The Dunning-Kruger effect applies to self-appraisals of the soundness of one's judgment
the verdict
INSUFFICIENT LEANING
refutedsupported
the weight of evidence
6 sources for · 0 against
The retrieved literature discusses the Dunning-Kruger effect primarily in terms of performance and competence misalignments rather than specifically addressing the broad soundness of one's judgment across all self-appraisals.
DUNNING-KRUGER EFFECT IN THE TEACHING AND LEARNING PROCESS: A SYSTEMATIC LITERATURE REVIEW | Zenodo Skip to main You are using an outdated browser. Please upgrade your browser to improve your experience. Published April 28, 2025 | Version v1 Journal article Open DUNNING-KRUGER EFFECT IN THE TEACHING AND LEARNING PROCESS: A SYSTEMATIC LITERATURE REVIEW Authors/Creators SOUZA, Rafael Castro de 1 BEZERRA, Diogo Pereira 1 MARQUES, Carla Katarina de Monteiro 1 ALVES, Sandra Maria Campos 1 Show affiliations 1. Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) Contributors Editor: SENHORAS, Elói Martins 1 Show affiliations 1.
Universidade Federal de Roraima (UFRR) Description The teaching and learning process has long been a subject of interest within the academic community. Among the various aspects examined, the impact of metacognitive effects on the quality of this process has gained particular prominence. One such effect is the Dunning-Kruger phenomenon, which refers to the tendency of individuals with low competence to overestimate their own performance, thereby revealing a misalignment between perception and reality that calls for specific and targeted interventions.
In this context, the present study aims to analyze the potentialities, techniques, and technologies associated with identifying the Dunning-Kruger effect in educational settings. To this end, a systematic literature review was conducted based on the PRISMA 2020 protocol, including national and international master's theses and doctoral dissertations published in Portuguese and English. The findings show that the phenomenon is widely studied in educational contexts—especially abroad—predominantly through quantitative methods.
The most common techniques involve self-assessments combined with objective performance tests, typically analyzed using statistical approaches such as ANOVA and regression. Although some studies explore educational technologies, such as serious games, the direct implementation of technological tools for identifying the effect remains limited. It is concluded that the Dunning-Kruger effect is a significant metacognitive phenomenon within the educational field, offering valuable insights into students' self-perception and academic performance. However, its practical application still lacks technological development and systematic pedagogical strategies to support metacognitive self-regulation.
Versions External resources Indexed in OpenAIRE Communities Keywords and subjects Keywords Educational Feedback Dunning-Kruger Effect Metacognition Overestimation of Abilities Self-Assessment Teaching and Learning Details DOI DOI Badge DOI 10.5281/zenodo.15477560 Markdown [](https://doi.org/10.5281/zenodo.15477560) reStructuredText ..
The Dunning–Kruger effect is traditionally interpreted as a metacognitive deficit in which low performers overestimate their competence while high performers underestimate theirs. While empirically robust, the classical interpretation has faced methodological challenges including regression-to-the-mean artifacts, better-than-average confounds, and questions about cross-cultural generalizability. This paper proposes a developmental reinterpretation that addresses both the empirical data and these critiques: confidence–competence misalignment reflects a phase-dependent calibration process embedd
Beyond Bias: The Dunning–Kruger Effect as Developmental Calibration | Zenodo Skip to main You are using an outdated browser. Please upgrade your browser to improve your experience. Published March 3, 2026 | Version v1 Preprint Open Beyond Bias: The Dunning–Kruger Effect as Developmental Calibration Authors/Creators Matta, David (Daoud) 1 Show affiliations 1. American University of Beirut Description The Dunning–Kruger effect is traditionally interpreted as a metacognitive deficit in which low performers overestimate their competence while high performers underestimate theirs.
While empirically robust, the classical interpretation has faced methodological challenges including regression-to-the-mean artifacts, better-than-average confounds, and questions about cross-cultural generalizability. This paper proposes a developmental reinterpretation that addresses both the empirical data and these critiques: confidence–competence misalignment reflects a phase-dependent calibration process embedded in skill acquisition systems rather than a static cognitive bias. Early overestimation may function as motivational projection—operationalized through self-efficacy scales and growth orientation measures—that facilitates domain entry and persistence.
The Dunning-Kruger effect (DKE) is the finding that, across a wide range of tasks, poor performers greatly overestimate their ability, while top performers make more accurate self-assessments. The original account of the DKE involves the idea that metacognitive insight requires the same skills as task performance, so that unskilled people perform poorly and lack insight. However, typical global measures of self-assessment are prone to statistical and other biases that could explain the same pattern. We used psychophysical methods to examine metacognitive insight in simple movement and spatial
Apple. Kruger , J. and Dunning , D. (1999) Unskilled and Unaware of It: How Difficultiees in Recognizing One’s Own Incompetence Lead to Inflated Self -Assessments
Financial literacy refers to the knowledge required for individuals to make financial decisions. When individuals' subjective assessment of their financial literacy does not align with their actual level of financial knowledge (i.e., the discrepancy between subjective and objective financial literacy), it can result in a range of adverse decision-making outcomes. Therefore, it is crucial to investigate the relationship between subjective and objective financial literacy. Drawing on the Dunning-Kruger effect, there may exist a systematic bias between these two measures. To elaborate further, in
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