Various reasons are attributed to poor student performance in physical science courses such as lack of motivation, lack of ability, and/or the overall difficulty of these courses. One overlooked reason is a lack of self-awareness as to preparation level. Through a study over a two-year period, students at all levels (freshman through M.S.) of a chemistry program were surveyed and asked to self-report predictions of their score on examinations. At all levels, strong evidence of the Kruger–Dunning effect was seen where higher performing students tended to underpredict their examination scores while the lowest performing students tended to grossly overpredict their scores.

中文翻译：

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各级化学课程学生对成绩的看法

各种原因归因于物理课程中学生表现不佳，例如缺乏动力，缺乏能力和/或这些课程的总体难度。一个被忽视的原因是缺乏对准备水平的自我意识。通过为期两年的研究，对化学课程各个级别的学生（从新人到大学硕士）进行了调查，并要求他们在考试中自我报告其成绩的预测。在所有级别上，都可以看到克鲁格-邓宁效应的有力证据，其中表现较好的学生往往低估了自己的考试成绩，而表现最低的学生则倾向于严重高估了自己的成绩。