DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER
Yıl: 2018 Cilt: 8 Sayı: 1 Sayfa Aralığı: 141 - 157 Metin Dili: Türkçe İndeks Tarihi: 16-01-2019
DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER
Öz: Dunning-Krugersendromu,belirlibiralandayadakonudavasıfsızyadayeteneklerisınırlıbireyleringerçekteolduğundançokdahafazlabilgivebeceriyesahipolduklarınainanmaeğilimlerineodaklanmaktadır.Kendineaşırıgüvenmeşeklindegözlemlenenbuproblem,kararvermesürecindekihatalardanbiriolarakgörülmektevemetabilişselbecerilerleilgilibiryetersizlikolarakdeğerlendirilmektedir.Buçalışmanınamacı,bireylerinakademikbaşarılarınayöneliközneldeğerlendirmelerindeaşırıgüvenproblemiolupolmadığınıincelemekveözneldeğerlendirmelerinakademikbaşarıileilişkisinivecinsiyetvebölümleregörefarklılaşıpfarklılaşmadığınıaraştırmaktır.Çalışmanınörneklemi22ile45yaşaralığındaki128yetişkindenoluşmaktadır.KatılımcılarınakademikbaşarılarınıbelirlemekamacıylaÖğretimTeknolojileriveMateryalgeliştirmedersibağlamında40sorulukçoktanseçmelibirakademikbaşarıtestikullanılmıştır.Ayrıcaöğrenenlerinsınavdakiperformanslarınayöneliközneldeğerlendirmelerinibelirlemekamacıylaakademikbaşarıtestindeyeralanherbirsorudansonraöğrenenleresoruyaverdiklericevabındoğruluğundaneminolupolmadıklarısorusuyöneltilmiştir.Çalışmanınsonuçlarınagöre,katılımcılarınbüyükçoğunluğunun(%87,5)akademikbaşarılarınayöneliközneldeğerlendirmelerindeyanılsamaolduğuvebuyanılsamanınkatılımcıların%71,9’uiçinbaşarıpuanlarınınolduğundanfazlatahminedilmesişeklindegerçekleştiğibelirlenmiştir.Bununlabirliktekatılımcılarınözneldeğerlendirmelerinindoğruluğununcinsiyetlerinevebölümlerinegörefarklılaşmadığısonucunaulaşmıştır.Bunlaraekolarak,katılımcılarınaşırıgüvenpuanlarıileakademikbaşarıpuanlarıarasındaisenegatifveanlamlıbirilişkiolduğusonucunaulaşılmıştır.
Anahtar Kelime: Konular:
DUNNING-KRUGER SYNDROME AND SUBJECTIVE JUDGEMENTS
Öz: Dunning-Kruger syndrome focuses on the tendency of individuals who are unskilled or having limited ability in a particular area or subject to believe that they have much more knowledge and skills than actually they have. Observed as overconfidence, this problem is regarded as one of the mistakes in the decision-making process and is seen as the inadequacy of metacognitive skills. The purpose of this study is to investigate whether there are any illusions in adults’ subjective judgements of their academic achievement and to examine their relation between their academic achievement and whether their subjective judgements differ according to gender and major. The sample of the study consisted of 128 adults between 22 and 45 years of age. A 40-item multiple-choice academic achievement test was used to determine the academic achievement of the participants in the context of Instructional Technologies and Material Development course. In addition, each question in the academic achievement test was followed by another question asking whether the learner was sure that their answers were correct to determine the subjective judgements of the learners' performance on the exam. The results of the study showed that the majority of the participants (87.5%) have illusion in their subjective judgements of their academic achievement and for 71.9% of the participants the illusion was as overestimation of their academic achievement. However, the validity of the subjective judgements of the participants did not differ according to gender and major. Finally, a negative and statistically significant relationship between participants' overconfidence scores and academic achievement scores was found.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | Somyürek S, ÇELİK İ (2018). DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. , 141 - 157. |
| Chicago | Somyürek Sibel,ÇELİK İbrahim DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. (2018): 141 - 157. |
| MLA | Somyürek Sibel,ÇELİK İbrahim DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. , 2018, ss.141 - 157. |
| AMA | Somyürek S,ÇELİK İ DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. . 2018; 141 - 157. |
| Vancouver | Somyürek S,ÇELİK İ DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. . 2018; 141 - 157. |
| IEEE | Somyürek S,ÇELİK İ "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER." , ss.141 - 157, 2018. |
| ISNAD | Somyürek, Sibel - ÇELİK, İbrahim. "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER". (2018), 141-157. |
| APA | Somyürek S, ÇELİK İ (2018). DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 141 - 157. |
| Chicago | Somyürek Sibel,ÇELİK İbrahim DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram ve Uygulama 8, no.1 (2018): 141 - 157. |
| MLA | Somyürek Sibel,ÇELİK İbrahim DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram ve Uygulama, vol.8, no.1, 2018, ss.141 - 157. |
| AMA | Somyürek S,ÇELİK İ DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram ve Uygulama. 2018; 8(1): 141 - 157. |
| Vancouver | Somyürek S,ÇELİK İ DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER. Eğitim Teknolojisi Kuram ve Uygulama. 2018; 8(1): 141 - 157. |
| IEEE | Somyürek S,ÇELİK İ "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER." Eğitim Teknolojisi Kuram ve Uygulama, 8, ss.141 - 157, 2018. |
| ISNAD | Somyürek, Sibel - ÇELİK, İbrahim. "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER". Eğitim Teknolojisi Kuram ve Uygulama 8/1 (2018), 141-157. |
