Examining the Relationship between 8th Grade Students’ Academic Success Predictions on Acid-Base Subject, Dunning–Kruger Effect, Moral Maturity Level and Life Positions

Abstract

This study examines the relationship between 8th grade students’ academic success estimates on the acid-base subject, the Dunning–Kruger effect, moral maturity, and life positions. The quantitative research method was used, and the Life-Based Skills Test (LFBST), Moral Maturity Scale (MMS), and Life Positions Scale (LPS) served as data collection tools. The study was carried out with 610 students, but after data cleaning 459 valid responses were analyzed. Analyses showed no significant relationship between Dunning–Kruger Effect scores and gender. However, significant relationships were found with school type and grade level. While moral maturity and life positions were positively correlated, the Dunning–Kruger Effect showed no relation to either of these variables. Cluster analysis identified four self-assessment profiles: students who underestimated their performance, students whose estimates matched their performance, students who moderately overestimated, and students who largely overestimated. These profiles show how different patterns of miscalibration may affect self-perception and confidence. Overall, the findings reveal that students at lower achievement levels tend to overestimate their performance, while those at higher levels show underestimation. These results underline the importance of considering cognitive biases when supporting students’ self-assessment skills.