The Dunning-Kruger Effect and SIUC University’s Aviation Students

Pavel, Samuel; Robertson, Michael; Harrison, Bryan

doi:10.5703/1288284314864

Cited by 24 publications

(13 citation statements)

References 9 publications

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“…At first glance, our results do not support H1b and suggest a rather accurate relative self-perception, thus contradicting previous studies (e.g. Kruger & Dunning, 1999;Pavel et al, 2012). However, a more thorough analysis reveals that the small difference between the actual and the predicted percentile was largely due to the balance that suggests accurate self-perception, but contains both gross overestimation (bottom two quartiles) and substantial underestimation (top two quartiles).…”

Section: Discussioncontrasting

confidence: 99%

“…It has since been replicated in the field of grammar (e.g. Pavel, Robertson, & Harrison, 2012) and found in other domains, such as chemistry (Bell & Volckmann, 2011;Pazicni & Bauer, 2014), information literacy (Gross & Latham, 2012), and emotional intelligence (Sheldon, Dunning, & Ames, 2014). Based on previous paragraphs, we predict the following:…”

mentioning

confidence: 92%

“…In fact, many previous studies have largely relied on relatively short tests with 10-20 similar multiple-choice questions (e.g. Kruger & Dunning, 1999;Pavel et al, 2012). Second, does the Dunning-Kruger effect remain when the task at hand is highly difficult?…”

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confidence: 99%

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Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Plohl¹,

Musil²

2018

psio

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Realistic perception of our own knowledge is important in various areas of everyday life, yet previous studies reveal that our self-perception is full of shortcomings. The present study focused on general overestimation of knowledge and differences between experts and the less-skilled (The Dunning-Kruger effect), self-perceived knowledge of non-existing concepts (overclaiming), and the illusion of knowledge. These phenomena were tested with an instrument which measured the actual knowledge of different domains (grammar, literature, and nanotechnology), as well as self-assessed knowledge. Results showed that, on average, participants overestimated their absolute performance, but not their performance relative to others. Furthermore, the bottom quartile overestimated their absolute and their relative performance most, while the top quartile perceived their absolute performance most accurately and substantially underestimated their relative performance. Results related to overclaiming showed that 56% of respondents claimed knowledge of at least one non-existent book and that the extent of overclaiming was substantially correlated with self-perceived expertise. Lastly, results showed that an increased quantity of information about nanotechnology led to a false certainty in answering questions from this area. Povzetek: Realistično zaznavanje lastnega znanja je pomembno na različnih področjih vsakdanjega življenja, a pretekle raziskave razkrivajo, da je naša samozaznava v resnici polna pomanjkljivosti. Pričujoča študija se je osredotočila na splošno precenjevanje znanja in razlike med eksperti ter slabšimi reševalci (Dunning-Krugerjev učinek), na poznavanje neobstoječih konceptov in na iluzijo znanja. Omenjene pojave smo preverjali z instrumentom, ki je vseboval elemente objektivnega ocenjevanja znanja in samoocene znanja na različnih področjih -slovnica, književnost in nanotehnologija. Rezultati so pokazali, da so udeleženci v povprečju precenjevali svoj absolutni dosežek, ne pa tudi svojega položaja v vzorcu. Nadalje so tisti iz spodnjega kvartila najbolj precenjevali svoj absolutni in relativni dosežek, medtem ko so tisti iz zgornjega kvartila svoj absolutni dosežek ocenjevali najtočneje, ob tem pa znatno podcenjevali svoj relativni dosežek. Rezultati, vezani na poznavanje neobstoječih konceptov, so pokazali, da je 56 % udeležencev zatrdilo poznavanje vsaj enega neobstoječega literarnega dela, pri tem pa se je z ravnjo poznavanja neobstoječih konceptov zmerno povezovala samozaznana kompetentnost. Nazadnje so rezultati pokazali tudi to, da je povečana kvantiteta informacij o nanotehnologiji vodila do občutka lažne gotovosti pri odgovarjanju na vprašanja iz tega področja. KeywordsKljučne besede: precenjevanje znanja, Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov, iluzija znanja

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Section: Discussioncontrasting

confidence: 99%

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confidence: 92%

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Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Plohl¹,

Musil²

2018

psio

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“…This study provides additional insight for educators in teacher-preparation programs seeking to identify pre-service teachers who are experiencing the Dunning-Kruger effect, a psychological concept described by Kruger and Dunning (2009). Pavel, Robertson, and Harrison (2012) offered a useful explanation about this effect:…”

Section: Introductionmentioning

confidence: 98%

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Sultan¹,

Henson²,

Fadde³

2018

IJE

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Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, preservice elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

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“…Pavel, Robertson, and Harrison [28] replicated Kruger and Dunning's 1999 Study 3-test of knowledge of grammar conventions of the English language-using aviation students enrolled in a university aviation program and obtained similar results. The bottom quartile of aviation students predicted their score to be on the 68th percentile but achieved an average score on the 10th percentile.…”

Section: Overconfidencementioning

confidence: 63%

Visual Flight into Instrument Meteorological Condition: A Post Accident Analysis

Ayiei

Murray

Wild

2020

Safety

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The phenomenon of encountering instrument meteorological conditions (IMCs) while operating an aircraft under visual flight rules (VFRs) remains a primary area of concern. Studies have established that pilots operating under VFRs that continue to operate under IMCs remains a significant cause of accidents in general aviation (GA), resulting in hundreds of fatalities. This research used the Australian Transport Safety Bureau (ATSB) database, which contained a total of 196 VFR to IMC occurrences, from 2003 to 2019, with 26 having formal reports. An explanatory design was adopted, commencing with a qualitative study of the 26 occurrences with reports followed by a quantitative study of all 196 occurrences. Factors investigated included the locations and date of the occurrences, involved aircraft (manufacturer, model, type), pilot details (licenses, ratings, h, and medical), number of fatalities, and causal factors. Fisher’s exact tests were used to highlight significant relationships. Results showed occurrences were more likely to end fatally if (1) they involved private operations, (2) pilots only had a night VFR rating, (3) the pilot chose to push on into IMCs, (4) the pilot did not undertake proper preflight planning consulting aviation weather services, and (5) the pilot had more than 500 h of flight experience. Further results showed occurrences were less likely to end fatally if the meteorological condition was clouds without precipitation, if the pilot held a full instrument rating, or the pilot was assisted via radio. Analysis of the data using the Human Factors Analysis and Classification System (HFACS) framework revealed that errors and violations occur with slightly greater frequency for fatal occurrences than non-fatal occurrences. Quantitative analyses demonstrated that the number of VFR to IMC occurrences have not decreased even though initiatives have been implemented in an attempt to address the issue.

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The Dunning-Kruger Effect and SIUC University’s Aviation Students

Cited by 24 publications

References 9 publications

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

Visual Flight into Instrument Meteorological Condition: A Post Accident Analysis

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