Replicating the Disease framing problem during the 2020 COVID-19 pandemic: A study of stress, worry, trust, and choice under risk
Jazyk angličtina Země Spojené státy americké Médium electronic-ecollection
Typ dokumentu časopisecké články, práce podpořená grantem
PubMed
34506543
PubMed Central
PMC8432807
DOI
10.1371/journal.pone.0257151
PII: PONE-D-21-06048
Knihovny.cz E-zdroje
- MeSH
- COVID-19 * epidemiologie psychologie MeSH
- lidé MeSH
- pandemie * MeSH
- průzkumy a dotazníky MeSH
- riskování * MeSH
- úzkost * MeSH
- výběrové chování * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
In the risky-choice framing effect, different wording of the same options leads to predictably different choices. In a large-scale survey conducted from March to May 2020 and including 88,181 participants from 47 countries, we investigated how stress, concerns, and trust moderated the effect in the Disease problem, a prominent framing problem highly evocative of the COVID-19 pandemic. As predicted by the appraisal-tendency framework, risk aversion and the framing effect in our study were larger than under typical circumstances. Furthermore, perceived stress and concerns over coronavirus were positively associated with the framing effect. Contrary to predictions, however, they were not related to risk aversion. Trust in the government's efforts to handle the coronavirus was associated with neither risk aversion nor the framing effect. The proportion of risky choices and the framing effect varied substantially across nations. Additional exploratory analyses showed that the framing effect was unrelated to reported compliance with safety measures, suggesting, along with similar findings during the pandemic and beyond, that the effectiveness of framing manipulations in public messages might be limited. Theoretical and practical implications of these findings are discussed, along with directions for further investigations.
Danish School of Education Aarhus University Aarhus Denmark
Department of Psychology University of Toronto Toronto Ontario Canada
Educational Psychology Program University of Alabama Tuscaloosa Alabama United States of America
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