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Journal articles on the topic 'Dunning-Kruger'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Mazor, Matan, and Stephen M. Fleming. "The Dunning-Kruger effect revisited." Nature Human Behaviour 5, no. 6 (April 8, 2021): 677–78. http://dx.doi.org/10.1038/s41562-021-01101-z.

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2

SOMYÜREK, Doç Dr Sibel, and İbrahim ÇELİK. "DUNNING-KRUGER SENDROMU VE ÖZNEL DEĞERLENDİRMELER." Eğitim Teknolojisi Kuram ve Uygulama 8, no. 1 (January 22, 2018): 141–57. http://dx.doi.org/10.17943/etku.327830.

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3

Zhou, Xingchen, and Rob Jenkins. "Dunning–Kruger effects in face perception." Cognition 203 (October 2020): 104345. http://dx.doi.org/10.1016/j.cognition.2020.104345.

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4

Turğut, Engin, and Fuat Tanhan. "An investigation of the Dunning-Kruger effect among highschool students in term of moral maturity level and life positionAhlaki olgunluk ve yaşam pozisyonları açısından ortaöğretim öğrencilerinde Dunning-Kruger etkisinin incelenmesi." Journal of Human Sciences 16, no. 1 (February 9, 2019): 102. http://dx.doi.org/10.14687/jhs.v16i1.4403.

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Main Purpose of this study is to examine the exaggerated courage, which has given by ignorance that affecting our society and some other societies, based on relation between Dunning-Kruger Effect of high school students with Moral Maturity Level, Life Position and with some other variables. This study was conducted with 377 students those were selected from different class level. In order to get data from students “Students Personal Information Inquiry”-which is for getting information about students and taking their assessments about themselves-, “Moral Maturity Scale”, “Life Position Scale” and “Logical Reasoning Test” were applied. As a result of findings, there is not any correlation between gender and Dunning- Kruger Effect. However, there is a correlation between Dunning- Kruger Effect and the types of high schools and class level of students. While there is a significant relation between Moral Maturity level of students and Life Position of students, but Dunning- Kruger Effect doesn’t have any relation with Moral Maturity level of students not also with Life Position of students. On the other hand, there is a difference between groups self-assessments rate. In the process of pre-test estimates, the individuals in the first quartile group generally estimated themselves lower than their actual position. Lastly, the individuals in the bottom quartile have a huge difference between their estimation and their actual situation. After test the participants were asked to make post-test predictions. As a result of these predictions, it was seen that about themselves participants in the first quartile made minimum changes in their pre-test estimations. While the individuals in the last quartile made the biggest changes in their first estimation they didn’t get nearer to their actual performance. The difference between actual performance and perceived performance is still too high.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetDunning-Kruger Etkisinin ortaöğretim öğrencilerinin Ahlaki Olgunluk Düzeyi ve Yaşam Pozisyonları ile ilişkisinin bazı değişkenler açısından incelenmesini esas alan bu çalışma ile toplumumuzda ve birçok toplumda etkili olan cehaletin vermiş olduğu abartılı cesaretin gözler önüne serilmesi amaçlanmaktadır. Bu çalışma, gönüllülük esasına dayalı olaraktan farklı sınıf kademelerinde bulunan 377 öğrenciyle yapılmıştır. Öğrencilere, katılımcıların kendilerini değerlendirmelerini ve kendileri ile ilgili demografik bilgileri vermelerini sağlayan Kişisel Bilgi Formu, Ahlaki Olgunluk Ölçeği, Yaşam Pozisyonları Ölçeği ve Mantıksal Çıkarım Testi uygulanmıştır. Dunning-Kruger Etkisi ile Cinsiyet arasında anlamlı bir ilişkiye rastlanmaz iken Dunning-Kruger Etkisi ile okul tür ve sınıf düzeyi arasında anlamlı bir ilişkiye rastlanmıştır. Ahlaki Olgunluk Ölçeği ile Yaşam Pozisyonları arsında anlamlı bir ilişki görüldüğü halde, Dunning-Kruger Etkisinin ile Ahlaki Olgunluk Ölçeği ve Yaşam Pozisyonları arasında herhangi bir ilişki görülmemiştir. Test sonuçlarına göre oluşan grupların kendilerini değerlendirme konusunda da farklar gösterdiği görülmüştür. Test öncesi tahminlere göre ilk çeyrekteki grupta yer alan bireyler genel olarak kendilerini olduklarından daha düşük seviyede görmekte oldukları anlaşılmıştır. Buna karşın, son grupta yer alan katılımcıların gerçek durumla tahmin ettikleri durum arasında çok büyük bir farkın olduğu grup olduğu görülmüştür. Test sonrası tahminlerde ise, ilk grupta yer alan katılımcıların kendileri ile ilgili en az hatalı tahminleri yapan grup olduğu, dördüncü grubun en büyük değişimleri yapmasına rağmen yine de gerçek performanslarının çok ötesinde tahminler yaptığı görülmüştür.
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5

Bryan, J., and H. Lindsay. "P025: The Dunning-Kruger effect in medical education: double trouble for the learner in difficulty." CJEM 19, S1 (May 2017): S86. http://dx.doi.org/10.1017/cem.2017.227.

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Introduction: It is difficult for learners to perform accurate self-assessments. This difficulty may be exaggerated in unskilled learners, a phenomenon termed the Dunning-Kruger Effect (Dunning & Kruger, 1999). Learners with the least amount of knowledge or skill may paradoxically be more likely to evaluate themselves favorably compared with their peers. This phenomenon is particularly relevant in medicine where we rely on self-directed learning not only in many of our undergraduate and postgraduate programs, but in guiding the pursuit of continuing medical education. The objectives of this study are to 1) determine whether the Dunning-Kruger Effect is present in medical education settings, 2) to determine the quality of studies in this area, and 3) to determine how this effect, if present, could influence approaches to the learner in difficulty. Methods: This is a review of the literature. PubMed databases were searched for all relevant articles. Included studies reported self-assessment of medical trainees or staff and comparison with an external rating. Studies were identified using select keywords and MeSH terms. Only studies published in English were included. No publication date limits were adopted. The Medical Education Research Study Quality Instrument (MERSQI) was used to assess study quality. Both authors independently abstracted data and rated study quality. Results: Eighty-six articles were identified in the PubMed search. On abstract review, 45 studies were found to meet criteria for further full article review. Studies were variable in setting and approach to self and external assessment. Criteria were not met for pooled analyses/meta-analysis. Results are presented as a summary of findings with special consideration of findings based on level of training (undergraduate, postgraduate, staff clinician). Conclusion: This review summarizes the current literature on the Dunning-Kruger Effect in medical education and provides an assessment of the quality of studies in this area to date. The potential relevance of the Dunning-Kruger Effect in medical education is discussed as are implications for interventions to support the learner in difficulty. Additional study in this area is indicated, in particular given the significant upcoming changes to postgraduate medical education in Canada in the era of Competence By Design (CBD).
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6

Wiland, Eric. "PEER DISAGREEMENT AND THE DUNNING-KRUGER EFFECT." Episteme 14, no. 4 (September 9, 2016): 481–98. http://dx.doi.org/10.1017/epi.2016.18.

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ABSTRACTI argue that recent evidence about our self-serving biases has radical implications for the epistemology of peer disagreement. I conclude that much of the time when you are disagreeing with someone you regard as your epistemic peer, you should not merely move halfway to her judgment, as The Equal Weight View has it. That is not conciliatory enough. Surprisingly often, you should be at least weakly confident that you are wrong, and that your disputant is right.
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7

KARAÇOR, Musa. "DUNNING KRUGER ETKİSİ: OTEL İŞLETMELERİNE YÖNELİK ÖNERMELER GELİŞTİRME." Social Sciences Studies Journal 3, no. 8 (January 1, 2017): 625–29. http://dx.doi.org/10.26449/sssj.97.

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8

V, Onyia, Enyinnah N, and Olubiyi T. "LEADERSHIP AND EMPLOYEE PERFORMANCE: THE DUNNING-KRUGER EFFECT." International Journal of Advanced Research 7, no. 10 (October 31, 2019): 358–67. http://dx.doi.org/10.21474/ijar01/9838.

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9

Anson, Ian G. "Partisanship, Political Knowledge, and the Dunning-Kruger Effect." Political Psychology 39, no. 5 (April 2, 2018): 1173–92. http://dx.doi.org/10.1111/pops.12490.

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10

Pavel, Samuel, Michael Robertson, and Bryan Harrison. "The Dunning-Kruger Effect and SIUC University’s Aviation Students." Journal of Aviation Technology and Engineering 2, no. 1 (October 2012): 125–29. http://dx.doi.org/10.5703/1288284314864.

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11

Gibbs, Shirley, Kevin Moore, Gary Steel, and Alan McKinnon. "The Dunning-Kruger Effect in a workplace computing setting." Computers in Human Behavior 72 (July 2017): 589–95. http://dx.doi.org/10.1016/j.chb.2016.12.084.

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12

Hassülün, Pınar. "ÖĞRENİLMİŞ ÇARESİZLİĞİN DUNNİNG KRUGER SENDROMU İLE İLİŞKİSİ: CELAL BAYAR ÜNİVER." International Journal of Business, Economics, and Management Perspectives 1, no. 3 (January 1, 2016): 41. http://dx.doi.org/10.20989/ijbemp.14.

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13

Sullivan, Philip J., Matthew Ragogna, and Lori Dithurbide. "An investigation into the Dunning–Kruger effect in sport coaching." International Journal of Sport and Exercise Psychology 17, no. 6 (March 7, 2018): 591–99. http://dx.doi.org/10.1080/1612197x.2018.1444079.

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14

Tan, L. T. "Innovations in Continuing Professional Development — Countering the Dunning–Kruger Effect." Clinical Oncology 23, no. 10 (December 2011): 659–61. http://dx.doi.org/10.1016/j.clon.2011.08.010.

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15

Ahmed, Ola, and Thomas Noel Walsh. "Surgical Trainee Experience with Open Cholecystectomy and the Dunning-Kruger Effect." Journal of Surgical Education 77, no. 5 (September 2020): 1076–81. http://dx.doi.org/10.1016/j.jsurg.2020.03.025.

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16

Sundaram, Sridhar. "Dunning–Kruger Effect, Stages of Competence, and the Need for Endoscopy Training." Journal of Digestive Endoscopy 09, no. 04 (October 2018): 211–12. http://dx.doi.org/10.4103/jde.jde_58_18.

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17

CHEN, Yanjun, Wei SHI, and Hu YING. "The Self-evaluation Bias in Rating One’s Ability: The Dunning-Kruger Effect." Advances in Psychological Science 21, no. 12 (December 13, 2013): 2204–13. http://dx.doi.org/10.3724/sp.j.1042.2013.02204.

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18

McIntosh, Robert D., Elizabeth A. Fowler, Tianjiao Lyu, and Sergio Della Sala. "Wise up: Clarifying the role of metacognition in the Dunning-Kruger effect." Journal of Experimental Psychology: General 148, no. 11 (November 2019): 1882–97. http://dx.doi.org/10.1037/xge0000579.

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19

ÇATALBAŞ, Dr Mehmet Cem. "An Investigation into the Relationship between Curse of Dimensionality and Dunning-Kruger Effect." Sakarya University Journal of Computer and Information Sciences 3, no. 2 (August 28, 2020): 120–29. http://dx.doi.org/10.35377/saucis.03.02.727032.

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20

Pennycook, Gordon, Robert M. Ross, Derek J. Koehler, and Jonathan A. Fugelsang. "Dunning–Kruger effects in reasoning: Theoretical implications of the failure to recognize incompetence." Psychonomic Bulletin & Review 24, no. 6 (February 21, 2017): 1774–84. http://dx.doi.org/10.3758/s13423-017-1242-7.

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21

Aqueveque, Claudio. "Ignorant experts and erudite novices: Exploring the Dunning-Kruger effect in wine consumers." Food Quality and Preference 65 (April 2018): 181–84. http://dx.doi.org/10.1016/j.foodqual.2017.12.007.

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22

Jeong, Jin. "The Dunning-Kruger Effect of Self-Assessment on Korean Language Learners’ Speaking Ability." Journal of Language Sciences 28, no. 1 (February 28, 2021): 231–50. http://dx.doi.org/10.14384/kals.2021.28.1.231.

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23

Winner, Jennifer, and Teresa L. Millwater. "Evaluating Human Patient Simulation Fidelity and Effectiveness for Combat-Medical Training." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 8, no. 1 (September 2019): 176–80. http://dx.doi.org/10.1177/2327857919081043.

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Two leading causes of survivable combat deaths are hemorrhage and airway compromise. Although individual medical-training competency requirements are met using human-patient simulation (HPS), the evaluation of fidelity and HPS impact on training outcomes are not well documented. Research has documented physical fidelity concerns when comparing human anatomy to simulators, but has largely overlooked informational needs such as visual, auditory, and tactile cues for patient assessment. Training impact is often characterized by changes in confidence; however, the Dunning-Kruger effect suggests that overconfidence is pervasive. The purpose of this paper is to provide perspective on the research needs to ensure human-patient simulation meets the requirements for combat-medic training.
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Webb, Jeffrey A., and Andrew G. Karatjas. "Grade perceptions of students in chemistry coursework at all levels." Chemistry Education Research and Practice 19, no. 2 (2018): 491–99. http://dx.doi.org/10.1039/c7rp00168a.

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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.
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Houck, Max. "The First Rule of Dunning-Kruger Club: The Low and High Ends of Expertise." Forensic Science International: Synergy 1 (August 2019): S8—S9. http://dx.doi.org/10.1016/j.fsisyn.2019.06.027.

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Koc, Erdogan. "Intercultural competence in tourism and hospitality: Self-efficacy beliefs and the Dunning Kruger effect." International Journal of Intercultural Relations 82 (May 2021): 175–84. http://dx.doi.org/10.1016/j.ijintrel.2021.04.003.

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27

Spremann, Klaus, Georg Adler, and Johannes Treib. "Entscheidung und Kommunikation im Heilberuf." Nervenheilkunde 39, no. 12 (December 2020): 817–23. http://dx.doi.org/10.1055/a-1228-5634.

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ZUSAMMENFASSUNGDer Arzt muss seine medizinische Kompetenz und Leistungen so weit sehen, dass sie diversen kommunikativen Anforderungen genügt. Voran stehen die Aufklärung des Patienten und die Prüfung der Einwilligungsfähigkeit. Verweigert ein (einwilligungsfähiger) Patient die Zustimmung (Non-Konkordanz), geht er von offenbar anderen Einschätzungen aus, die sich meist als nicht korrekte Eigenbeurteilung, Betonung eigener Vorstellungen oder Selbstüberschätzung herausstellen. Dann zeigt der Dunning-Kruger-Effekt einen Weg zur Überwindung: Der Arzt muss Reflexion einfordern und dazu das Patientengespräch in Komplexität und Tiefe ausweiten. Schließlich können sich Mängel in der Therapietreue zeigen. Je nach Ursache der Non-Adhärenz muss der Arzt im nicht direktiven Gespräch versuchen, die Einzelschritte an Patientengewohnheiten zu knüpfen oder im direktiven Gespräch Bedenken ausräumen und an das Therapieziel erinnern.
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28

Rahmani, Mariam. "Medical Trainees and the Dunning–Kruger Effect: When They Don't Know What They Don't Know." Journal of Graduate Medical Education 12, no. 5 (October 1, 2020): 532–34. http://dx.doi.org/10.4300/jgme-d-20-00134.1.

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29

Gignac, Gilles E. "The association between objective and subjective financial literacy: Failure to observe the Dunning-Kruger effect." Personality and Individual Differences 184 (January 2022): 111224. http://dx.doi.org/10.1016/j.paid.2021.111224.

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30

Jansen, Rachel A., Anna N. Rafferty, and Thomas L. Griffiths. "A rational model of the Dunning–Kruger effect supports insensitivity to evidence in low performers." Nature Human Behaviour 5, no. 6 (February 25, 2021): 756–63. http://dx.doi.org/10.1038/s41562-021-01057-0.

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31

Maderick, Joseph, Steven Grubaugh, Gregg Levitt, and Allen Deever. "Social Awareness and Ideology: Self-Assessment and Socio-Civic Knowledge Competence." Technium Social Sciences Journal 22 (August 9, 2021): 409–44. http://dx.doi.org/10.47577/tssj.v22i1.4249.

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"The fundamental cause of the trouble is that in the modern world the stupid are cocksure while the intelligent are full of doubt" (Russell, 1933, p. 28). One seldom hears doubt in the espousing of socio-civic, cultural, or political pronouncements. While the voices seem to always be “cocksure;” we first ask at what level is their objective knowledge and how well do they self-assess that knowledge? We explore how ideological positioning is related to self-assessment and objective knowledge. We conducted a non-comparative (absolute) quantitative study through an email survey of 330 residents of the U.S. over the age of 18 that examined objective socio-civic knowledge and self-assessed ideology and wokeness. The experimental results confirmed misestimations consistent with Dunning-Kruger Effects.
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박상희. "Unawareness of One's Own Task Incompetence: Replication of Kruger and Dunning (1999) in the Academic Domain." 한국심리학회지: 사회및성격 27, no. 3 (August 2013): 59–73. http://dx.doi.org/10.21193/kjspp.2013.27.3.004.

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33

Motta, Matthew, Timothy Callaghan, and Steven Sylvester. "Knowing less but presuming more: Dunning-Kruger effects and the endorsement of anti-vaccine policy attitudes." Social Science & Medicine 211 (August 2018): 274–81. http://dx.doi.org/10.1016/j.socscimed.2018.06.032.

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34

Morozova, A. I. "Intellectual Training System for Municipal Customers as a Cognitive Tool for Minimizing the Dunning-Kruger Effect." Management Issues 1, no. 1 (2019): 200–209. http://dx.doi.org/10.22394/2304-3369-2019-1-200-209.

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35

Kumar, V. Dinesh. "Beyond Dunning–Kruger Effect: Undermining the Biases Which Would Lead to Flawed Self-assessment Among Students." Medical Science Educator 29, no. 4 (August 26, 2019): 1155–56. http://dx.doi.org/10.1007/s40670-019-00806-1.

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36

Hinner, Michael B. "Developing a curriculum designed to overcome intolerance: A conceptual approach." Lodz Papers in Pragmatics 16, no. 2 (December 1, 2020): 181–201. http://dx.doi.org/10.1515/lpp-2020-0009.

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AbstractThe paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.
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Hansen, Mette Hesselholt Henne, and Martin Krabbe Sillasen. "Missing concordance between knowledge and efficacy among Danish science teacher students regarding education for sustainable development." Nordic Studies in Science Education 16, no. 2 (August 13, 2020): 215–27. http://dx.doi.org/10.5617/nordina.6598.

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We conducted a nation-wide survey of Danish science teacher students specializing in science subjects, in order to investigate their knowledge, attitude and self-efficacy on central aspects of education for sustainable development. Our study finds, in accordance with previous publications, a high degree of positive attitude towards the importance of teaching sustainability, and a significant positive correlation between self-efficacy and self-assessed knowledge about the topics in the survey. However, in our study both self-efficacy and self-assessed knowledge correlate negatively with actual knowledge, indicating that some of our participants are subject to an overinflated self-assessment while others may underestimate their proficiency within the topics. In cognitive psychology, this phenomenon is known as the Dunning-Kruger effect, and we discuss its implications for how best to ensure quality in education for sustainable development in our schools.
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38

Ravenscroft, Susan P., Tammy R. Waymire, and Timothy D. West. "Accounting Students' Metacognition: The Association of Performance, Calibration Error, and Mindset." Issues in Accounting Education 27, no. 3 (February 1, 2012): 707–32. http://dx.doi.org/10.2308/iace-50148.

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ABSTRACT In recognition of the evolving body of knowledge in the accounting profession, the American Institute of Certified Public Accountants (AICPA 2010) highlights the importance of viewing learning as a lifelong process that requires self-awareness and extends beyond the academic setting. Metacognition, the assessment and regulation of one's own learning, is a crucial element in lifelong learning. We draw upon judgment of learning research and introduce mindset theory to explore the relationship among (1) exam performance, (2) calibration error, measured as expected minus actual exam scores, and (3) mindset, a person's basic beliefs about learning and ability (Dweck 2000, 2006) in the accounting classroom. We find strong evidence that exam performance is inversely related to calibration error (Kruger and Dunning 1999). We also find modest evidence that a growth mindset is associated with improved performance and decreased calibration error. While the mindset results were not entirely consistent with prior research in educational psychology, we explore possible reasons and future directions for accounting education research.
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39

Luce, Christine, and Jean P. Kirnan. "Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education." Journal of the Scholarship of Teaching and Learning 16, no. 4 (August 30, 2016): 75–91. http://dx.doi.org/10.14434/josotl.v16i4.19371.

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Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and multi-instructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to posttest; however the indirect measure did not correlate with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.
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40

Mahmood, Khalid. "Do People Overestimate Their Information Literacy Skills? A Systematic Review of Empirical Evidence on the Dunning-Kruger Effect." Comminfolit 10, no. 2 (2016): 199. http://dx.doi.org/10.15760/comminfolit.2016.10.2.24.

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41

Saito, Kazuya, Pavel Trofimovich, Mariko Abe, and Yo In'nami. "Dunning-Kruger effect in second language speech learning: How does self perception align with other perception over time?" Learning and Individual Differences 79 (April 2020): 101849. http://dx.doi.org/10.1016/j.lindif.2020.101849.

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42

West, Keon, and Asia A. Eaton. "Prejudiced and unaware of it: Evidence for the Dunning-Kruger model in the domains of racism and sexism." Personality and Individual Differences 146 (August 2019): 111–19. http://dx.doi.org/10.1016/j.paid.2019.03.047.

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43

Kim, Mooyoung. "Does the Dunning-Kruger phenomenon exist in physical activity?: Illusion of Cognitive Competency and Implications of Sports Education." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 14 (July 31, 2021): 685–96. http://dx.doi.org/10.22251/jlcci.2021.21.14.685.

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44

Pafitanis, Georgios, Dariush Nikkhah, and Simon Myers. "The Dunning–Kruger effect: Revisiting “the valley of despair” in the evolution of competency and proficiency in reconstructive microsurgery." Journal of Plastic, Reconstructive & Aesthetic Surgery 73, no. 4 (April 2020): 783–808. http://dx.doi.org/10.1016/j.bjps.2019.11.062.

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Gignac, Gilles E., and Marcin Zajenkowski. "The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data." Intelligence 80 (May 2020): 101449. http://dx.doi.org/10.1016/j.intell.2020.101449.

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46

Brandriet, Alexandra R., and Stacey Lowery Bretz. "Measuring meta-ignorance through the lens of confidence: examining students' redox misconceptions about oxidation numbers, charge, and electron transfer." Chem. Educ. Res. Pract. 15, no. 4 (2014): 729–46. http://dx.doi.org/10.1039/c4rp00129j.

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This manuscript describes the relationship between students' redox understandings and confidence as measured by the Redox Concept Inventory (ROXCI) which assesses symbolic and particulate redox concepts. The ROXCI was administered to two samples of 1st- and 2nd-semester general chemistry students after the students were taught and tested on redox concepts in their classrooms. Cluster analysis was used to identify groups of students with similar response patterns, based upon both total scores and average confidence on the ROXCI. Three clusters of students were identified in both samples: students with (1) moderate total scores and high confidence, (2) low total scores and low confidence, and (3) low total scores but high confidence. Clusters were further analyzed at an individual item level using average confidence, individual item difficulties, and the Confidence Discrimination Quotient (CDQ). Findings align with the Dunning–Kruger effect,i.e.in which students demonstrated a false sense of confidence regarding their own poor performance, and therefore, exemplify meta-ignorance. Descriptions of the clusters, example misconceptions held by the students regarding oxidation numbers and electron transfer, and the implications of this research are discussed.
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47

Osiński, Zbigniew. "Information literacy of Polish state administration officials in the context of the concept of "good governance"." Journal of Information Literacy 15, no. 2 (June 8, 2021): 4. http://dx.doi.org/10.11645/15.2.2778.

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The article presents the results of research on information literacy (IL) of employees of selected state administration offices, those in which the concept of improving the quality of work, named "good governance", has been implemented. The first aim of the study was to determine the components of IL necessary for state administration employees and the deficiencies occurring in this respect. Another goal was to develop research methods and techniques which would be useful to achieve the first aim and to identify challenges of this study. The research was conducted in two stages. The first of them, carried out at the Lublin Provincial Office in Poland, was aimed at determining the information needs of individual official positions, identifying the IL essential for officials and the shortcomings in this regard. At this stage, the following research methods have been used: analysis of cards describing individual job positions in the office, the method of mapping knowledge in the office and the method of focused group interview. The second stage of the research was carried out in five provincial offices. This time, the main goal was to check whether the questionnaires developed by Polish researchers to study the information culture (the system of human attitudes towards information) of various social groups could be effectively used to study the IL of officials. It was assumed that the information culture of staff determined their ability to undertake information activities, including untypical ones, expected from them in line with the concept of "good governance". The conclusion reached was that IL of employees was underestimated in the current practice of state administration. A set of components of the information skills useful for working in various office job positions have been developed. It was reported that the information culture of the studied group was characterised by an optimistic perception of their own skills and their professional usefulness. Studies have shown that obtaining conclusive results indicating the level of specific information skills in the office environment is often not possible for reasons beyond the control of a researcher. Traditional IL testing methods are assumed to fail there. This is due to the Dunning-Kruger effect (Kruger & Dunning, 1999), as well as constraints imposed by the way offices function and decisions of the management of the office. It seems that achieving more precise results requires establishing close cooperation with the management of an examined group. Undertaking such research is necessary in the context of implementing the concept of "good governance" and a model of one of the methodologies has been presented in the article.
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Huang, Sui. "When peers are not peers and don't know it: The Dunning-Kruger effect and self-fulfilling prophecy in peer-review." BioEssays 35, no. 5 (February 6, 2013): 414–16. http://dx.doi.org/10.1002/bies.201200182.

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Nunley, Christopher, and Kathleen Sherman-Morris. "What People Know about the Weather." Bulletin of the American Meteorological Society 101, no. 7 (July 1, 2020): E1225—E1240. http://dx.doi.org/10.1175/bams-d-19-0081.1.

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Abstract Recent social science research has provided a better understanding of risk communication and decision-making. However, less is understood about the public’s actual weather knowledge, how they assess their weather knowledge, and how knowledge may relate to weather forecast information use. The objective of this study was to gain a better understanding of self-perceived and assessed weather knowledge of participants. Psychology literature indicates some people are prone to overestimating their knowledge, which is known as the Dunning–Kruger effect (DKE), but this has yet to be studied in a meteorological context. This study compared participants’ assessed weather knowledge with their self-perceived weather knowledge, and results indicate participants with the lowest assessed weather knowledge do overestimate their weather knowledge, a result consistent with previous psychological studies. Participants who obtained a weather forecast more frequently exhibited higher perceived and assessed weather knowledge. Higher perceived and assessed weather knowledge was also observed among users of a specialty weather website compared to a more general audience. The study raises interesting questions about how users of different weather sources acquire or (add to) their weather knowledge and is the first study to explore DKE in the context of weather communication.
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Cadamuro, Alessia, Annalisa Versari, and Piergiorgio Battistelli. "Processi di autovalutazione in etŕ evolutiva: aspetti metacognitivi e stili attributivi." RICERCHE DI PSICOLOGIA, no. 3 (February 2013): 387–416. http://dx.doi.org/10.3280/rip2011-003004.

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Lo scopo di questa ricerca e lo studio della capacita di autovalutazione di 271 alunni della scuola primaria e secondaria ai quali sono state proposte due prove di ragionamento aritmetico e formale. Ai soggetti veniva richiesto di stimare il numero di risposte esatte che ritenevano di avere dato e successivamente di confrontare la propria prestazione con quella di soggetti a loro simili. I risultati dimostrano che per tutti i soggetti e in tutte le prove tra i punteggi reali e gli indici dell'autovalutazione vi e una relazione negativa e significativa. L'analisi dei giudizi comparativi conferma i risultati ottenuti da Kruger e Dunning (1999): i soggetti meno abili tendono a sovrastimare significativamente la loro prestazione mentre i soggetti piu abili tendono a sottostimarla. La prima tendenza e presente in tutte le fasce di eta ma la seconda emerge in misura significativa in seconda media. Questi risultati possono essere interpretati come la verifica che l'accuratezza della valutazione comparativa dipende da molte variabili, alcune di natura cognitiva e metacognitiva, altre riferibili all'autorappresentazione. Per questo motivo questi bias nell'autovalutazione sono stati riportati anche alla prospettiva dello stile attribuzionale causale (fattori interni vs esterni; controllabili vs non controllabili). In conclusione i processi cognitivi e metacognitivi vanno ricondotti anche alle dinamiche dell'autorappresentazione soggettiva ed ai bisogni della salvaguardia dell'immagine di se.
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