Replication and Extension of Alicke (1985) Better-Than-Average Effect for Desirable and Controllable Traits

Ziano, Ignazio; Mok, Pui Yan; Feldman, Gilad

doi:10.1177/1948550620948973

Cited by 23 publications

(12 citation statements)

References 47 publications

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“…In line with this reasoning, the BTAE is especially strong for traits that are both personally (Brown, 2012; Ziano et al, 2020) and socially/culturally important (Lee, 2012; Sedikides et al, 2003). This bias also increases in magnitude after participants experience a threat to their feelings of self-worth (Brown, 2012), which indicates that it is responsible for protecting one’s self-esteem.…”

Section: Comparing With Others In a Moment Of Crisis: Better-than-ave...mentioning

confidence: 88%

Biased Social Comparison in the Moment of Crisis

et al. 2023

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Abstract. The better-than-average effect (BTAE) is a mechanism where people perceive oneself as better than others. The BTAE could be one of the phenomena explaining why people follow – in the moment of a global health crisis – guidelines (“I am superior to others, and I [will]) take extra precautions, e.g., a vaccine shot”). In this paper, we investigate the BTAE with 3,066 respondents. In Study 1, in all countries, across two measurements in time, the BTAE was present: Participants rated their involvement in self-protection as greater in comparison to others. Study 2 replicated this effect, proving its robustness. Participants estimated their willingness to vaccinate as higher than others. The BTAE was a significant predictor of willingness to vaccinate.

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Section: Comparing With Others In a Moment Of Crisis: Better-than-ave...mentioning

confidence: 88%

Biased Social Comparison in the Moment of Crisis

et al. 2023

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“…Recently, Ziano et al (2020) conducted a replication of another classic study on the better-thanaverage effect (Alicke, 1985), which indicated that college students' ratings of how characteristic a trait was of them (vs. an average student) increased with increasing desirability of the trait, and that this effect was stronger among more controllable traits. Findings from Ziano et al (2020) were consistent with the original findings. In sum, findings from the present study are in line with the view of the better-than-average effect as a robust phenomenon.…”

Section: Discussionmentioning

confidence: 99%

We are all less risky and more skillful than our fellow drivers: Successful replication and extension of Svenson (1981)

Koppel¹,

Andersson²,

Tinghög³

et al. 2021

Preprint

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The better-than-average effect refers to the tendency to rate oneself as better than the average person on desirable traits and skills. In a classic study, Svenson (1981) asked participants to rate their driving safety and skill compared to other participants in the experiment. Results showed that the majority of participants rated themselves as far above the median, despite the statistical impossibility of more than 50% of participants being above the median. We report a preregistered, well-powered (total N = 1,203), very close replication and extension of the Svenson (1981) study. Our results indicate that the majority of participants rated their driving skill and safety as above average. We added different response scales as an extension and findings were stable across all three mesaures. Thus, our findings are consistent with the original findings by Svenson (1981). Materials, data, and code are available at https://osf.io/fxpwb/

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“…This project, which involves students conducting collaborative studies with hands-on support, has resulted in 20 peer-reviewed publications (e.g. see Brick et al, 2021;Chandrashekar et al, 2021;Ziano et al, 2021). In student evaluations of this project (Feldman, 2021), a student wrote "I learned a lot about designs of experiments, adding extensions to them, as well as the impact of replications.…”

Section: Students' Understanding Of Open Researchmentioning

confidence: 99%

Teaching Open and Reproducible Scholarship: A Critical Review of the Evidence Base for Current Pedagogical Methods and their Outcomes

Pownall¹,

König²,

Slack³

et al. 2022

Preprint

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In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensivereview of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.

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Replication and Extension of Alicke (1985) Better-Than-Average Effect for Desirable and Controllable Traits

Cited by 23 publications

References 47 publications

Biased Social Comparison in the Moment of Crisis

Biased Social Comparison in the Moment of Crisis

We are all less risky and more skillful than our fellow drivers: Successful replication and extension of Svenson (1981)

Teaching Open and Reproducible Scholarship: A Critical Review of the Evidence Base for Current Pedagogical Methods and their Outcomes

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