Performance Estimation and Achievement in Introductory Psychology

Abstract

This study concerned the differences in average achievement among 225 college students whose performance estimation (PE) was high or low. A median split (.83) separated low from high (PE). The results indicated that high or more accurate estimators significantly outperformed low or less accurate estimators in average achievement in introductory psychology. There were no significant sex-related differences in achievement or performance estimation. A simple regression analysis of variance showed that (PE) is significantly related to success in introductory psychology.