The extremely overconfident and extremely dissatisfied: a case study of an introductory macroeconomics college course

Marlon Williams

Education Economics, 2024, vol. 32, issue 3, 381-394

Abstract: In this paper, I first provide additional evidence of the prevalence and severity of the problem of student grade overconfidence. I do so by documenting the level of overconfidence that exists in an introductory macroeconomics course. In this course, 75% of the 614 students earned a grade that was below what they expected. I also find that students who expect that their actual grade will fall significantly below their original expected grade are dramatically more likely to report that they had the worst overall experience in this course relative to their experiences in all other concurrent courses.

Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2023.2216896 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:32:y:2024:i:3:p:381-394

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2023.2216896

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().