Why the Unskilled Are Unaware: Further Explorations of (Absent) Self-Insight Among the Incompetent

Ehrlinger, Joyce; Johnson, Kerri L.; Dunning, David; Kruger, Justin; Banner, M.

doi:10.2139/ssrn.946242

Cited by 22 publications

(24 citation statements)

References 36 publications

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“…Maughan (2001) found that graduating seniors had a higher opinion of their ability to access information and to conduct library research than they were able to demonstrate by their test scores. Other researchers confirm the notion that, with regard to assessing their own knowledge and skills, students demonstrated an overconfidence in their abilities (Ehrlinger, Johnson, Banner, Dunning, & Kruger, 2008;Monoi, O'Hanlon, & Diaz, 2005;Ren, 2000). Nursing students in the present study may have expressed overconfidence in their self-appraisal of their information skills, which concurs with the findings of previous studies.…”

Section: Discussionsupporting

confidence: 91%

Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

Mi¹,

Riley-Doucet²

2016

EBLIP

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Objective -This study aimed to investigate the relationships among health professions students' lifelong learning orientation, self-assessed information skills, and information self-efficacy.Methods -This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS), and an information self-efficacy scale.Results -Findings of the study show a significant correlation between students' lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84) were significantly lower than the scores for graduate nursing Evidence Based Library and Information Practice 2016, 11.2 122 students (M = 46.20). Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34) than the scores for graduate nursing students (M = 65.97). There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62) and second year medical students (M = 58.00) had significantly lower scores than third/fourth year students (M = 64.42).Conclusion -Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students' information self-efficacy.

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Section: Discussionsupporting

confidence: 91%

Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

Mi¹,

Riley-Doucet²

2016

EBLIP

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“…For example, many people overestimate the superiority of their work performance (Cross, 1977;Haun, Zeringue, Leach, & Foley, 2000;Zenger, 1992), social skills (College Board, 1976-1977Lewinsohn, Mischel, Chaplin, & Barton, 1980;Swann & Gill, 1997), and physical talents (Dunning, Meyerowitz, & Holzberg, 1989;Svenson, 1981; for exceptions, see Kruger, 1999;Moore, 2007). Such overconfidence persists even when the stakes are high and individuals have incentives to estimate their relative abilities accurately (Ehrlinger, Johnson, Banner, Dunning, & Kruger, 2008;Hoelzl & Rustichini, 2005;Williams & Gilovich, 2008).…”

Section: The Origins Of Overconfidencementioning

confidence: 99%

When overconfidence is revealed to others: Testing the status-enhancement theory of overconfidence

Kennedy

Anderson

Moore

2013

Organizational Behavior and Human Decision Processes

135

101

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“…in the modern world the stupid are cocksure while the intelligent are full of doubt'' [5]. Quantitative analysis confirms that meta-ignorance scales with primary ignorance: the least competent people display the most overestimation of their own knowledge [1]. The latter symptom may explain the authoritative tone of unsuited reviewers that may captivate the editors.…”

mentioning

confidence: 98%

“…This phenomenon has become known as the Dunning-Kruger effect [1,2], especially when paired with over-confidence. Why is this relevant for the peerreview process?…”

mentioning

confidence: 99%

When peers are not peers and don't know it: The Dunning‐Kruger effect and self‐fulfilling prophecy in peer‐review

Huang

2013

BioEssays

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When peers are not peers and don't know it: The Dunning-Kruger effect and self-fulfilling prophecy in peer-reviewThe fateful combination of (i) the Dunning-Kruger effect (ignorance of one's own ignorance) with (ii) the nonlinear dynamics of the echo-chamber between reviewers and editors fuels a self-reinforcing collective delusion system that sometimes spirals uncontrollably away from objectivity and truth. Escape from this subconscious meta-ignorance is a formidable challenge but if achieved will help correct a central deficit of the peer-review process that stifles innovation and paradigm shifts.

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Why the Unskilled Are Unaware: Further Explorations of (Absent) Self-Insight Among the Incompetent

Cited by 22 publications

References 36 publications

Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

When overconfidence is revealed to others: Testing the status-enhancement theory of overconfidence

When peers are not peers and don't know it: The Dunning‐Kruger effect and self‐fulfilling prophecy in peer‐review

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