Metacognitive biases in the educational experience of graduate students

The issue of manifestation of metacognitive distortions in educational experience of postgraduate students is considered. The Dunning–Kruger effect is considered as the main distortion, which occurs when individuals underestimate or overestimate their own abilities. An empirical study was conducted demonstrating the influence of the Dunning–Kruger effect on full-time postgraduate students of the Moscow Psychological and Social University. The study revealed that metacognitive distortions can affect the learning process and professional development; the decision to defend a dissertation may depend on overcoming crisis situations. First-year postgraduate students exaggerate their competence, incorrectly assess their knowledge and abilities. Second-year postgraduate students face a crisis of motivation, the percentage of academic leaves and expulsions increases. Third-year postgraduate students gradually normalize their emotional and psychological state and successfully defend dissertations or remain at the same level and defend them after a significant break. The study may be useful for methodologists, representatives of the teaching staff, and university administration, as it helps to consider the individual characteristics of postgraduate students as young specialists and to design training programs in such a way as to consider their needs and interests.

metacognitive biases, Dunning–Kruger effect, students’ educational experience, self-assessment of competencies, impostor phenomenon, professional identity