people with low ability or knowledge in a specific area overestimate their competence (Kruger & Dunning, 1999). They don't realize their lack of skill and mistakenly think they are more knowledgeable than they really are. ...
In this opinion piece, I strive to examine the negative effects of generative AI on researchers, highlighting three main issues: publishing addiction, the Dunning-Kruger effect, and skill erosion. First, generative AI may lead to publishing addiction. In neoliberal universities, merit is often based on the quantity of publications. Generative AI speeds up the writing and publishing process, causing researchers to focus on producing more work quickly rather than on quality. This shift may harm their well-being and relationships. Second, generative AI may worsen the Dunning-Kruger effect among researchers. Researchers might believe they possess expertise by merely engaging with AI-generated content. This overconfidence can mask their knowledge gaps, leading to a failure to recognize their own incompetence. Consequently, it may hinder learning and growth, as individuals might not seek further education or feedback. Lastly, reliance on generative AI may lead to skill erosion. As generative AI handles brainstorming, outlining, editing, and other scholarly activities, researchers might weaken their ability to develop rigorous research skills. I stress the importance of responsible AI use and ethical standards. Much like craftsmanship, true research requires careful effort and originality-qualities that AI cannot fully replicate. I also argue that efficiency in research writing is not the same as effectiveness. Just as King Midas learned to value life's true treasures after his seemingly blessed golden touch was washed away, researchers should embrace intellectual humility and strive for excellence in their work.
... This assumes no strong Dunning-Kruger effect (Kruger & Dunning, 1999) and authors can actually evaluate the quality of their own work. It is possible authors of very good papers overestimate their likelihood of getting rejected, thereby submitting papers to lower quality journals while incompetent authors overrate their ability to get published. ...
This opinion paper presents two proposed token‐based systems to fix the information system academy's review system. At present, the review system consumes more human resources than the information systems academy has by an order of magnitude. The cost of this overflow is borne entirely by information systems researchers. I argue this is because the review system is based on a gift economy that cannot handle the currently sized market. Both proposals involve the creation of tokens and a central governing body. The first proposal involves a market built around a review bank (central governing body) that issues review tokens that function as a proxy currency. Journals function as intermediaries between authors and reviewers. Authors pay journals for reviews, and journals pay experts such as reviewers and editors for their services. Reviewers exchange their review tokens on the open market or trade review tokens for favours with institutions like universities. The second proposal involves a gift economy where reviewers transfer their allegiance from peers to the information systems academy. In this proposal, each individual token is unique, like a trading card and an affiliation board tracks the transfer of tokens, linking former possessors of a token together in a review ring. As tokens are regifted, they accumulate history, and thereby social worth, captured in the form of messages each possessor writes. Former possession of a large number of tokens and of tokens with particular histories confers status benefits. These benefits in turn lock reviewers into the review ring system encouraging them to do further reviews. Economic, social, and other implications of both policies are discussed and questions are posed for the information systems academy to grapple with. Example issues discussed include the effect of the proposals on the political power of reviewers and shifts in political power in the information systems academy.
... Ignorance can lead to a different kind of bias, where individuals make judgments based on incomplete information or misconceptions. The Dunning-Kruger effect, a cognitive bias in which people with low ability at a task overestimate their ability, can manifest in situations where individuals lack the necessary knowledge to make informed decisions (Kruger & Dunning, 1999). In this scenario, individuals may become overconfident in their beliefs despite their lack of understanding or awareness of the issues at hand, leading to biased judgments. ...
This paper explores the intricate relationship between psychology, philosophy, and law, focusing on the benefits, consequences, and legal tactics that influence mental health. The study aims to examine how philosophical frameworks shape psychological understanding, particularly in addressing mental health challenges. It highlights the benefits of integrating philosophical perspectives into psychological practices, such as promoting self-awareness and ethical reasoning. Additionally, the paper addresses the potential consequences, including ethical dilemmas and the risk of oversimplification in law. The analysis also delves into legal tactics employed in mental health cases, considering the balance between individual rights and societal safety. By synthesizing these disciplines, this paper contributes to a holistic approach to mental health, advocating for the collaboration of psychology, philosophy, and law to improve mental health outcomes.
Throughout their educational experience, spanning approximately fourteen years, these individuals were systematically conditioned to avoid error at all costs. This prolonged conditioning has ingrained a profound aversion to admitting mistakes, leaving them psychologically unequipped to acknowledge personal faults or errors. In adulthood, this aversion manifests as an unconscious inability to recognize their own fallibility, driving behaviors rooted in a deeply embedded need to validate their correctness.
As a result, these individuals may resort to any measure—whether through self-deception or external manipulation—to uphold their self-perception of infallibility. Such actions stem from a long-standing, internalized fear, one fostered by an educational paradigm that equated academic failure or poor grades with life failure. This paradigm has, in essence, conditioned them to equate imperfection with severe consequences, thereby creating a sense of existential threat in situations where they might otherwise admit fault or error.
The educational model established in the 4th century CE has passed down learned behaviors and cognitive biases across generations spanning nearly two millennia. This system has become self-perpetuating, reinforcing rigid thinking patterns that hinder intellectual growth and adaptability. This paper examines the stages of response to challenging information, the concept of cognitive inertia, and various cognitive biases—including the Galileo Fallacy—that contribute to a cognitive impasse. By understanding and identifying these patterns, individuals can cultivate self-awareness and overcome these constraints to foster intellectual expansion.
Το βιβλίο αυτό είναι ένας οδηγός για τους εραστές της λογικής και της αλήθειας. Με παραδείγματα από την καθημερινή ζωή, βίντεο, ασκήσεις και άφθονο χιούμορ, θα συζητήσουμε τη σημασία της λογικής και κριτικής σκέψης στην εκπαίδευση, την εργασία και την καθημερινή ζωή, καθώς και τα εμπόδια για την ανάπτυξη του ορθολογισμού.
Despite the global expansion of coral restoration initiatives that depend on volunteer divers in supporting these programs, research exploring their motivations, sentiments and knowledge remains scarce. This study employed a mixed-methods analysis of surveys (n = 83) and interviews (n = 15) of a heterogeneous population of coral restoration volunteers and a control group of divers in Roatan, Honduras to explore these aspects. Experienced coral restoration volunteers did not perceive their contributions to coral health protection as being greater than control group non-volunteer divers, despite displaying a deeper understanding of the threats to coral reefs. Notably, both new volunteers prior to training and experienced restoration volunteers were more than twice as likely as control divers to highlight reducing carbon emissions as critical for coral health. While volunteer divers exhibit a strong baseline awareness and concern for coral reef threats, they report that participation in restoration efforts leads to significant learning gains regarding coral conservation. The insights gained from the motivations and learning outcomes of volunteers in coral restoration in Roatan may inform similar initiatives globally, potentially impacting a wide range of volunteer-based ecosystem restoration programs and diver-involved projects, thereby enhancing volunteer engagement and educational outcomes in environmental conservation efforts.
This study explores the subjective evaluation of supplementary motor area (SMA) regulation performance in a real-time functional magnetic resonance imaging neurofeedback (fMRI-NF) task. In fMRI-NF, people learn how to self-regulate their brain activity by performing mental actions to achieve a certain target level (TL) of blood-oxygen-level-dependent (BOLD) activation. Here, we studied two types of self-evaluation: performance predictions and perceived confidence in the prediction judgement. Participants completed three sessions of SMA regulation in a 7 T fMRI scanner, performing a mental drawing task. During each trial, they modulated their imagery strategy to achieve one of two different levels of SMA activation and reported a performance prediction and their confidence in the prediction before receiving delayed BOLD-activation feedback. Results show that participants’ performance predictions improved with learning throughout the three sessions, and that these improvements were not driven exclusively by their knowledge of previous performance. Confidence reports on the other hand showed no change throughout training and did not correlate with better and worse predictions. In addition to shedding light on mechanisms of internal self-evaluation during neurofeedback training, these results also point to a dissociation between predictions of performance and confidence reports in the presence of feedback.
This article is part of the theme issue ‘Neurofeedback: new territories and neurocognitive mechanisms of endogenous neuromodulation’.
Este artículo aborda el análisis curricular en el contexto de la Educación Física y cómo los profesores de aula implementan el currículo en sus clases. El objetivo principal es examinar si el diseño curricular planificado por las instituciones educativas se alinea con las prácticas reales en el aula, y cómo los docentes adaptan o modifican los contenidos y métodos sugeridos para cumplir con los objetivos de la educación física.
El estudio investiga las percepciones de los profesores sobre el currículo de educación física, sus desafíos al momento de aplicarlo, y las posibles discrepancias entre la teoría y la práctica. A través de entrevistas y encuestas, se recopilan datos sobre las experiencias de los docentes al implementar el currículo, analizando factores como la formación docente, la disponibilidad de recursos, el tamaño de las clases, y el apoyo institucional.
Los resultados del artículo revelan que, aunque muchos profesores comprenden la importancia del currículo, la implementación a menudo se ve limitada por la falta de recursos o el tiempo disponible. Además, algunos profesores optan por adaptar los contenidos a las necesidades específicas de sus estudiantes o a las condiciones del entorno, lo que puede generar variabilidad en la calidad de la enseñanza de la educación física.
El artículo concluye subrayando la necesidad de ofrecer mayor capacitación a los docentes para garantizar una mejor comprensión y aplicación del currículo. También se sugiere mejorar la infraestructura y proporcionar recursos suficientes para que los profesores puedan implementar actividades físicas variadas y efectivas, que promuevan el desarrollo integral de los estudiantes.
Large‐language models (LLMs) have the potential to accelerate research in ecology and evolution, cultivating new insights and innovation. However, whilst revelling in the plethora of opportunities, researchers need to consider that LLM use could also introduce risks.
An important piece of context underpinning this perspective is the pressure to publish, where research careers are defined, at least partly, by publication metrics like number of papers, impact factor, citations etc. Coupled with academic employment insecurity, especially during early career, researchers may reason that LLMs are a low‐risk and high‐reward tool for publication.
However, this pressure to publish can introduce risks if LLMs are used as a shortcut to game publication metrics instead of a tool to support true innovation. These risks may ultimately reduce research quality, stifle researcher development and incur reputational damage for researchers and the entire scientific record.
We conclude with a series of recommendations to mitigate the magnitude of these risks and encourage researchers to apply caution whilst maximising LLM potential.
Dunning Kruger Effect (DKE) adalah fenomena metakognitif superioritas ilusi di mana individu yang melakukan tugas dengan buruk percaya bahwa mereka melakukannya lebih baik dari pada yang lain, namun individu yang melakukannya dengan sangat baik percaya bahwa mereka berkinerja buruk dibandingkan dengan orang lain. Efek Dunning kruger effect mengacu pada pengamatan bahwa orang yang tidak kompeten seringkali tidak cocok untuk mengenali ketidakmampuan mereka. Di sini kami menyelidiki potensi Dunning kruger effect dalam penalaran tingkat tinggi dan, khususnya, berfokus pada keefektifan relatif dari pemantauan metakognitif di antara para penalar yang bias.
Background
Learner agency (LA) involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, LA is critical for fostering adaptability and lifelong learning. This scoping review explores how LA, alongside concepts such as self-regulated learning (SRL) and self-directed learning (SDL), is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context.
Methods
The scoping review followed Arksey and O’Malley’s five-stage framework and examined literature on SRL, SDL, and LA in undergraduate dental education from 1994–April 2024 across five databases: PubMed, Scopus, Embase, ProQuest Central, and Web of Science. A manual search of the cited references was also conducted. Relevant studies were screened, and the findings were summarized to offer a comprehensive overview and identify research gaps.
Results
In total, 33 studies were included in the review. The results revealed a strong interconnection between intrapersonal, behavioral, and contextual dimensions in shaping learner agency (LA) through self-regulated learning (SRL) and self-directed learning (SDL) among undergraduate dental students. The studies analyzed, predominantly quantitative, highlighted the multifaceted relationships among SRL, SDL, and LA, emphasizing its significance for educational practice and policy.
Conclusions
Self-regulated learning (SRL) and self-directed learning (SDL) are crucial for developing learner agency (LA), aiding undergraduate students' transition into independent professionals and fostering lifelong learning behaviors. Educational strategies should prioritize empowering students to become independent learners, reducing their reliance on faculty. Further research is needed to identify effective methods for promoting LA development among dental students.
هدفت الدراسة إلى تعرّف أهم المتغيرات السياسية التي أثرت في مساعي تشكيل حكومة عموم فلسطين1948 ، وبيان مواقف التيارين المصري والأردني من هذه الحكومة. اعتمد الباحث في الدراسة على ثلاثة مناهج رئيسية، هي: المنهج التاريخي، والمنهج الوصفي، والمنهج المقارن، وقسمت الدراسة إلى خمسة محاور رئيسية، تناولت تشكيل حكومة عموم فلسطين، وسياسة النظام الأردني وأنصاره وموقف النظام المصري، من حكومة عموم فلسطين، وموقف جامعة الدول العربية من هذه الحكومة .. ويعرض بعض النتائج والتوصيات، وتوصلت الدراسة إلى عدة نتائج متعلقة بأسباب فشل حكومة عموم فلسطين، وبخاصة ما يتعلق بالجانب الفلسطيني والتدخل السلبي للنظام الأردني، وتراجع الدعم المصري، وفشل الجامعة العربية في الاحتفاظ بموقف موحد من حكومة عموم فلسطين .
Owing to the outbreak of COVID-19, countless advanced educational institutions transitioned to online
learning. This study explored the perceptions and experiences of a group of international students enrolled in
online courses in Huzhou University, China. A mixed method approach (self-study and unstructured interview)
was adopted for the data collection, and explanatory analysis was used to present the data collected and
highlighted key findings. The authors with the help of other students identified some positive and negative
perceived attributes of online learning. Five common challenges of online learning were documented: 1) problem
with adaptation to an online environment, 2) technological complication, 3) restricted communication, 4) low
intrinsic motivation and 5) low level of class participations. The authors then suggested that training be organised
for both teachers and learners to make the online learning less problematic for learners. These findings could
help improve online teaching practice and learning quality in future courses.
The Dunning-Kruger Effect (DKE) is a cognitive bias where individuals with limited ability or knowledge tend to overestimate their own competencies, while those who are more skilled often underestimate their capabilities. Identified in a seminal 1999 study by psychologists David Dunning and Justin Kruger, this phenomenon underscores essential concepts in metacognition – the awareness and understanding of one’s thought processes. The DKE manifests across various domains, particularly in educational contexts, leading to significant implications for students, teachers, and administrators within English Language Teaching (ELT). This paper explores the origins and key findings surrounding the DKE, illustrating its detrimental impact on selfassessment and feedback mechanisms. It addresses students’ overconfidence or self-doubt in language proficiency, the challenges teachers face in evaluating their instructional effectiveness, and the potential pitfalls administrators encounter in decision-making and policy implementation. Additionally, the paper discusses the interplay of related biases, such as optimism bias and cognitive dissonance, which further complicate accurate self-evaluation. To combat these challenges, it advocates for enhanced metacognitive training, constructive feedback strategies, and a growth mindset for all stakeholders involved. Ultimately, fostering self-awareness and a reflective practice in ELT settings can lead to improved learning outcomes and a more productive educational environment.
ResearchGate has not been able to resolve any references for this publication.