Abstract
In this paper, I study persistency of overconfidence. I bring evidence from a large-scale field experiment (N=5,102) on whether providing detailed repeated feedback to students evaluated in groups in different types of tournaments helps them predict their performance more accurately. Students in the experiment are overly overconfident and group feedback only helps them offset their inflated beliefs created by task repetition. Feedback exhibits diminishing returns to information. Improving self-assessment is associated with higher performance but lower happiness. Finally, inability to accurately assess own performance may serve as an additional channel to explain gender differences in Math performance.
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