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DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER

Year 2018, Volume: 8 Issue: 1, 141 - 157, 22.01.2018
https://doi.org/10.17943/etku.327830

Abstract

Dunning-Kruger sendromu, belirli bir alanda ya da konuda
vasıfsız ya da yetenekleri sınırlı bireylerin
gerçekte olduğundan çok daha fazla bilgi ve beceriye sahip olduklarına
inanma eğilimlerine odaklanmaktadır. Kendine aşırı güvenme şeklinde gözlemlenen
bu problem, karar verme sürecindeki hatalardan biri olarak görülmekte ve metabilişsel
becerilerle ilgili bir yetersizlik olarak değerlendirilmektedir. Bu çalışmanın
amacı, bireylerin akademik başarılarına yönelik öznel değerlendirmelerinde
aşırı güven problemi olup olmadığını incelemek ve öznel değerlendirmelerin akademik
başarı ile ilişkisini ve cinsiyet ve bölümlere göre farklılaşıp farklılaşmadığını
araştırmaktır. Çalışmanın örneklemi
22 ile 45 yaş aralığındaki 128 yetişkinden
oluşmaktadır. Katılımcıların akademik başarılarını belirlemek amacıyla Öğretim
Teknolojileri ve Materyal geliştirme dersi bağlamında 40 soruluk çoktan seçmeli
bir akademik başarı testi kullanılmıştır. Ayrıca öğrenenlerin sınavdaki
performanslarına yönelik öznel değerlendirmelerini belirlemek amacıyla akademik
başarı testinde yer alan her bir soru
dan sonra öğrenenlere soruya verdikleri cevabın
doğruluğundan emin olup olmadıkları sorusu yöneltilmiştir.
Çalışmanın sonuçlarına göre, katılımcıların büyük
çoğunluğunun (% 87,5) akademik başarılarına yönelik öznel değerlendirmelerinde
yanılsama olduğu ve bu yanılsamanın katılımcıların
% 71,9’u için başarı puanlarının olduğundan fazla tahmin
edilmesi şeklinde gerçekleştiği belirlenmiştir. Bununla birlikte katılımcıların
öznel değerlendirmelerinin doğruluğunun cinsiyetlerine ve bölümlerine göre farklılaşmadığı
sonucuna ulaşmıştır. Bunlara ek olarak, katılımcıların aşırı güven puanları ile
akademik başarı puanları arasında ise negatif ve anlamlı bir ilişki olduğu sonucuna
ulaşılmıştır.

References

  • Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92-107.
  • Camerer, C., & Lovallo, D. (1999). Overconfidence and excess entry: An experimental approach. The American Economic Review, 89(1), 306-318.
  • Clayson, D. E. (2005). Performance overconfidence: metacognitive effects or misplaced student expectations?. Journal of Marketing Education, 27(2), 122-129.
  • Forbes, D. P. (2005). Are some entrepreneurs more overconfident than others?. Journal of business venturing, 20(5), 623-640.
  • Fu, T., Koutstaal, W., Fu, C. H. Y., Poon, L., & Cleare, A. J. (2005). Depression, Confidence, and Decision: Evidence Against Depressive Realism. Journal of Psychopathology and Behavioral Assessment, 27(4), 243-252.
  • Goodie, A. S. (2005). The role of perceived control and overconfidence in pathological gambling. Journal of Gambling Studies, 21(4), 481-502.
  • Grinblatt, M., & Keloharju, M. (2009). Sensation seeking, overconfidence, and trading activity. The Journal of Finance, 64(2), 549-578.
  • Günther, C., Ekinci, A., Schwieren, C., & Strobel, M. (2010). Women can’t jump?—An experiment on competitive attitudes and stereotype threat. Journal of Economic Behavior and Organization, 75, 395-401.
  • Isaacson, R., & Fujita, F. (2012). Metacognitive knowledge monitoring and self-regulated learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55.
  • Jakobsson, N., Levin, M., & Kotsadam, A. (2013). Gender and overconfidence: effects of context, gendered stereotypes, and peer group. Advances in Applied Sociology, 3(02), 137.
  • Johnson, D. D., & Fowler, J. H. (2011). The evolution of overconfidence. Nature, 477(7364), 317-320.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kahneman, D., & Lovallo, D. (1993). Timid choices and bold forecasts: A cognitive perspective on risk taking. Management science, 39(1), 17-31.
  • Kennedy, Ellen J., Leigh Lawton, and E. Leroy Plumlee. 2002. Blissful ignorance: The problem of unrecognized incompetence and academic performance. Journal of Marketing Education. 24 (3). 243–52.
  • Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
  • Meier-Pesti, K., & Penz, E. (2008). Sex or gender? Expanding the sex-based view by introducing masculinity and femininity as predictors of financial risk taking. Journal of Economic Psychology, 29, 180-196.
  • Moore, D. A., & Healy, P. J. (2008). The trouble with overconfidence. Psychological review, 115(2), 502.
  • Myers, D.G. (1998). Social psychology (5th ed.) McGraw-Hill, New York (1998)
  • Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of general psychology, 2(2), 175.
  • Niederle, M., & Vesterlund, L. (2008). Gender differences in competition. Negotiation Journal, 24(4), 447-463.
  • Pyszczynski, T., & Greenberg, J. (1987). Toward an integration of cognitive and motivational perspectives on social inference: A biased hypothesis testing model. Advances in experimental social psychology (pp. 297-340). New York: Academic Press
  • Somyürek, S. & Brusilovsky, P. (2015). Impact of Open Social Student Modeling on Self-Assessment of Performance. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (E-Learn 2015). Kona, Hawaii, ABD, 19-22 Ekim, 2015
  • Stankov, L., & Crawford, J. D. (1996). Confidence judgments in studies of individual differences. Personality and Individual Differences, 21(6), 971-986.
  • Tobias, S., & Everson, H. T. (1996). Assessing metacognitive knowledge monitoring. College Board Report No. 96-01.
  • Tobias, S. & Fletcher, J.D. (Eds.) (2000). Training and retraining: A handbook for business, industry, government, and the military. New York: Macmillan Gale Group
Year 2018, Volume: 8 Issue: 1, 141 - 157, 22.01.2018
https://doi.org/10.17943/etku.327830

Abstract

References

  • Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33, 92-107.
  • Camerer, C., & Lovallo, D. (1999). Overconfidence and excess entry: An experimental approach. The American Economic Review, 89(1), 306-318.
  • Clayson, D. E. (2005). Performance overconfidence: metacognitive effects or misplaced student expectations?. Journal of Marketing Education, 27(2), 122-129.
  • Forbes, D. P. (2005). Are some entrepreneurs more overconfident than others?. Journal of business venturing, 20(5), 623-640.
  • Fu, T., Koutstaal, W., Fu, C. H. Y., Poon, L., & Cleare, A. J. (2005). Depression, Confidence, and Decision: Evidence Against Depressive Realism. Journal of Psychopathology and Behavioral Assessment, 27(4), 243-252.
  • Goodie, A. S. (2005). The role of perceived control and overconfidence in pathological gambling. Journal of Gambling Studies, 21(4), 481-502.
  • Grinblatt, M., & Keloharju, M. (2009). Sensation seeking, overconfidence, and trading activity. The Journal of Finance, 64(2), 549-578.
  • Günther, C., Ekinci, A., Schwieren, C., & Strobel, M. (2010). Women can’t jump?—An experiment on competitive attitudes and stereotype threat. Journal of Economic Behavior and Organization, 75, 395-401.
  • Isaacson, R., & Fujita, F. (2012). Metacognitive knowledge monitoring and self-regulated learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39-55.
  • Jakobsson, N., Levin, M., & Kotsadam, A. (2013). Gender and overconfidence: effects of context, gendered stereotypes, and peer group. Advances in Applied Sociology, 3(02), 137.
  • Johnson, D. D., & Fowler, J. H. (2011). The evolution of overconfidence. Nature, 477(7364), 317-320.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel yayın Dağıtım.
  • Kahneman, D., & Lovallo, D. (1993). Timid choices and bold forecasts: A cognitive perspective on risk taking. Management science, 39(1), 17-31.
  • Kennedy, Ellen J., Leigh Lawton, and E. Leroy Plumlee. 2002. Blissful ignorance: The problem of unrecognized incompetence and academic performance. Journal of Marketing Education. 24 (3). 243–52.
  • Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
  • Meier-Pesti, K., & Penz, E. (2008). Sex or gender? Expanding the sex-based view by introducing masculinity and femininity as predictors of financial risk taking. Journal of Economic Psychology, 29, 180-196.
  • Moore, D. A., & Healy, P. J. (2008). The trouble with overconfidence. Psychological review, 115(2), 502.
  • Myers, D.G. (1998). Social psychology (5th ed.) McGraw-Hill, New York (1998)
  • Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of general psychology, 2(2), 175.
  • Niederle, M., & Vesterlund, L. (2008). Gender differences in competition. Negotiation Journal, 24(4), 447-463.
  • Pyszczynski, T., & Greenberg, J. (1987). Toward an integration of cognitive and motivational perspectives on social inference: A biased hypothesis testing model. Advances in experimental social psychology (pp. 297-340). New York: Academic Press
  • Somyürek, S. & Brusilovsky, P. (2015). Impact of Open Social Student Modeling on Self-Assessment of Performance. Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (E-Learn 2015). Kona, Hawaii, ABD, 19-22 Ekim, 2015
  • Stankov, L., & Crawford, J. D. (1996). Confidence judgments in studies of individual differences. Personality and Individual Differences, 21(6), 971-986.
  • Tobias, S., & Everson, H. T. (1996). Assessing metacognitive knowledge monitoring. College Board Report No. 96-01.
  • Tobias, S. & Fletcher, J.D. (Eds.) (2000). Training and retraining: A handbook for business, industry, government, and the military. New York: Macmillan Gale Group
There are 25 citations in total.

Details

Journal Section Articles
Authors

Doç. Dr. Sibel Somyürek

İbrahim Çelik This is me

Publication Date January 22, 2018
Published in Issue Year 2018 Volume: 8 Issue: 1

Cite

APA Somyürek, D. D. S., & Çelik, İ. (2018). DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram Ve Uygulama, 8(1), 141-157. https://doi.org/10.17943/etku.327830