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.
Conference Proceedings: Undergraduate Social Science Research Conference
©1996 by the University of Northern Iowa
University of Northern Iowa
Cedar Falls, IA
Sokas, Mary E.
"Overconfidence as a Function of Expertise, Achievement, and Question Difficulty,"
Conference Proceedings: Undergraduate Social Science Research Conference: Vol. 1:
1, Article 21.
Available at: https://scholarworks.uni.edu/csbsproceedings/vol1/iss1/21