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When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0001-7071-2482
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-7751-3942
Department of Teacher Education and School Research, Faculty of Educational Science, University of Oslo, Oslo (NOR).
Center for Research in Education (CIE-ISPA), ISPA – Instituto Universitário, Lisbon (PRT).
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2024 (English)In: European Journal of Psychology of Education, ISSN 0256-2928, E-ISSN 1878-5174, Vol. 39, p. 1537-1559Article in journal (Refereed) Published
Abstract [en]

Research has shown that some students who underperform in mathematics overestimate their performance, while others who excel in mathematics underestimate it. Looking at this mismatch of performance and confidence judgement—the Dunning–Kruger effect (DKE)—the current study investigates how well students’ confidence judgement and item-specific mathematics competence relate with each other and whether such a relationship differs across six European countries (i.e., Norway, Sweden, Finland, Estonia, Serbia and Portugal). We also examine whether perceived competence, mathematics identity, gender, socioeconomic status and immigration background predict this mismatch and whether these demographic factors function differently between the examined countries. The results show that the DKE could be found across grades three and four in all six countries. However, there are country-specific patterns regarding the relationship between performance, mathematics identity and perceived competence; the DKE; and how different demographic variables predict its occurrences in particular subpopulations. 

Place, publisher, year, edition, pages
Springer Science and Business Media B.V. , 2024. Vol. 39, p. 1537-1559
Keywords [en]
Dunning–Kruger effect, Confdence judgement, Perceived competence, Mathematics, SES, Gender, Immigration background
National Category
Educational Sciences
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URN: urn:nbn:se:hv:diva-21368DOI: 10.1007/s10212-024-00804-xISI: 001164246200004Scopus ID: 2-s2.0-85185342054OAI: oai:DiVA.org:hv-21368DiVA, id: diva2:1859074
Note

CC-BY 4.0

Funding: Open access funding provided by University of Gothenburg. Research Council of Norway within FINNUT Programme for Research and Innovation in the Educational Sector (grant number 301033).

Available from: 2024-05-20 Created: 2024-05-20 Last updated: 2024-05-20

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Yang Hansen, KajsaThorsen, Cecilia

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