چکیده (انگلیسی):

Knowing what we don't yet know is critical for learning. Nonetheless, people typically overestimate their
prowess—but is this true of everyone? Three studies examined who shows overconfidence and why. Study 1
demonstrated that participantswith an entity (fixed) theory of intelligence, those known to avoid negative information,
showed significantly more overconfidence than those with more incremental (malleable) theories. In
Study 2, participants who were taught an entity theory of intelligence allocated less attention to difficult problems
than those taught an incremental theory. Participants in this entity condition also displayed more overconfidence
than those in the incremental condition, and this difference in overconfidence was mediated by the
observed bias in attention to difficult problems. Finally, in Study 3, directing participants' attention to difficult aspects
of the task reduced the overconfidence of those with more entity views of intelligence. Implications for reducing
biased self-assessments that can interfere with learning were discussed.