JournalsKart submission@journalskart.com 8882640642, 011-43101010
Register Login
Peer-Reviewed Open Access Journal

DIAS Technology Review

The Institute has a unique distinction of publishing a bi-annual International journal DIAS Technology Review – The International Journal for Business and IT. The Editorial Board comprises of...

ISSN: 2231-2498 Quarterly English Since 2011
Submit Manuscript Browse Archives
Current Issue

Vol. 17 No. 1 (2020)

Articles 33th Edition of DTR Apr 2020 – Sep 2020

Inflated Self-assessments and Metacognitive Ability: A Demonstration of the Kruger- Dunning Effect among Knowledge Workers

Authors
DR
Dr. Shilpa Jain
MS
Ms, Bhavna Bajaj
Assistant Professor, USMS, GGSIPU, Delhi, India Research Scholar, USMS, GGSIPU, Delhi, India
1 Views
0 Downloads
Published 2020-04-30
Pages 17-25
Abstract

Meta cognitive Ability impacts  many determinants of individual performance including learning, motivation, critical thinking  and decision making. Low Meta cognitive ability has been suggested as the cause of inaccurate self-assessment among poor  performers. The study uncovers the links between Meta cognitive ability, self-assessment  and overall work performance. This study  provides evidence of presence of the Kruger — Dunning effect in the workplace performance of knowledge workers. It also lays the  foundation for studying meta-cognitive ability as a predictor of performance in modern workplaces. The study further makes a  case for range bound interpretation of scores on self-report instruments measuring meta-cognitive ability. 

References
  1. i. Alicke, M. D., Klotz, M. L., Breitenbecher, D. L., Yurak, T. J., & Vredenburg, D. S. (1995). Personal contact, individuation, and the better-than-average effect. Journal of Personality and Social Psychology, 68, 804–825.
  2. ii. Bartha, K., & Carroll, M. (2007). Metacognitive training aids decision making. Australian Journal of Psychology, 59, 64–69.
  3. iii. Blackler, F. (1995). Knowledge, knowledge work and organizations. Organization Studies, 16(6), 1020.
  4. iv. Borman, W. C., & Motowidlo, S. J. (1997). Task performance and contextual performance. Human Performance, 10, 99–109.
  5. v. Brown, A. L. (1978). Knowing when, where and how to remember: A problem of metacognition.
  6. vi. Brown, G. T., & Harris, L. R. (2014). Future of self-assessment in classroom practice. Frontline Learning Research, 2(1), 22–30.
  7. vii. Burke, L., & Hutchins, H. (2007). Training transfer: An integrative literature review. Human Resource Development Review, 6(3), 263–296.
  8. viii. Choi, T. Y., & Varney, G. H. (1995). Rethinking knowledge workers. Organization Development Journal, 13(2), 41–50.
  9. ix. Choy, B. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking.
  10. x. Chua, R. Y., Morris, M. W., & Mor, S. (2012). Collaborating across cultures.
  11. xi. Conway, J. M. (1999). Distinguishing contextual performance from task performance. Journal of Applied Psychology, 84(1), 3.
  12. xii. Davis, D. A., et al. (2006). Accuracy of physician self-assessment. JAMA, 296, 1094–1102.
  13. xiii. Dawson, T. L. (2008). Metacognition and learning in adulthood.
  14. xiv. Dierdorff, E. C., & Ellington, J. K. (2012). Members matter in team training. Personnel Psychology, 65(3), 661–703.
  15. xv. Drucker, P. F. (1999). Knowledge-worker productivity. California Management Review, 41(2), 79–94.
  16. xvi. Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their incompetence.
  17. xvii. Edwards, R. K., et al. (2003). Medical student self-assessment.
  18. xviii. Enos, M. D., et al. (2003). Informal learning and transfer. Human Resource Development Quarterly, 14(4), 369–387.
  19. xix. Entin, E., & Entin, E. (2000). Team situation awareness.
  20. xx. Ehrlinger, J., et al. (2008). Why the unskilled are unaware. Organizational Behavior and Human Decision Processes, 105(1), 98–121.
  21. xxi. Everson, H. T., & Tobias, S. (1998). Metacognitive analysis of performance. Instructional Science, 26, 65–79.
  22. xxii. Flavell, J. H. (1979). Metacognitive and cognitive monitoring. American Psychologist, 34, 906–911.
  23. xxiii. Ford, K., Kraiger, K., & Merritt, S. M. (2010). Training outcomes review.
  24. xxiv. Frith, C. D. (2012). Role of metacognition in social interactions.
  25. xxv. Gibbs, B., et al. (2017). Dunning-Kruger effect in workplace computing. Computers in Human Behavior, 72, 589–595.
  26. xxvi. Gravill, J., et al. (2002). Metacognition and IT.
  27. xxvii. Greene, J. O. (2003). Communication skill acquisition.
  28. xxviii. Hacker, D. J., Dunlosky, J., & Graesser, A. (2009). Handbook of metacognition.
  29. xxix. Harris, M. M., & Schaubroeck, J. (1988). Meta-analysis of performance ratings.
  30. xxx. Hart, J. T. (1965). Feeling of knowing. Journal of Educational Psychology, 56, 208–216.
  31. xxxi. Haun, D. E., et al. (2000). Assessing competence of personnel.
  32. xxxii. Hodges, B., et al. (2001). Recognizing incompetence in physicians.
  33. xxxiii. Kelloway, E. K., & Barling, J. (2000). Knowledge work as organizational behavior.
  34. xxxiv. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it. Journal of Personality and Social Psychology, 77(6), 1121.
  35. xxxv. Kuhn, D., & Dean, D. (2004). Bridge between psychology and education.
  36. xxxvi. Lee, C. B., & Teo, T. (2011). Metacognition through problem solving.
  37. xxxvii. Lather, A., & Jain, S. (2008). Performance Evaluation Schedule.
  38. xxxviii. Lather, A., Jain, S., & Bajaj, B. (2018). Metacognition Awareness Inventory (Indian adaptation).
  39. xxxix. Magno, C. (2010). Metacognitive skills and critical thinking.
  40. xl. McCarthy, A., & Garavan, T. N. (2008). Team learning and metacognition.
  41. xli. Nonose, K., et al. (2014). Metacognition in team behavior.
  42. xlii. Oh, H. K. (2016). Metacognition and learning performance.
  43. xliii. Panadero, E., et al. (2016). Future of student self-assessment.
  44. xliv. Paris, S. G., & Winograd, P. (1990). Metacognition in learning.
  45. xlv. Peters, E. E. (2007). Science metacognitive prompts study.
  46. xlvi. Piaget, J. (1950). Psychology of intelligence.
  47. xlvii. Pulakos, E. D., et al. (2000). Adaptability in workplace.
  48. xlviii. Rhodes, J., et al. (2016). Metacognition and firm performance.
  49. xlix. Reich, R. (1991). The work of nations.
  50. l. Schmidt, A. M., & Ford, J. K. (2003). Learning in training environments.
  51. li. Schraw, G. (1998). Metacognitive awareness.
  52. lii. Schraw, G., & Denison, R. (1994). Assessing metacognitive awareness.
  53. liii. Schraw, G., & Moshman, D. (1995). Metacognitive theories.
  54. liv. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Self-regulation in science education.
  55. lv. Sigler, E. A., & Tallent-Runnels, M. K. (2006). Measuring metacognition.
  56. lvi. Sungur, S., & Senler, B. (2009). Metacognition and motivation.
  57. lvii. Steinbach, J. C. (2008). Metacognitive strategy instruction.
  58. lviii. Swanson, H. L. (1990). Metacognitive knowledge and problem solving.
  59. lix. Trauth, E. M. (2000). Information economy culture.
  60. lx. Tsai, C. (2001). Metacognition and critical thinking.
  61. lxi. Viswesvaran, C. (1993). Modeling job performance.
  62. lxii. Vygotsky, L. (1962). Thought and language.
  63. lxiii. Wells, A. (2005). Detached mindfulness in therapy.
  64. lxiv. Whitebread, D., et al. (2009). Tools for assessing metacognition.
Download
PDF
How to Cite
Dr. Shilpa Jain, Ms, Bhavna Bajaj . (2020). Inflated Self-assessments and Metacognitive Ability: A Demonstration of the Kruger- Dunning Effect among Knowledge Workers. DIAS Technology Review, 17(1), 17-25.
About This Journal
DIA
DIAS Technology Review
Published by Journalskart
ISSN 0972-9658
✓ Citation copied to clipboard