Document Type
Research Paper
Abstract
In order to further examine the overconfidence phenomenon, the present experiment investigates the effects of expertise (as defined by psychology credit hours), achievement (as defined by GPA), and question difficulty on calibration. Calibration is the accuracy of estimation of our knowledge and is demonstrated by expressing confidence in a chosen answer. A 60-question psychology test was administered to college undergraduates of varying levels of expertise and achievement. An ANOV A failed to identify an interaction between expertise, achievement, and question difficulty. A main effects analysis revealed that achievement was a major factor of calibration for easy questions only. This study implies that there are differences between high and low achievers when calibrating knowledge, and question difficulty is a major determinant of overconfidence.
Publication Date
1996
Journal Title
Conference Proceedings: Undergraduate Social Science Research Conference
Volume
1
Issue
1
First Page
136
Last Page
139
Copyright
©1996 by the University of Northern Iowa
Language
en
File Format
application/pdf
Publisher
University of Northern Iowa
City
Cedar Falls, IA
Recommended Citation
Sokas, Mary E.
(1996)
"Overconfidence as a Function of Expertise, Achievement, and Question Difficulty,"
Conference Proceedings: Undergraduate Social Science Research Conference: Vol. 1:
Iss.
1, Article 21.
Available at:
https://scholarworks.uni.edu/csbsproceedings/vol1/iss1/21
