Evaluation of the Dunning Kruger effect in relation to vaccination: a study of messages on the social network LinkedIn.
e202306051
Keywords:
Heuristic biases, Dunning-kruger, COVID-19, Social networks, Vaccination, Anti-vaccines, Social psychology, Vaccination strategiesAbstract
BACKGROUND // The Dunning-Kruger effect refers to an excess of confidence regarding one’s abilities and knowledge; trust leads to transmitting information in an assertive manner, regardless of its validity or veracity, of experts, but of great impact on public opinion. This study evaluated the existence of the Dunning-Kruger effect in messages related to vaccination against COVID-19 on LinkedIn.
METHODS //448 messages were evaluated and the authors’ knowledge and training on the subject were related. In the statistical treatment, the Chi-square test was performed to determine if there is a significant association between the variables, establishing the level of significance at P<0.05. These procedures were carried out using SPSS statistical software.
RESULTS // 448 messages were analyzed. Of these, 153 reflected very high certainty, 115 medium certainty, 107 low certainty and 73 reflected doubts. The group that issued the most messages with absolute certainty (41.8%) was the group with minimal knowledge about COVID-19. Of this group without knowledge on the subject, only 7.1% expressed messages without expressing certainty. The group with very high knowledge on the subject was more likely to reflect uncertainty, communicating 15.7% of the messages with absolute certainty and 37.1% with zero certainty.
CONCLUSIONS // It is obtained that those people with less knowledge express their messages more assertively and present less acceptance of the COVID-19 vaccine in their speeches. The presence of the Dunning-Kruger effect in relation to COVID-19 vaccination is demonstrated.
Downloads
References
Larson HJ, Cooper LZ, Eskola J, Katz S, Ratzan S. (2011). Addressing the vaccine confidence gap. Lancet, 378(9790), 526-535. https://dx.doi.org//10.1016/s0140-6736(11)60678-8
Desmond A, Offit A. (2020). The antivax movement and what allergists can do. Ann Allergy Asthma Immunol, 125 (1), 8-9. https://dx.doi.org/10.1016/j.anai.2020.04.013
Black S, Rappuoli R. (2010). A crisis of public confidence in vaccines. Science translational medicine, 2(61). https://dx.doi.org/10.1126/scitranslmed.3001738
Rappuoli R, Pizza M, Del Giudice M, De Gregorio E. (2014). Vaccines for a new society. Proceedings of the National Academy of Sciences, 111(34), 12288-12293. http://dx.doi.org//10.1073/pnas.1402981111
Hussain A, Ali S, Ahmed M, Hussain S. (2018). The anti-vaccination movement: a regression in modern medicine. Cureus, 10:e2919. http://dx.doi.org/10.7759/cureus.2919
Dunning D, Johnson K, Ehrlinger J, Kruger J. (2003). Why people fail to recognize their own incompetence. Curr Dir Psychol Sci, 12(3), 83-87. https://dx.doi.org/10.1111/1467-8721.01235
Sánchez C, Dunning D. (2018). Overconfidence among beginners: is a little learning a dangerous thing? Journal of Personality and Social Psychology, 114, 10-28. https://dx.doi.org//10.1037/pspa0000102
Coutinho MVC, Thomas J, Alsuwaidi ASM, Couchman J. (2021). Dunning-Kruger Effect: Intuitive Errors Predict Overconfidence on the Cognitive Reflection Test. Frontiers in Psychology, 12. https://dx.doi.org/10.3389/fpsyg.2021.603225
Kruger J, Dunning D. (2000). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psychol., 77(6), 1121-1134. https://dx.doi.org//10.1037/0022-3514.77.6.1121
Terroni NN. (2009). La comunicación y la asertividad del discurso durante las interacciones grupales presenciales y por computadora. Psico-USF, 14(1), 35-46.
Marottoli RA, Richardson ED. (1998). Confidence in, and self-rating of, driving ability among older drivers. Accident: analysis and prevention, 30(3), 331-336. https://dx.doi.org//10.1016/s0001-4575(97)00100-0
Motta M, Timothy C, Sylvesterc S. (2018). Knowing less but presuming more: Dunning-Kruger effects and the endorsement of anti-vaccine policy attitudes. Soc Sci Med, 211, 274-281. https://dx.doi.org//10.1016/j.socscimed.2018.06.032
Claessens A, Keita-Perse O, Berthier F, Raude J, Chironi G, Faraggi M et al. (2021). Self-Illusion and Medical Expertise in the Era of COVID-19. Open Forum Infecteous Disease, 8(4). https://dx.doi.org/10.1093/ofid/ofab058
Brown FK, Kroll SJ, Hudson JM, Ramsay M, Green J, Long JS, Vincent AC, Fraser G, Sevdalis N. (2010). Factors underlying parental decisions about combination childhood vaccinations including MMR: a systematic review. Vaccine 28(26), 4235-4248. https://dx.doi.org/10.1016/j.vaccine.2010.04.052
Bermejo PE, Dorado R, Zea-Sevilla MA, Sánchez-Menéndez V. (2011). Neuroanatomía de las decisiones financieras. Neurologia, 26(3), 173-181. http://dx.doi.org/10.1016/j.nrl.2010.09.015
Makarovs K, Achterberg P. (2017). Contextualizing educational differences in “vaccination uptake”: A thirty nation survey. Social Science & Medicine, 188, 1-10. http://dx.doi.org/10.1016/j.socscimed.2017.06.039
Popper K, Gombrich E. (2013). The open society and its enemies. Princeton: Princeton University Press.
Córdova-Jiménez I, Duran-Montes LA. (2018). Las teorías de la conspiración y su efecto sobre las decisiones. Argumentos inconsistentes para no vacunar. Quadripartita Ratio, 6, 22-39.
Peitz L, Lalot F, Douglas K, Sutton R, Abrams D. (2021). COVID-19 conspiracy theories and compliance with governmental restrictions: The mediating roles of anger, anxiety, and hope. Journal of Pacific Rim Psychology, 15. https://dx.doi.org//10.1177/18344909211046646
López-Carril S, Anagnostopoulos C, Parganas P. (2020). Social media in sport management education: Introducing LinkedIn. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100262. http://dx.doi.org/10.1016/j.jhlste.2020.100262
Kozłowski A, Kaliszewski A, Dabrowski J, Klimek H. (2021). Virtual network sampling method using LinkedIn. MethodsX, 8. http://dx.doi.org/16/j.tranpol.2021.03.024
Grajales FJ, Sheps S, Ho K, Novak-Lauscher H, Eysenbach G. (2014). Social media: a review and tutorial of applications in medicine and health care. J Med Internet Res, 16(2). https://dx.doi.org/10.2196/jmir.2912
Kelly JA. (1982). Social skills training: a practical guide for interventions. Nueva York: Springer.
Jolley D, Douglas KM. (2014). The Effects of Anti-Vaccine Conspiracy Theories on Vaccination Intentions, PLoS ONE, 9(2): e89177. http://dx.doi.org/10.1371/ journal.pone.0089177
Akbar R. (2019). Ten health issues WHO will tackle this year. Who.int. Disponible en: https://www.who.int/news-room/spotlight/ten-threats-to-global-health-in-2019
Gellin B, Maibach E, Marcuse E. (2000). Do Parents Understand Immunizations? A National Telephone Survey. Pediatrics. 2000, 106(5), 1097-1102. https://dx.doi.org/10.1542/peds.106.5.1097
Bean SJ. (2011). Emerging and continuing trends in vaccine opposition website content. Vaccine, 29(10), 1874–1880. https://dx.doi.org/10.1016/j.vaccine.2011.01.003
Cooper LZ, Larson HJ, Katz SL. (2008). Protecting public trust in immunization. Pediatrics, 122(1), 149-153. https://dx.doi.org/10.1542/peds.2008-0987
Carpiano RM, Fitz NS. (2017). Public attitudes toward child undervaccination: A randomized experiment on evaluations, stigmatizing orientations, and support for policies. Social science & medicine, 185, 127-136.
Roberts HA, Clark DA, Kalina C, Sherman C, Brislin S, Heitzeg M, Hicks BM. (2022). To vax or not to vax: Predictors of anti-vax attitudes and COVID-19 vaccine hesitancy prior to widespread vaccine availability. PloS one, 17(2). https://dx.doi.org/10.1371/journal.pone.0264019
Kahan D, Braman D, Cohen G, Gastil J, Slovic P. (2010). Who fears the HPV vaccine, who doesn’t, and why? An experimental study of the mechanisms of cultural cognition. Law Hum Behav, 34(6), 501-516.https://dx.doi.org//10.1007/s10979-009-9201-0
Meadows CZ, Tang L, Liu W. (2015). Twitter message types, health beliefs, and vaccine attitudes during the 2015 measles outbreak in California. Am J Infect Control, 47, 1314-1318. http://dx.doi.org/10.1016/j.ajic.2019.05.007
Yiannakoulias N, Slavik CE, Chase M. (2019). Expressions of pro and antivaccine sentiment on YouTube. Vaccine, 37, 2057-2064. https://dx.doi.org//10.1016/j.vaccine.2019.03.001
Kort J. (2021). The Dark Side of Social Media: When opinions seem more important than truth. Phycology Today. Disponible en: https://www.psychologytoday.com/us/blog/understanding-the-erotic-code/202102/the-dark-side-social-media
Kahneman D. (2012). Pensar rapido, pensar despacio. Barcelona: Penguin Random House Grupo.
Dixon GN, Clarke CE. (2012). Heightening Uncertainty Around Certain Science: Media Coverage, False Balance, and the Autism-Vaccine Controversy. Science Communication, 35(3), 358-382. https://dx.doi.org/10.1177/1075547012458290
Soofi M, Najafi F, Karami-Matin B. (2020). Using Insights from Behavioral Economics to Mitigate the Spread of COVID-19. Applied Health Economics and Health Policy, 18, 345-350. http://dx.doi.org/10.1007/s40258-020-00595-4
Gibson LP, Magnan RE, Kramer EB, Bryan AD. (2021). Theory of Planned Behavior Analysis of Social Distancing During the COVID-19 Pandemic: Focusing on the Intention-Behavior Gap. Ann Behav Med, 55(8), 805-812. https://dx.doi.org/10.1093/abm/kaab041
Popa-Velea O, Purcărea VL. (2014). Issues of therapeutic communication relevant for improving quality of care. J Med Life, 7(4), 39-45.
Kim H, Jones-Jang M, Kim S, Wan A. (2018). Evaluating Sampling Methods for Content Analysis of Twitter Data. Social Media + Society, 4. http://dx.doi.org/10.1177/2056305118772836
Gang L, Yuan J, Xiong X, Li M. (2021). Mortality rate and characteristics of deaths following COVID-19 vaccination. Front Med, 14. https://dx.doi.org/10.3389/fmed.2021.670370
Ransing R, Dashi E, Rehman S, Chepure A, Mehta V, Kundadak GK. (2021). COVID-19 anti-vaccine movement and mental health: Challenges and the way forward. Asian Journal of Psychiatry, 58. https://dx.doi.org/10.1016/j.ajp.2021.102614
Ayhan D, Seki Öz H. (2021). Effect of assertiveness training on the nursing students’ assertiveness and self-esteem levels: Application of hybrid education in COVID-19 pandemic. Nursing Forum, 56(4), 807-815. http://dx.doi.org/10.1111/nuf.12610
Published
Versions
- 2023-06-15 (2)
- 2023-06-15 (1)
How to Cite
License
Copyright (c) 2023 Marta Sánchez Ordóñez, Pedro Emilio Bermejo Velasco, Ángel Luis Rubio Moraga
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Usted es libre de:
Compartir — copiar y redistribuir el material en cualquier medio o formato.
La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia.
Bajo los siguientes términos:
Atribución — Usted debe dar crédito de manera adecuada , brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
NoComercial — Usted no puede hacer uso del material con propósitos comerciales.
SinDerivadas — Si remezcla, transforma o crea a partir del material, no podrá distribuir el material modificado.
No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.
Avisos:
No tiene que cumplir con la licencia para elementos del material en el dominio público o cuando su uso esté permitido por una excepción o limitación aplicable.
No se dan garantías. La licencia podría no darle todos los permisos que necesita para el uso que tenga previsto. Por ejemplo, otros derechos como publicidad, privacidad, o derechos morales pueden limitar la forma en que utilice el material.
