Highly Prevalent but Not Always Persistent
| Autor: | Carmel Gabriel Saad, Sean Hughes, Kristin Dukes, Amy-Jo Lynch, Haylie L. Miller, Robin L. Kaplan, Fiona Lyddy, Austin Lee Nichols |
|---|---|
| Rok vydání: | 2014 |
| Předmět: |
Need for cognition
Introductory psychology Medical education Knowledge level education COLLEGE-STUDENTS Social Sciences NEED Cognition graduate students Academic achievement Predictor variables psychology need for cognition Education Test (assessment) ACHIEVEMENT Graduate students BELIEFS Pedagogy COGNITION misconceptions Psychology MYTHS General Psychology |
| Zdroj: | TEACHING OF PSYCHOLOGY |
| ISSN: | 1532-8023 0098-6283 |
| DOI: | 10.1177/0098628314562677 |
| Popis: | Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and graduate students endorse erroneous beliefs about the discipline. In Study 1, we administered a 30-item misconception test to an international sample of 670 undergraduate, master’s, and doctoral students. Analyses indicated that participants identified and rejected the majority of misconceptions, with doctoral students performing better than their master’s or undergraduate peers. In Study 2, we administered a revised version of our questionnaire to a novel sample of 557 students while controlling for number of years spent at university, psychology courses completed, and need for cognition. Once again, we found that graduate students rejected more, affirmed less, and reported lower levels of uncertainty than their undergraduate counterparts. Educational implications and future research directions are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|