Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment

Ehrlinger, Joyce; Mitchum, Ainsley; Dweck, Carol S.

doi:10.1016/j.jesp.2015.11.001

Cited by 134 publications

(97 citation statements)

References 32 publications

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“…Participants differed from colleagues who, prone to overconfidence, avoid challenges that question their competence, that is, a ‘fixed mind-set’ that impedes learning 37. Instead, they demonstrated qualities that contributed to a habit to critically reflect,14 actively seek out challenging situations and expand their role and mandate, that is, they demonstrated a ‘growth mind-set’ 37.…”

Section: Discussionmentioning

confidence: 99%

Effective physician leaders: an appreciative inquiry into their qualities, capabilities and learning approaches

Savage

Storkholm

Mazzocato

et al. 2018

leader

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PurposeThe aim of this study was to explore the qualities and capabilities effective physician leaders attribute to their success in leading change and how they developed these.MethodThe authors interviewed 20 emerging and senior leaders using a semistructured interview guide informed by appreciative inquiry. Data were subjected to an inductive qualitative content analysis to identify themes related to qualities, capabilities and learning approaches.ResultsThe qualities identified were clarity of purpose to improve care, endurance, a positive outlook and authenticity. They were considered innate or developed during participants’ upbringing. Capabilities were to ground management in medicine, engage others, catalyse systems by acting on interdependencies and employ a scientific approach to understand problems and measure progress. Capabilities were developed through cross-pollination from a diversity of work experiences, reflection, when education was integrated with practice and when their organisational environment nurtured ambition and learning.ConclusionsThis study reframes current leadership thinking by empirically identifying qualities, capabilities, and learning approaches that can contribute to effective physician leadership. Instead of merely adapting leadership development programmes from other domains, this study suggests there are capabilities unique to effective physician leadership: ground management in medicine and employ a scientific approach to problem identification and solution development. The authors outline practical implications for individuals and organisations to support leader development as a cohesive organisational strategy for learning and change.

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Section: Discussionmentioning

confidence: 99%

Effective physician leaders: an appreciative inquiry into their qualities, capabilities and learning approaches

Savage

Storkholm

Mazzocato

et al. 2018

leader

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“…Previous research suggests that people with a growth mindset are more likely to seek challenges (e.g., Romero, Master, Paunesku, Dweck, & Gross, 2014;Yeager et al, 2016a) which lends some credence to this hypothesis. Assuming that the effect of mindset on self-selection is lower for participants with higher scholastic aptitude, the effect of selfselection should be especially pronounced for participants with worse results in the GAP test and should be barely present in participants with top results since these participants probably know that their chances of being admitted are high even when they have a fixed mindset (Ehrlinger, Mitchum, & Dweck, 2016). This would in effect lead to a negative relationship between mindset and the GAP test results among participants scoring lowest in the GAP test, which would mask the presumed general positive relationship between growth mindset and the GAP test results.…”

Section: Discussionmentioning

confidence: 99%

Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

Bahník¹,

Vranka²

2016

Preprint

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Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to better academic achievement and students' mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N = 5,653) taking a scholastic aptitude test to further examine the relationship between mindset and achievement in the academic domain. We found that results in the test were slightly negatively associated with growth mindset (r = -.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict change in the test results. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.

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“…By influencing students' mindsets, one can also affect students' goal orientations (Dweck, 2000), potentially guiding them to pursue goals more conducive to learning. Such interventions have taken a variety of forms, from reading about struggles of famous individuals (Dweck & Leggett, 1988;Hong & Lin-Siegler, 2012;LinSiegler, Ahn, et al, 2016) to reading articles supporting an incremental mindset (Ehrlinger, Mitchum, & Dweck, 2016;Schroder, Moran, Donnellan, & Moser, 2014). Because mindsets are implicit constructs, they can generally be redirected with simple interventions (Schroder et al, 2014), thus helping influence a reduction in negative beliefs about ability and improving student motivation and performance in school (Lin-Siegler, Dweck, & Cohen, 2016).…”

Section: Mindset Interventionsmentioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment

Cited by 134 publications

References 32 publications

Effective physician leaders: an appreciative inquiry into their qualities, capabilities and learning approaches

Effective physician leaders: an appreciative inquiry into their qualities, capabilities and learning approaches

Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

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