Exploring the Dunning-Kruger Effect in First-Year Physical Education and Sports Students

Yıl 2024, Cilt: 6 Sayı: 2, 131 - 139, 31.12.2024

Nihal Dal , İlker Balıkçı , Utku Işık , Serdar Tok

https://doi.org/10.52272/srad.1595858

Öz

In the present study, we aimed to explore whether the Dunning-Kruger effect occurs in college students across five different academic examinations regarding the Psychology of Education courses. The sample included 44 college students from a local university aged 19 to 23. Participants took five exams, each having ten questions immediately after a 1-hour Psychology of Education course. At the end of each exam, participants estimated their grade points and rated confidence in their grade point estimation. Participants also rated their perceived difficulty with the exams. Before conducting the statistical analysis, we categorized the participants into high-performing and low-performing students based on a median split of each exam. Further, we calculated how much the participants calibrated in their grade point prediction by subtracting the self-predicted grade point from the actual grade point. Then, we performed a series of paired sample t-tests to investigate whether self-estimate grade points, confidence in grade point estimation, and perceived exam difficulty differ between low and high-performing students. Results demonstrated no significant differences between high and low-performing students in four exams concerning grade point estimation, confidence in grade point estimation, and perceived difficulty. However, the differences between self-estimated and actual grade points were greater in low-performing than high-performing students. To put it simply, in four out of five exams, students who performed poorly tended to overestimate their scores more than those who performed well.

Anahtar Kelimeler

Dunning-Kruger effect, academic success, self-estimation

Beden Eğitimi ve Spor Birinci Sınıf Öğrencilerinde Dunning-Kruger Etkisinin Araştırılması

Öz

Bu çalışmada, eğitim psikolojisi derslerine ilişkin beş farklı akademik sınavda Dunning-Kruger etkisinin üniversite öğrencileri arasında gözlemlenip gözlemlenmediğini incelemek amaçlanmıştır. Araştırmanın örneklemi, 19-23 yaşları arasında, yerel bir üniversitede öğrenim gören 44 üniversite öğrencisinden oluşmuştur. Katılımcılar, bir saatlik bir eğitim psikolojisi dersinin hemen ardından, her biri on sorudan oluşan beş sınavı tamamlamışlardır. Her sınavın sonunda, katılımcılar hem not tahminlerini hem de bu tahminlere olan güven düzeylerini bildirmiş, ayrıca sınav zorluk düzeylerini değerlendirmiştir. İstatistiksel analizden önce, her bir sınavın medyanı esas alınarak katılımcılar yüksek ve düşük performans gösteren öğrenciler olarak iki gruba ayrılmıştır. Katılımcıların not tahminlerinin doğruluğu, tahmin edilen not ile gerçek not arasındaki fark üzerinden hesaplanmıştır. Daha sonra, düşük ve yüksek performans gösteren öğrenciler arasında not tahminlerinin doğruluğu, tahmine olan güven düzeyi ve sınav zorluğu algısı açısından farklılıkların olup olmadığını belirlemek amacıyla bir dizi eşleştirilmiş örneklem t-testi gerçekleştirilmiştir. Analiz sonuçları, dört sınavda yüksek ve düşük performans gösteren gruplar arasında not tahminleri, tahminlere olan güven ve algılanan sınav zorluğu açısından anlamlı bir fark bulunmadığını ortaya konmuştur. Bununla birlikte, düşük performans gösteren öğrencilerin, tahmin ettikleri not ile gerçek notları arasındaki farkın daha büyük olduğu tespit edilmiştir. Diğer bir deyişle, beş sınavın dördünde, düşük performans gösteren öğrenciler, yüksek performans gösteren öğrencilere kıyasla notlarını daha fazla abartma eğilimi göstermiştir.

Anahtar Kelimeler

Dunning-Kruger etkisi, akademik başarı, öz değerlendirme

Kaynakça

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