The Effect Of Overconfidence On Subsequent Learning Performance:Mediation Effects Of Academic Emotion And Learning Investment

Overconfidence is a common phenomenon in people's decisions.In a challenging and competitive society,individuals make self-assessments and judgments at all times,but studies have found that when people assess their abilities and anticipate the future,Most people overestimate their abilities and are overly optimistic about their expectations.Some scholars think that only if you have accurate judgment can you make a clear choice,so it is easy to associate overconfidence with decision deviation and failure.Even some scholars believe that overconfidence is potentially destructive.If overconfidence is so destructive,it should be eliminated from an evolutionary point of view But overconfidence still prevails.Evolutionary psychology has proposed that inaccurate judgment,such as overconfidence and false belief,has certain adaptability,especially in competitive resources.In the current research,the influence of overconfidence on the performance of subsequent learning is not clearly put forward.This study investigates the effect of overconfidence on the performance of subsequent learning,on the basis of dissatisfaction with academic emotion and the intermediary role of learning input.The relationship between overconfidence and subsequent learning performance was answered.Three studies were used to test that when overconfident individuals performed lower in learning tasks than previous self-assessments,compared to moderate and less confident individuals,Whether or not there will be more learning input in the successor learning task because of dissatisfaction with the previous performance,and obtain better performance of the successor learning.Specifically,study 1 and study 2used overestimation,and study 3 measured the performance of overconfident students in their self-assessment,academic mood,learning commitment and subsequent tasks prior to the first task.That is to say,the performance of subsequent learning is predicted by over-positioning.In addition,three subjects were randomly divided into real feedback group(real)Test group and false feedback group(control group).On this basis,this study draws the following conclusions:The main purpose of the first study is to verify whether subsequent learning benefits from overconfidence.In the case of controlling the previous performance,the overconfident individuals find that their actual performance is lower than the previous self-assessment,they will have more learning input inthe subsequent performance,and reduce the gap by improving the performance of the successor learning.The second is to measure academic emotion in the last stage of the experiment,which further verifies that the improvement of stage two performance is due to overconfidence rather than dissatisfaction.The third study increased the control group and compared with the real feedback obtained by the subjects.It was concluded that only when the participants received the real feedback that was not in line with the expectation could the subsequent learning be improved.This excludes individuals who perform poorly in stage one,where stage two performance increases because of overconfidence,not because of a return to average.In addition,the overconfident subjects of the control group had no more investment in learning and no better follow-up performance because of the false feedback that they had achieved better performance.On the basis of these conclusions,the influence of overconfidence on education is discussed.