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Goals and guesses as reference points: a field experiment on student performance

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Goals and guesses as reference points: a field experiment on student performance

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dc.contributor.author Sabater Grande, Gerardo
dc.contributor.author Georgantzís, Nikolaos
dc.contributor.author Herranz Zarzoso, Noemí
dc.date.accessioned 2023-05-30T14:18:18Z
dc.date.available 2023-05-30T14:18:18Z
dc.date.issued 2022
dc.identifier.citation Sabater Grande, Gerardo Georgantzís, Nikolaos Herranz Zarzoso, Noemí 2022 Goals and guesses as reference points: a field experiment on student performance Theory and decision 94 249 274
dc.identifier.uri https://hdl.handle.net/10550/87123
dc.description.abstract In this paper, we study overconfidence and goal-setting in academic performance, with and without monetary incentives. Students enrolled in a microeconomics course were offered the possibility of setting their own target grade before taking part in the final exam. They were also asked to guess their grade immediately after they had taken the exam ('post-diction'). In general, students overestimated their perfor- mance, both at the goal-setting and at the post-diction stages. Controlling for several sources of this bias (cognitive abilities, academic record and self-reported academic confidence), we find that the use of monetary rewards mitigates the overestimation of potential achievements and eliminates overestimation of actual achievements through the improvement of actual performance. Our results suggest that monetary incentives do not cause subjects to put more effort into correct guesses but make them put more effort into academic performance. Using students' academic records to measure overall skill, we find a strong Dunning-Kruger bias which is intensified in the presence of monetary rewards.
dc.relation.ispartof Theory and decision, 2022, vol. 94, p. 249-274
dc.subject Anàlisi financera
dc.title Goals and guesses as reference points: a field experiment on student performance
dc.type journal article
dc.date.updated 2023-05-30T14:18:19Z
dc.identifier.doi 10.1007/s11238-022-09892-x
dc.identifier.idgrec 159764
dc.rights.accessRights open access

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