How does the Dunning-Kruger effect happen in creativity? The creative self-concept matters

被引:2
作者
Yang, Xiaomeng [1 ,2 ,3 ,4 ]
Xu, Fanglei [1 ,2 ,3 ,4 ]
Qin, Keyi [1 ,2 ,3 ,4 ]
Yu, Yida [1 ,2 ,3 ,4 ]
Zheng, Qishan [1 ,2 ,3 ,4 ]
Zhu, Anqi [1 ,2 ,3 ,4 ]
Hu, Biying [5 ]
Gu, Chuanhua [1 ,2 ,3 ,4 ]
机构
[1] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China
[2] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Csyberpsychol & Behav, Wuhan 430079, Peoples R China
[3] Hubei Prov Key Lab Human Dev & MentalHealth, Wuhan 430079, Peoples R China
[4] Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan 430079, Peoples R China
[5] Univ Macau, Taipa, Peoples R China
关键词
Dunning-Kruger effect; Metacognitive judgment accuracy; Divergent thinking; Creative self-concept; EFFICACY; STUDENTS; UNAWARE; CONFIDENCE; JUDGMENTS; RECOGNIZE; IDENTITY; BIAS;
D O I
10.1016/j.tsc.2024.101638
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The Dunning-Kruger effect refers to the tendency of unskilled individuals to overestimate their abilities while skilled individuals tend to underestimate themselves. The purpose of this study is to investigate the existence of the Dunning-Kruger effect in creativity and identify its key determinants. Using the cue-utilization framework, we explored how inaccurate metacognitive judgments result from creative self-concept, compared to those who can accurately evaluate themselves. Two hundred and ten university students completed an Alternative Uses Task (AUT) and evaluated their performance with self- and comparative judgments, then they reported the creative self-concept. The study conducted a two-step clustering analysis based on individuals' creative performance, judgments, and Bias Index of metacognitive judgments, and identified four distinct groups: 'skilled but underestimate' (SU group), 'unskilled but aware' (UA group), 'skilled and aware' (SA group), and 'unskilled and overestimate' (UO group). The SU and UO groups were typical examples of the Dunning-Kruger effect. Using binary logistic regression analysis, we found that high creative self-concept enabled skilled individuals to assess their creativity accurately, while it caused unskilled individuals to overestimate their creativity. This study identified the Dunning-Kruger effect in creativity while also offering new insights into the underlying mechanism of the Dunning-Kruger effect.
引用
收藏
页数:11
相关论文
共 65 条
[2]   Personality-relationship transaction in adolescence: Core versus surface personality characteristics [J].
Asendorpf, JB ;
van Aken, MAG .
JOURNAL OF PERSONALITY, 2003, 71 (04) :629-666
[3]  
Beghetto R.A., 2017, The Creative Self, P3, DOI [DOI 10.1016/B978-0-12-809790-8.00001-7, 10.1016/B978-0-12-8097908.00001-7, DOI 10.1016/B978-0-12-8097908.00001-7]
[4]  
Bergman LR, 1998, METHODS AND MODELS FOR STUDYING THE INDIVIDUAL, P83
[5]  
Bouffard T., 2011, International Journal of Educational Research, V50, P205, DOI [DOI 10.1016/J.IJER.2011.08.001, 10.1016/j.ijer.2011.08.001]
[6]   The Order Matters: Asking About Creative Activity Calibrates Creative Self-Concept [J].
Czerwonka, Marta ;
Karwowski, Maciej .
CREATIVITY RESEARCH JOURNAL, 2018, 30 (02) :179-186
[7]   Accuracy of physician self-assessment compared with observed measures of competence - A systematic review [J].
Davis, David A. ;
Mazmanian, Paul E. ;
Fordis, Michael ;
Van Harrison, R. ;
Thorpe, Kevin E. ;
Perrier, Laure .
JAMA-JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION, 2006, 296 (09) :1094-1102
[8]   Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research [J].
de Bruin, Anique B. H. ;
van Merrienboer, Jeroen J. G. .
LEARNING AND INSTRUCTION, 2017, 51 :1-9
[9]   Automated Feedback and Creativity: On the Role of Metacognitive Monitoring in Divergent Thinking [J].
de Chantal, Pier-Luc ;
Organisciak, Peter .
PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS, 2023,
[10]   Overconfidence produces underachievement: Inaccurate self evaluations undermine students' learning and retention [J].
Dunlosky, John ;
Rawson, Katherine A. .
LEARNING AND INSTRUCTION, 2012, 22 (04) :271-280