ERIC Number: EJ1350459
Record Type: Journal
Publication Date: 2022-Oct
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: EISSN-1532-8023
Predicting Beliefs in Psychological Misconceptions with Psychology Knowledge and the Critical Reflection Test: A Replication and Extension
Cho, Kit W.
Teaching of Psychology, v49 n4 p303-309 Oct 2022
Background: Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs. Objective: The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates' beliefs in psychological misconceptions. Method: Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants' academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data. Results: Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions. Conclusion: Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions. Teaching Implications: Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students' beliefs in psychological misconceptions.
Descriptors: Undergraduate Students, Psychology, Misconceptions, Course Selection (Students), Grade Point Average, Beliefs, Predictor Variables, Reflection, Critical Thinking, Thinking Skills, Abstract Reasoning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A