Graduation Year
2026
Document Type
Open Access Senior Thesis
Department
Psychology
Reader 1
Egamaria Alacam
Reader 2
Stacey Wood
Abstract
The Dunning-Kruger (DK) effect is a cognitive bias where low-performing individuals overestimate their own abilities, and top-performing individuals underestimate their own abilities relative to their peers. The purpose of this proposed study is to investigate the DK effect in sixth grade adolescents and to use metacognition as an intervention to improve self-assessment calibrations. This study will investigate adolescents in Piaget’s formal operational stage, aiming to improve metacognition levels. The study will occur over 12 weeks, and participants will be given a preparation handbook with or without metacognition activities for the purpose of preparing for the California Assessment of Student Performance and Progress (CAASPP). At four time points across the 12 weeks, participants will complete practice CAASPP tests, perform self-assessments, and be tested on their metacognition level. Results will indicate that the DK effect is present in sixth grade adolescents, with levels of metacognition moderating the effect. Additionally, those with metacognition training will improve their metacognition levels throughout the program. By improving the accuracy of self-assessments through metacognitive development, students will be able to regulate their own learning, master their own skills, and utilize their capabilities to their full potential in learning and throughout their lives.
Recommended Citation
Chen, Julie H., "The Dunning-Kruger Effect in Sixth Grade Adolescents: Improving Metacognition for Self-regulated Learning" (2026). Scripps Senior Theses. 2874.
https://scholarship.claremont.edu/scripps_theses/2874
Included in
Child Psychology Commons, Developmental Psychology Commons, Educational Psychology Commons
